Motivational Programs of Target Corporation(1)
Results of a Study using the Motivation Strategies for Learning Questionnaire (MSLQ) in an Introduct
Results of a Study using the Motivation Strategies for Learning Questionnaire (MSLQ) in an Introductory Engineering Graphics CourseAaron C. Clark1 Jeremy V. Ernst2 Alice Y. Scales3Abstract – This paper will present data related to a study conducted at NC State University in the spring of 2008 that focused on student motivation in an introductory graphics course. This study conducted a motivation and learning assessment using the Motivated Strategies for Learning Questionnaire (MSLQ) Attitude Survey. The motivational portion of MSLQ focuses on six areas associated with student learning and motivation. These areas were intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy learning performance, and test anxiety. Findings from the study included the identification of enduring motivational factors for learning graphics education. Insights into the strategic learning process of students in a graphics education course will be discussed. Also, areas of concern for future pedagogical development and course improvement will be highlighted.Keywords: MSLQ, Introductory Graphics Course,I NTRODUCTIONMany motivational processes are responsive to individual properties associated with tasks, the classroom, or the context within student engagement [Wolters & Pintrich, 11]. Literature on student motivation identifies many beliefs and constructs, but control, competence, and self-regulated strategic learning remain chief among them [Shell & Husman, 9]. Internal pressures also serve as strong motivators in adult learners [Knowles, Holton, & Swanson, 4, pp. 64-66]. An attitude of self-determination resides at the nucleus of intrinsic motivation [Johari & Bradshaw, 5]. This self-determined attitude is primarily a result of feeling competent and/or independent. In adults, feelings of intellectual competence can be highly motivational when paired with internal pressures that serve as a driving force. Self-determination theory research has placed a large amount of attention on, not only intrinsic motivation, but also extrinsic motivation. Extrinsic motivation refers to “engaging in an activity to obtain an outcome separable from the activity itself” [Vansteenkiste, Timmermans, Lens, Soenens, & Van den Broeck, 10, pp. 388]. A study conducted by Bye, Pushkar, & Conway [2] at Concordia University identifies intrinsic motivation as a predictor of positive classroom effect, while self-improvement and personal growth were found to be highly valued in comparison with extrinsic goals, further distinguishing between intrinsic and extrinsic motivation.1 NC State University, Box 7801, Raleigh, NC 27695-7801, aaron_clark@2 NC State University, Box 7801, Raleigh, NC 27695-7801, jeremy_ernst@3 NC State University, Box 7801, Raleigh, NC 27695-7801, alice_scales@Student motivation possesses a value component involving students’ goals and beliefs about the importance of a task or their personal interest in an application. Motivational value has been conceptualized through various approaches (e.g., learning vs. performance goals, intrinsic vs. extrinsic orientation, task value, and intrinsic interest); this motivational component effectively concerns students' motives for the completion of a task [Pintrich & De Groot, 8]. Beyond beliefs pertaining to importance and interest is self-efficacy. Students’ perceived self-efficacy might influence the process by which he or she selects activities to participate in or complete. There are many circumstances where students assume and perform activities they deem themselves capable of successfully completing and avoid those they believe exceed their ability [Yang, 12]. This paper will examine the results of a study conducted at North Carolina State University that looked at the type of motivation exhibited by students taking an introductory engineering class.M OTIVATED S TRATEGIES FOR L EARNING Q UESTIONNAIRET he Motivated Strategies for Learning Questionnaire (MSLQ) is an instrument designed to evaluate “college students’ motivational orientation and use of different learning strategies for a college course” [Pintrich, Smith, Garcia, and McKeachie, 8]. The broad cognitive analysis of motivation and learning strategy, paired with the social cognitive view of motivation and self-regulated learning, serves as the foundation of MSLQ. The MSLQ consists of two major sections: a motivation section and a learning strategies section. The motivation segment has 31 items that evaluate students’ goals and value beliefs, students’ beliefs about skills necessary to succeed, and test anxiety associated with a specific course [Duncan & McKeachie, 3]. Duncan & McKeachie further differentiate the learning strategy section of the MSLQ as identifying students’ use of different cognitiv e and metacognitive strategies as well as student management of resources. The motivation section and the learning strategies section of the MSLQ include 81 items. Each item is rated using a 7-point Likert-type scale. The rating scale ranges from one (not at all true of me) to seven (very true of me).Pintrich, Smith, Garcia, & McKeachie [8] describe the motivation scales of the MSLQ as vehicles to acquire information associated with value, expectancy, and affect. Value assists in exploring intrinsic and extrinsic goal orientation, expectancy targets beliefs about learning and self-efficacy, and affect gauges test anxiety. Learning strategies investigated through the motivation scales are drawn from a broad compilation of cognitive research representing cognitive processing and its affect on student learning [Lynch, 6].Numerous MSLQ studies have been conducted that present evidence of internal consistency, reliability, and predictive validity of the instrument [Pintrich, Smith, Garcia, & McKeachie, 8; Artino, 1; Duncan & McKeachie, 3]. The MSLQ represents a method to accurately and holistically gage student motivation and self-regulated learning grounded by a theoretical basis. The MSLQ allows student learning researchers to move beyond traditional examinations of individual differences in learning styles to gain insight into the motivation and learning specifically occurring in a targeted college course. In this investigation, an introductory engineering graphics course wasselected to investigate intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy learning performance, and test anxiety with the MSLQ Attitude Survey.M ETHODOLOGYThis targeted investigation utilized the results of 31 motivational questions MSLQ Attitude Survey to examine six proposed null hypotheses concerning motivation and satisfaction of student learning. These null hypotheses were: 1) Ho: Student intrinsic goal orientation elements are independent components of motivation and learning. 2) Ho: Student extrinsic goal orientation elements are independent components of motivation and learning. 3) Ho: Student task value elements are independent components of motivation and learning. 4) Ho: Student controls of learning beliefs are independent components of motivation and learning. 5) Ho: Student self-efficacy and learning performance elements are independent components of motivation and learning. 6) Ho: Student test anxiety elements are independent components of motivation and learning.These hypotheses guided the motivation and learning investigation utilizing the MSLQ Attitude Survey as the means for data acquisition. Specifically, the six hypotheses structure the investigation to identify enduring motivational factors for learning graphics in the introductory engineering graphics course at NC State University.To better gauge indicators of student attitude and motivation, the MSLQ data analysis was shortened. As prescribed by Matthews [7] to solely measure motivation concerning goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy learning performance, and test anxiety, the MSLQ analysis was limited to 31 questions specifically targeted to student motivation. Additionally, Matthews identified the MSLQ item equivalent subsets to provide a targeted analysis of the six focal areas associated with student learning and motivation.In the 10th week of the 2008 spring semester the course instructors administered the MSLQ instrument to student participants in the introductory engineering graphics course. The questionnaire took the participants approximately 15 minutes to complete. One hundred and sixty one students in seven separate sections of GC 120 (Foundations of Graphics) completed and returned the instrument. One of the 161 participants failed to complete items 24 and 29 of the targeted subgroup analysis, but the researchers decided to include this questionnaire in the completed group. The researchers gathered the completed instruments from the course instructors, entered the MSLQ data, tabulated the questionnaire results, analyzed the target items, and formed conclusions based on the six identified student learning and motivation areas.R ESULTSThe proposed hypotheses were evaluated using a one-sample calculation of variance. The test of independence tabulates MSLQ instrument items in their designated categories and computes a chi-square value. This procedure uses the critical value to evaluate the proportional value derived from the Chi-Square table. A significant p-value foran item in a category demonstrates that it is independent of the other items and, therefore, has no relationship to the other items in its category or the category itself.The identified MSLQ item equivalents to investigate intrinsic goal orientation were 1, 16, 22, and 24 (See Table 1). Within the item equivalents that measured intrinsic goal orientation, item 16 had the highest average, while item 24 had the lowest. As a group, the intrinsic goal orientation items averaged 4.68 on the seven-point scale. The sampling variance, reported in the data summations, was due to a statistical fluctuation in the responses on intrinsic goal orientation sub grouped items identified in the six student learning and motivation areas. Additionally, evaluation of the chi-square statistic and the proportional value associated with each item identified all four MSLQ items within their student learning and motivation area as significantly different from one another, given the predetermined alpha level of significance (0.05). Items 1, 16, 22, and 24 all had p-values smaller than 0.05, therefore the null hypothesis that intrinsic goal orientation elements are independent components of motivation and learning could not be rejected because there is evidence that the questions were independent of the category and each other by virtue of their significant p-values.Table 1. MSLQ Intrinsic Goal OrientationThe identified item equivalents to investigate extrinsic goal orientation were MSLQ items 7, 11, 13, and 30 (See Table 2). Within the item equivalents of extrinsic goal orientation, item 13 had the highest average, while item 30 had the lowest. As a group, the extrinsic goal orientation items averaged 5.35 on the seven-point scale. Additionally, reporting and evaluation of the chi-square statistic and the proportional value associated with each item identified three of the four items were significantly different from one another. Item 13 was found not to significantly differ within the subgroup. Items 7, 11, and 30 all had a p-value smaller than 0.05, therefore, the null hypothesis that statedthat extrinsic goal orientation elements are independent components of motivation and learning also failed to be rejected.Table 2. MSLQ Extrinsic Goal OrientationThe identified item equivalents to investigate task value were MSLQ items 4, 10, 17, 23, 26, and 27 (See Table 3). Within the item equivalents for task value, the six items provide participant averages relatively close to one another. As a group, the task value items averaged a 5.16 on the seven-point scale. The sampling variance again was due to a statistical fluctuation in participant responses on the task value sub grouped items. Likewise, reporting and evaluation of the chi-square statistic and the proportional value associated with each item identified all six of the MSLQ items within their student learning and motivation area as significantly different from each other. The p-values for items 4, 10, 17, 23, 26, and 27 were all lower than the established cut-off value of 0.05, therefore, the null hypothesis that stated that task value elements are independent components of motivation and learning could not be rejected.Table 3. MSLQ Task ValueThe identified item equivalents that examined control of learning beliefs were MSLQ items 2, 9, 18, and 25 (See Table 4). Within the item equivalents of control of learning beliefs, item 18 had the highest average while item 25 had the lowest. As a group, the control of learning beliefs items averaged 5.62. The sampling variance was due to the variation in the participants’ responses on control of learning beliefs sub grouped items identified within the six student learning and motivation areas. The reporting and evaluation of the chi-square statistic, and the proportional value associated with each item, identified three of the four MSLQ items within their student learning and motivation area as significantly different from one another, given the predetermined alpha level of significance (0.05). Item 18 was found not to differ within the response subgroup. Items 2, 9, and 25 had a p-value lower than the critical value of 0.05, therefore, again the results failed to reject the null hypothesis that control of learning beliefs is an independent component of motivation and learning.Table 4. MSLQ Control of Learning BeliefsThe identified item equivalents to investigate self-efficacy learning performance are MSLQ items 5, 6, 12, 15, 20, 21, 29 and 31 (See Table 5). Within the item equivalents of self-efficacy learning performance, the eight items present participant averages relatively close to one another. As a group, the self-efficacy learning performance items averaged a 5.47 on a seven-point scale. The sampling variance again is due to the statistical fluctuation in participant response on this sub group of items. Additionally, the evaluation of the chi-square statistic and the proportional value associated with each item identified six of the eight MSLQ items within their student learning and motivation area as significantly differing from one another based on the predetermined alpha level of significance (0.05). Items 20 and 21 were found not to significantly differ within the response subgroup; however, items 5, 6, 12, 15, 29 and 31 were lower than the critical p-value set at 0.05; therefore, it was not possible to reject the null hypothesis that self-efficacy and learning performance are independent components of motivation and learning.Table 5. MSLQ Self-Efficacy Learning PerformanceThe identified item equivalents to investigate test anxiety are MSLQ items 3, 8, 14, 19, and 28 (See Table 6). Within the items used to examine test anxiety, item 14 had the highest average while item 3 had the lowest. As a group, the task value items averaged 3.74 on the seven-point scale. The sampling variance was again due to the fluctuation in participants’ responses. Evaluation of t he chi-square statistic and the proportional value associated with each item indicated that all five of the MSLQ items significantly differed from each other and were smaller than the predetermined value for significance. Since items 3, 8, 14, 19, and 28 were not found to be significant, the null hypothesis that test anxiety is an independent component of motivation and learning failed to be rejected.Table 6. MSLQ Test AnxietyC ONCLUSIONSItem 13 (“If I can, I want to get better grades in this class than most of the other students”); in the Extrinsic Goal Orientation subgroup, item 18 (“If I try hard enough, then I will understand the course materials”); in the Control of Learning Beliefs subgroup, item 20 (“I’m confident I can do an excellent job on the assignments and test in this course”) and item 21 (“I expect to do well in this class”) of the Self-Efficacy Learning Performance subgroup were identified by the study as continuing motivational and learning factors for learning engineering graphics in the introductory engineering graphics course at NC State University. Considering the fact that these statements “standout” among the others and that each in some way is associated with the level of understanding and the grade they wish to receive in class, grades are still a good motivation factor to consider with these participants. The ability to do well and see relevance in what is being taugh t is also paramount to a student’s motivation in a course, like a fundamentals of engineering graphics. From the data collected for this study, it can be observed that grades, relevance of content, and understanding subject matter are the main factors tha t affect students’ motivation. Based on these findings, more research in areas of strategic learning of students in engineering graphics courses as it relates to their abilities to be self-motivated needs to be conducted, particularly as the structure and delivery methods of engineering graphics courses are rapidly changing. Also, considering the change and growth of new areas and concepts in the engineering graphics profession, how can we utilize contemporary methods to increase student motivation? Again, more investigation is needed in this area of student motivation as the profession works to educate future professionals that use graphics for the 21st century.R EFERENCES[1] Artino, A.R. (2005). Review of the Motivated Strategies for Learning Questionnaire, ERIC documentsED499083.[2] Bye, D., Pushkar, D. & Conway, M. (2007). Motivation, interest and positive affect in traditional andnontraditional undergraduates. Adult Education Quarterly, 60, # 9, PP1275-1288.[3] Duncan, T.G. & McKeachie, W.J. (2005). The making of the Motivated Strategies for Learning Questionnaire.Educational Psychologist. 40(2), 117-128.[4] Knowles, M., Holton, E., & Swanson, R. (1998). The adult learner: The definitive classic in adult education andhuman resource development. Burlington, MA: Gulf Professional Publishing.[5] Johari, A. & Bradshaw, A.C. (2006). Project-based learning in an internship program: A qualitative study ofrelated roles and their motivational attributes. ETR&D.[6] Lynch, D.J. (2006). Motivational factors, learning strategies and resource management as predictors of coursegrades. College Student Journal.40(2), 423-428.[7] Matthews, B. (2004). The effects of direct and problem-based learning instruction in an undergraduateintroductory engineering graphics course. Unpublished doctoral dissertation, North Carolina State University, Raleigh, NC.[8] Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. InternationalJournal of Educational Research. 31(6), 459-470.[9] Shell, D. F., Husman, J. (May, 2008). Control, motivation, affect, and strategic self-regulation in the collegeclassroom: A multidimensional phenomenon. Journal of Educational Psychology. Vol 100(2), 443-459.[10] Vansteenkiste, M., Timmermans, T., Lens, W., Soenens, B., Van den Broeck, A. (May, 2008). Does extrinsicgoal framing enhance extrinsic goal-oriented individuals' learning and performance? An experimental test of the match perspective versus self-determination theory. Journal of Educational Psychology. Vol 100(2), 387-397.[11] Wolters, C.A. & Pintrich, P.R. (1999). Contextual differences in student motivation and self-regulated learningin mathematics, English, and social studies classrooms. Instructional Science, 26: 27-47.[12] Yang, N.D. (1999). The relationship between EFL learners' beliefs and learning strategy use. System. 27(4), 515-535.Aaron C. ClarkAaron C. Clark is an Associate Professor of Graphic Communications and Technology Education at North Carolina State University in Raleigh, North Carolina. He received his B.S. and M.S. in Technology and Technology Education and earned his doctoral degree in Technology Education. His teaching specialties are in visual theory, 3-D modeling, gaming, and technical animation. Research areas include graphics education, leadership, andscientific/technical visualization. He presents and publishes in both technical/technology education and engineering education. He is currently a Co-PI on grants related to visualization and education and has started new research in areas related to STEM integration and gaming.Jeremy V. ErnstJeremy V. Ernst is an Assistant Professor in the Department of Mathematics, Science, and Technology Education at North Carolina State University. He currently teaches a variety of courses and supervises student teachers in the Technology Education Program. Jeremy specializes in research involving instruction, learning, and visualization for university students, students with disabilities and other at-risk populations in Career and Technical Education. He also has curriculum research and development experiences in technology, trade and industrial education.Alice Y. ScalesAlice Y. Scales is an Assistant Professor and the Assistant Department Head of the Department of Mathematics, Science, and Technology Education at North Carolina State University. She has taught at NC State University since 1988. She has a B.S. in Science Education, a M.Ed. in Industrial Arts Education, and an Ed.D. in Occupational Education. She currently teaches courses in desktop publishing, website development, and introductory engineering graphics.2009 ASEE Southeast Section Conference。
管理学英文版课间激励MotivatingEmployees精品文档
19
Motivation and Goals
Goal-Setting Theory
Proposes that setting goals that are accepted, specific, and challenging yet achievable will result in higher performance than having no or easy goals.
gets feedback on their progress
MacGregor’s Theories X and Y 麦格雷戈的X and Y理论
Herzberg’s Motivation-Hygiene Theory 赫茨伯 格的激励-保健理论
10
Main points
1.There is a hierarchy of 5 needs. 2.A.Individuals must satisfy lower-
• Describe the five levels in Maslow’s hierarchy and how Maslow’s hierarchy can be used in motivational efforts.
• Discuss how Theory X and Theory Y managers approach motivation.
• Discuss the challenges managers face in motivating unique groups of workers.
• Describe open-book management and employee recognition, pay-for-performance, and stock option programs.
MotivatingEmployeesChapter激励雇员
11
Herzberg’s Two-Factors Theory
Motivators • Achievement • Recognition • Work • Responsibility • Advancement • Growth
19
Equity Theory
Employees compare their inputs-outcomes ratio比
with others and correct the inequity 不公平
Outcomes 产出/ inputs 投入
If the ratios are perceived as equal then a state of equity公平 (fairness) exists
Effort or effort: a measure of intensity or drive Direction: toward organizational goals Need: personalized reason to exert effort
Motivation works best when individual needs are compatible with organizational goals
Extremely Satisfied
Neutral
Hygiene Factors
• Supervision • Company Policy • Relationship with
Supervisor • Working Conditions • Salary • Relationship with Peers • Personal Life • Relationship with
职通商务英语(第三版)综合教程1 Unit 4-1
Intensive Reading
What Is Corporate Entertainment?
Corporate entertainment is served as a precision marketing tactic (1). It can be directed at one person or even at several millions. The degree of success achieved mostly depends on the skills, strategies and hard work of the people who engage in it (2).
Indoor Activities
Outdoor Activities
escape room holiday parties award banquets circus entertainment awards dinners karaoke
sea fishing safari sailing rock climbing golfing barbecue
Classify the following types of corporate entertainment into the
correct categories.
escape room/ sea fishing/ holiday parties/ safari/ award banquets/ sailing/ rock climbing/ golfing/ circus entertainment/ barbecue / awards dinners/ karaoke
Warming-up Discussion
将理想和方法途径结合起来的英语作文人物素材
全文分为作者个人简介和正文两个部分：作者个人简介：Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文：将理想和方法途径结合起来的英语作文人物素材全文共3篇示例，供读者参考篇1My Personal Hero: Combining Vision and PragmatismThey say that those who are able to combine their lofty ideals with practical, realistic methods to achieve them are the ones who truly change the world. It's easy to dream big, butactually making those dreams a reality requires strategic planning, determination, and a willingness to put in the hard work over a long period of time. In my opinion, no one exemplifies this powerful fusion of vision and pragmatism better than my personal hero, Malala Yousafzai.Malala is a Pakistani activist for female education and human rights, and she is the youngest person ever to receive the Nobel Peace Prize. However, what makes her so admirable and inspiring to me goes far beyond these impressive accolades. It's the incredible trajectory her life has taken – how she transformed herself from an average young student into one of the most influential and impactful activists on the global stage today.Her story began simply enough by merely speaking out about the importance of education for girls in her local community of Swat Valley, Pakistan. This was already a bold act of defiance against the Taliban militants who had taken control of the area and were banning girls from attending school. Through hindsight we know how her advocacy would eventually shake the world, but at the time she was just a teenage girl with a passion and the bravery to voice her beliefs.Her father, Ziauddin Yousafzai, was a poet and school owner who made a deep impact in shaping Malala's progressive valuesregarding female empowerment through education from a very young age. He once said, "Don't put yourself in that tiny, fenced circle. Don't Limit Your Ambitions." This message clearly took root in his daughter's mind and provided the philosophical foundations for her decades-long crusade for girls' access to learning.Those were the ideals which fueled Malala's fire from the start. She had a vision of a gender-equal world where every girl could get a proper education to unleash her full potential. This dream was fundamentally at odds with the oppressive Taliban regime that had taken over her hometown. Their refusal to allow girls to attend school represented the very patriarchal cultural norms that Malala was railing against.Writing an anonymous blog describing her experiences as a student deprived of an education by the Taliban quickly made Malala a figure of interest for international media outlets. She gave interviews about promoting secular education while deflecting threats and accusations of being an instrument of Western ideologies. All the while, the extremist groups who had taken over her home region continued to intensify their institutionalized misogyny.By 2012, at only 15 years old, Malala's prominence made her a prime target for retaliation by these fundamentalists. In one of history's most deplorable acts, a Taliban gunman boarded her school bus and shot her in the head. The blatant attempt to permanently silence this fearless young voice for human rights sent shockwaves around the globe.Miraculously, Malala survived this harrowing assassination attempt thanks to her own resilience and access to high quality medical care. But simply continuing her activism was not enough going forward – systematic changes needed to be implemented to protect the basic rights she was advocating for.This is where Malala's ability to incorporate pragmatic methods alongside her powerful ideological vision really shined through. Rather than remaining a solitary voice in the wilderness, she began to leverage her heightened global influence in tangible ways. The Malala Fund was established to support secondary education for girls in developing countries through scholarships, teacher training, school construction, and advocacy programs.She wisely partnered with major NGOs and powerful decision-makers from the public and private sectors. By directly engaging with entities ranging from the United Nations andWorld Bank to multinational corporations and national governments, Malala forced these institutions to reevaluate their commitment to female education and take meaningful action. Her tireless lobbying efforts promoted financial and policy changes that have improved access to quality schooling for millions across the globe.At the same time, Malala consistently amplified her message through publishing, media appearances, and public speaking engagements all over the world. Her 2013 book "I Am Malala" became an international bestseller, further cementing her reputation as the most prominent face of the movement for girls' education rights.However, this inspirational young leader never rested solely on just being an outspoken symbol for the cause. From negotiating with presidents and prime ministers, to helping select curriculum for schools being constructed by her fund, to lobbying corporations to invest more money into education initiatives, Malala did the unglamorous behind-the-scenes work to put her lofty words into concrete action.At the heart of it all, her enduring ideals centered around fighting systemic injustices by empowering the next generation with knowledge. As she famously said, "One child, one teacher,one book, and one pen can change the world." Yet she recognized that uplifting words alone would not be enough to overcome generations of discriminatory cultural norms. Completely pragmatic policy overhauls, ground-level program implementation, and changing antiquated mindsets on a global scale would all be required to make sustainable progress.And that is precisely what Malala has dedicated her life to achieving over the past decade. She has spoken truth to power from positions of both weakness and strength. In the face of violent oppressors denying her basic rights as an adolescent, she displayed unbelievable courage to raise her voice for justice. And after being dramatically elevated onto the world stage as a celebrated activist, she channeled that heightened platform into tangible results – not just empty rhetoric.Even now in her early 20s as a student at Oxford University, Malala continues to walk the fine line between idealistic passion and hardnosed pragmatism. She stays involved with hernon-profit fund while also finishing her education and exploring other avenues to promote her ultimate mission of universal access to quality learning for all.In my mind, this duality perfectly encapsulates what it means to be a true change-maker. Having a bold moral vision to aspiretowards is essential, but it is equally vital to develop practical strategies to methodically work towards that ideal day by day. Sustainable movements require continual perseverance and adaptability to navigate obstacles and skeptics along the way.Through her unwavering resolve yet pragmatic flexibility in pursuing girls' educational rights over the years, Malala has become the model example of how to effectively meld ideals and pragmatism into a world-changing force. Even if my own ambitions fall far short of her incredible achievements thus far, I strive to incorporate her balanced approach into my own endeavors. Maintaining clarity about one's overarching purpose while iterating in-the-moment tactics for chipping away at larger obstacles is such a valuable skill.At the end of the day, Malala Yousafzai exemplifies the type of holistic mindset one needs to make a lasting positive impact in whatever realm. Lead with your moral convictions and idealistic dreams as a pure motivational core. But also remain a pragmatic realist - using strategic planning, savvy networking, and an openness to evolving one's specific methods over time as needed to continually make progress. In doing so, even the most daunting injustices can be steadily eroded through principled perseverance.篇2Combining Ideals and Practical Methods: The Inspiring Story of Jane DoeWhen I was younger, I often dreamed of changing the world - of doing something truly meaningful that would make a positive impact. However, as I got older, I realized that simply having grand ideals wasn't enough. To actually create lasting change, one needs to pair their vision with strategic action and practical methods to implement it. This lesson was driven home for me when I learned about the extraordinary life of Jane Doe, a remarkable woman whose story has become a profound inspiration.Jane grew up in a small town, raised by parents who instilled in her a deep commitment to social justice from an early age. Even as a child, she was keenly aware of the inequalities and injustices that existed in her community and the wider world. While many of her peers were content to accept the status quo, Jane refused to simply go along with a system she knew was fundamentally flawed and unfair.This idealism and desire for a more equitable society only grew stronger as Jane got older. In high school and college, sheimmersed herself in the study of civil rights history, social movements, and political theory. She protested, wrote articles for her university's newspaper, and devoured books by revolutionary thinkers. Jane's mind brimmed with brilliant concepts for how to restructure systems and institutions to be more just and inclusive.However, Jane recognized that simply understanding the problems theoretically wasn't enough - she needed to take concrete action to actualize her vision. After graduating, she took a job at a non-profit organization focused on economic development in underserved communities. While the work was unglamorous, it allowed her to get firsthand experience in the day-to-day operations required to run a successful organization and enact meaningful change.It was here that Jane's passion and innovative ideas met the reality of limited resources, bureaucratic red tape, and community skepticism of outside interventions. She quickly learned that good intentions alone weren't sufficient; making a real impact required strategic planning, resourceful execution, and working within the existing systems while pushing for reform.Jane rolled up her sleeves and mastered everything from grant writing and fundraising to community outreach and program management. She learned how to build coalitions, navigate bureaucracies, and do whatever it took to turn her ideals into concrete results. Her talent and tireless work ethic allowed her to rise rapidly through the ranks of the organization.After several years, Jane began to question whether she could truly achieve large-scale change from within the existing non-profit industrial complex. She realized that to radically transform the systems causing poverty and inequality, she needed to work outside traditional institutions.Taking a leap of faith, Jane quit her job and used her life savings to start her own grassroots community organization in an underserved urban neighborhood. From the outset, her unconventional approach raised eyebrows. Instead of coming in with a pre-planned set of top-down initiatives, Jane immersed herself in the community first to truly understand the unique struggles and needs of its residents.She formed deep relationships and built trust by simply showing up consistently - organizing neighborhood beautification projects, tutoring kids after school, and lending an ear to anyone who needed someone to listen without judgment.Slowly, Jane's authentic approach won over even her harshest skeptics.Once she had laid this groundwork of mutual understanding and respect, Jane collaborated with community members to develop solutions tailored to address their specific challenges in areas like education, housing, job training, and more. She helped residents build their own capacity to advocate for themselves rather than being passive recipients of services.Jane's grassroots organization became a powerful vehicle for the community to organize, agitate, and ultimately force lawmakers and institutions to implement policies and allocate funding in ways that created real, sustainable improvements in people's lives. Her innovative blend of lofty idealism andon-the-ground practicality allowed Jane to achieve incredible results that more conventional approaches had failed to deliver for decades.Today, Jane's community organization has spread to cities across the country and around the world. While she remains dedicated to the same principles of justice, equity and human dignity that motivated her from the beginning, Jane has mastered the practical skills required to turn those ideals into reality at a large scale.She mentors upcoming activists and changemakers, teaching them how to move from the theoretical realm into the nitty-gritty work of budgeting, fundraising, project management, media relations, and the thousands of other tasks required to execute a vision for social change. Jane has become a living blueprint for how to fuse grounded practicality with soaring ideals and ambition.On a personal level, Jane's story drives home for me the immense importance of not just identifying the problems in the world, but taking concrete action to develop and implement solutions - even if it means getting one's hands dirty with the unglamorous details. Her life demonstrates that changing the world requires much more than lofty rhetoric and good intentions. Achieving real, lasting progress means combining a fierce, unwavering commitment to one's ideals with the pragmatic methods to mold reality to match that vision.Too often, people view revolutionary thinking and practical, methodical action as contradictions. We're taught that dreamers live in the clouds, detached from tangible results, while those focused on execution and measurable outcomes must accept existing systems and lack the capacity to transform them at adeeper level. Jane's remarkable journey proves this dichotomy is a false one.The issues driving my passion - whether it's economic inequality, structural racism, climate change, or any other crisis - can only be addressed by following Jane's model of fusing high-minded ideals with brass tacks strategies and grounded implementation. Her story has inspired me to begin acting as an architect, using the bold, human-centric designs of my mind as the blueprint, while simultaneously serving as the pragmatic project manager to construct that vision piece-by-piece,day-by-day in the real world.Perhaps most importantly, Jane didn't wait around for the perfect circumstances before leaping into action. She took an iterative approach, starting small with the resources at her disposal, and allowing her work to grow in scope and impact over time. I've learned from Jane's example that rather than being paralyzed by the immensity of the world's problems, I should focus on taking that very first step - no matter how small - to start bending the arc of the moral universe toward justice.I know the road ahead will be long and difficult, and that even petty setbacks and soul-crushing bureaucracies await around every corner. However, when I become discouraged, I'lldraw strength from Jane's perseverance in the face of obstacles and opposition. If a remarkable person like her could merge her ideals and pragmatic methods to create such profound positive change against all odds, then I have no excuse not to try.Combining ambitious ideals with workable methods and keen execution - this is the invaluable lesson I've taken from learning about the trailblazing life of Jane Doe. Her story has fundamentally reshaped how I approach the vital work of creating a more just, ethical and humane world for all people. I know there is still so much to be done, but I also know that I now possess the key to unlocking humanity's highest potential for moral progress: dreaming big, while taking practical action to make those dreams our new reality.篇3My Personal Hero: Blending Ideals and PragmatismEveryone needs role models in life – people who inspire us to strive for our highest ideals while also showing us pragmatic ways to turn our dreams into reality. For me, that person is my aunt Sara. She has been a guiding light, demonstrating how to be a principled yet practical person who gets things done in the real world.Sara grew up in a lower-middle class family that struggled to make ends meet. Despite their modest means, her parents raised her with strong values – the importance of hard work, education, integrity, and helping others. Sara took these lessons to heart. She was a diligent student who also made time to volunteer at a local soup kitchen on the weekends.Unlike many of her peers who just coasted through school, Sara had lofty ambitions. She wanted to become a doctor and use her skills to make a real difference, especially for underserved communities. However, she knew the road would be difficult given her family's financial situation. Most kids in her circumstances wouldn't have dared to dream so big. But Sara was determined.Through relentless hard work and perseverance, Sara earned excellent grades and test scores. She applied for every possible scholarship and financial aid opportunity. When she was accepted to an elite university's medical program, it was through a combination of her remarkable merit and resourcefulness in piecing together grants, loans, and part-time jobs.From the very start of medical school, Sara stood out not just for her brilliance but her ideals. While most students just focused on academics, she made it a priority to volunteer at free clinics inimpoverished neighborhoods. She wanted to start helping people right away, not waiting until after graduation.Sara's passion for serving others, especially those lacking access to quality healthcare, only grew stronger over the years. After medical school, she had the option to pursue a lucrative career at a fancy private hospital. Instead, she chose to work at an understaffed, underfunded public clinic in an inner-city area with a large uninsured and immigrant population. The hours were longer, the pay was modest, and the challenges were immense. But it aligned with her calling.For over a decade now, Sara has been that clinic's heart and soul. She triages patients, diagnoses illnesses, provides treatment, offers preventative care education, fills out mountainous paperwork, and even helps hubdreds of patients navigate the bureaucratic labyrinth to get them the coverage and services they need. Her days are a whirlwind of chaos, stress, and heartbreaking scenes of human suffering.Yet Sara has never stopped caring, never lost her empathy, never given up. She fights tooth and nail for every patient, especially those who have fallen through the cracks of the social safety net. While the system too often fails the most vulnerable, Sara always has their back. With a potent mix of medicalexpertise and ferocious advocacy, she protects the powerless and gives them a voice.On the most harrowing days, Sara is sustained by the small victories and showing of gratitude from her patients. Like the hard-working single mother whose breast cancer was detected early because of Sara's insistence that she get a mammogram during a checkup. Or the uninsured diabetic grandfathered whose life was likely saved by Sara's dogged efforts to get him affordable insulin and wraparound care. Their thankful hugs, tears, and words of praise remind Sara of why she accepted such a difficult but meaningful path.Of course, being an impassioned idealist and selfless caregiver hasn't come without personal sacrifice. Sara works grueling 70+ hour weeks, irregulat shifts, haute hectic schedules, and is constantly on-call for emergencies. She has missed countless family events, holidays, and milestones in the lives of her loved ones. Dating and relationships have been nearly impossible to juggle. There have been times of emotional burnout, fatigue, and questioning if the struggle is worth it.But Sara emerges renewed from those depths by rediscovering her sense of purpose. Her ideals and conviction that everyone deserves quality healthcare, regardless ofcircumstances, empower her to keep charging ahead. She has learned to practice self-care, set boundaries, take occasional breaks, and replenish her mental and physical reserves. Sara knows that she can only serve others if she takes care of herself first.What makes Sara so inspirational to me is that she hasn't just held firm to her ideals – she has meshed them with practical, sustainable strategies to create tangible, positive change in her corner of the world. Too often, people with lofty goals and dreams allow them to remain just that – dreams. They get bogged down by the seemingly insurmountable logistics, sacrifices, and hassles of actual implementation.Not Sara. This woman took the admirable values and humanitarian impulses that her parents imbued in her at a young age, and built brick-by-brick real-world systems to live them out. When faced with roadblocks or limitations, she has gotten scrappy and innovative. She has mastered how to navigate bureaucracies, leverage resources, make interdisciplinary connections, and partner with other caring people to extend her own capabilities.In short, my aunt blends idealism and pragmatism in a way that so few people can. She is a healer, a fighter, a hero to thosewho have no other champions left. Sara proves that you don't have to entirely sacrifice your principles to make positive change. With focus, wisdom, and endless determination, you can find vital compromise between your moral compass and the realpolitik required to actually move society in a more just, equitable direction.As I look towards my own future, I hope to follow in Sara's footsteps. Like her, I want my life's work to be about lifting up others and making the world a little bit better than how I found it. And like her, I realize that good intentions are hollow without rolling up your sleeves and doing the hard, nitty-gritty work required to turn ideals into concrete realities.It will be an arduous road, lined with setbacks, stress, and compromises that test my beliefs and stamina. However, I have Sara's example that it can be done. By balancing the dreamer's noble aspirations with the pragmatist's problem-solving resourcefulness, I can make a positive difference – achieving great things through a culmination of hard work and nurturing an unwavering moral core.。
动机性访谈干预对老年高血压患者运动改变阶段的影响
动机性访谈（motivational interviewing ，MI ）是通过帮助患者发现并克服自身矛盾心理，从而引发患者行为改变的一种指导性、以患者为中心的人际沟通方法［1］。
动机性访谈由Miller 博士［2］于1983年在一项戒酒的研究中首先提出，随后发展成系统理论，被越来越多地应用于慢性病管理，如疼痛控制、心脏康复、糖尿病、减重、预防HIV 等领域，在改变吸烟、饮食和活动、治疗依从性、HIV 危险行为等方面取得了一定效果［3］。
运动作为高血压病患者的一种非药物治疗的主要方法，有助于控制体重、降低血脂、促进机体代谢、调节情绪等，产生一定的降压效果［4］。
1983年Prochaska 和Diclemente 提出跨理论模型（the transtheoretical model of change ，TTM ），TTM 将人的行为改变过程分为5个主要行为变化阶段［5］。
本研究为平行对照的实验设计，旨在运用TTM 为理论指导，采用动机性访谈干预的方法，评估相比传统健康教育方法对老年高血压患者运动改变阶段的效果，为进一步在社区实施运动干预提供依据。
1研究对象样本量由研究的意义和影响力的大小决定。
参考统计标准，本研究按双侧α取值0.05，1-β取值0.90，通过预试验确定效应值（estimated effect ）取0.7，经查“两样本均数比较所需样本含量表”确定干预组样本量为36例，考虑到失访的情况，初步确定干预组样本量为50例，对照组样本量50例。
选择2010年9月至2011年4月，在广州市海珠区某社区卫生中心建立档案的老年高血压患者。
纳入标准：①符合中国高血压防治指南（2009年基层版）的原发性高血压诊断标准［5］：在未用抗高血压药的情况下，连续测量3d ，每天测3次，收缩压≥140mmHg （1mmHg=0.133kPa ）和（或）舒张压≥90mmHg ，诊断为高血压；②年龄≥60岁；③同意参加本研究并签订知情同意书；④病情稳定，意识清楚。
Examining the Relationship Between L2 Motivational
US-China Foreign Language, ISSN 1539-8080June 2012, Vol. 10, No. 6, 1266-1270Examining the Relationship Between L2 Motivational SelfSystem and L2—Learning Among TESL StudentsHamid Roohbakhsh Far, Azizah Binti Rajab, Atika EtemadzadehUniversiti Teknologi Malaysia, Johor Bahru, MalaysiaThe present study intends to show the relationship between three motivational variables known as “ideal L2(second language) self”, “ought-to L2 self”, and “attitudes to learning English” and students’ intended effort tolearn English. A questionnaire of 33 items was administered to two groups of TESL (Teaching English as a SecondLanguage) students—first-year students (53 samples) and final-year students (55 samples) in Mashhad AzadUniversity, Iran. The results of the correlation coefficient proved a strong relationship between the “ideal L2 self”and the intended effort to learn an L2 for final-year participants. The results, however, were different for first-yearstudents which highlighted the importance of the long-dominant concept, i.e., “integrativeness”. The majorpedagogical implication is for teachers so that they can help their students to form an “ideal L2 self” by proposingAll Rights Reserved.tasks that provide situations for contacting with native speakers.Keywords: ideal L2 (second language) self, ought-to L2 self, attitudes to learning English, intended effort to learnEnglishIntroductionStudies devoted to SLA (Second Language Acquisition) have pointed out to the importance of motivation as an important factor in language learning without which even gifted individuals cannot accomplish long-termgoals. Motivation often compensates for deficiencies in language learning ability (Tremblay & Gardner, 1995).Thus, other factors involved in SLA may presuppose motivation to some extent. As a result, the concept ofmotivation has become central to a number of theories of SLA (Clément, 1980; Gardner, 1985; Krashen, 1981;Spolsky, 1988).The most comprehensive research in this area was carried out by Gardner and his associates in the 1970s (Stern, 1983). Gardner (1985) clearly defined motivation as “the extent to which the individual works or strives tolearn the language because of a desire to do so and the satisfaction experienced in this activity” (p. 10). Moreover,Gardner (1979), studying the main incentives that motivated learners, made a distinction between “integrative”and “instrumental” orientations. Later, the result of a series of studies by Gardner and his colleagues (Gardner,1985) revealed that individuals with higher integrative motivation tend to accomplish the complex task of L2Hamid Roohbakhsh Far, Ph.D. candidate at Language Academy, Universiti Teknologi Malaysia.Azizah Binti Rajab, Doctor at Language Academy, Universiti Teknologi Malaysia.Atika Etemadzadeh, TESL (Teaching English as a Second Language) master student at Language Academy, UniversitiTeknologi Malaysia.RELATIONSHIP BETWEEN L2 MOTIVATIONAL SELF SYSTEM AND L2 1267(second language) learning with more success. However, other researchers, such as Dörnyei (2005), Dörnyei,Csizér, and Németh (2006), and Dörnyei and Ushioda (2009), have criticized the idea proposed by Gardner(1985). Consequently, Dörnyei’s criticisms led to a new reinterpretation of integrative motivation within abroader scope known as “self system”. Furthermore, with the spread of globalization as an event, which tiescommunities to each other and requires people’s communication even more than before, English languagecondition has also been completely changed. As a result, English is not the language of “inner-circle” countriessuch as US or UK any more rather it is spoken as an L2 by a lot of “outer-circle” countries such as India orMalaysia. Accordingly, English learners’ attitude toward a specific community as the sole owner of English, asdiscussed by Gardner and his associates, was blurred. Therefore, new horizons into examining the concept of“integrativeness” conceived within “L2 motivational self system” were established by other researchers in thefield which has opened.The L2 motivational self system considers the idea of “possible selves” that “give form, meaning, structure, and direction to one’s hopes and threats, thereby inciting and directing possible behavior” (Dörnyei, 2005, p.100). The concept of possible selves is also taken from self-discrepancy theory (Higgins, 1987, as cited inDörnyei, 2009; MacIntyre, MacKinnon, & Clément, 2009), which states that “future, as-yet-unrealized selveshave the potential to be powerful motivational influences on behavior” (MacIntyre et al., 2009, p. 47). In thisframework, ideal L2 self and ought-to L2 self constitute the possible selves in the L2 motivational self system.The ideal L2 self refers to the person we would like to become who speaks an L2. The ought-to L2 self, on the All Rights Reserved.other hand, refers to “the attributes that one believes one ought to possess… in order to avoid possible negativeoutcomes” (Dörnyei, 2005, p. 106). It should also be noted that ideal L2 self is closely connected to the conceptof integrativeness in the socio-educational model (Dörnyei, 2005; MacIntyre et al., 2009; Ryan, 2009). Theought-to L2 self also corresponds more with instrumentality. The L2 motivational self system adds a thirddimensions called the L2 learning experience, which is concerned with situation-specific motives related to theimmediate learning environment (Dörnyei et al., 2006). As a new theory in the field, less researches have beenconducted based on the L2 motivational self system. Some studies have previously evaluated the model indifferent contexts (Dörnyei & Clément, 2001; Dörnyei & Csizér, 2002; Csizér & Dörnyei, 2005). However, for anew model to be firmly established in a given field, it needs to provide more evidence from different sources tosupport it. Therefore, the main purpose of this study is to address such a need. The study intends to evaluate thecomponents of “L2 motivational self system” within the context of Iran. It also intends to compare the findings of“ideal L2 self” as a key component in this model with the results found for “integrativeness”. A brief summary ofthe definitions of the concepts investigated with the help of the questionnaire as well as some sample items ispresented in the followings:(1) Ideal L2 self (seven items): This variable highlights the attributes a person would like to possess.Example: “I can imagine a situation where I am speaking English with foreigners”.(2) Ought-to L2 self (seven items): This variable measures “the attributes that one believes one ought topossess (i.e., various duties, obligations, or responsibilities) in order to avoid possible negative outcomes”(Dörnyei, 2005, p. 106). Example: “Learning English is necessary because people surrounding me expect meto do so”.(3) Attitudes to learning English (seven items): It deals with “situation-specific motives related to the1268RELATIONSHIP BETWEEN L2 MOTIVATIONAL SELF SYSTEM AND L2 immediate learning environment and experience” (Taguchi, Magid, & Papi, 2009, p. 75). Example: “I like theatmosphere of my English classes”.(4) The criterion measure (eight items): The criterion measure assesses the learners’ intended effortstoward learning English. The dependant variable depicts students’ effort, interest, and readiness to invest timeand energy to learn the language. Example: “I am working hard at learning English”.(5) Integrativeness (four items): It addresses possessing a positive attitude toward the L2, its culture andthe native speakers of that language (Dörnyei et al., 2006). Example: “Studying English can be important to mebecause it will allow meeting and conversing with more and varied people”.MethodParticipantsThere are 108 TEFL (Teaching English as a Foriegn Language) students studying in Azad University of Mashshad, Iran, participating in this study. All participants were Iranian students who had the same educationalbackground. Moreover, since the main purpose of the study was to compare “ideal L2 self” and“integrativeness” among two groups, participants were selected from two groups of first-year and final-yearstudents. The interval of at least two years also maximized the differences and makes the comparison moredistinct. While first-year group participants were passing some general English Language courses such asEffective Writing, final-year students were studying some academic courses like Language Testing. However, All Rights Reserved.they participated in the study voluntarily and they were assured that the information provided by them would bekept confidentially and be used only for this study.InstrumentVariables in the study were measured by a 33-item questionnaire. The questionnaire was a six-point Likert scale format. The questions were adopted from a newly devised questionnaire by Taguchi et al. (2009), and inorder to tap into students’ integrative orientation, some new questions were also adopted from Gardner’s (1985)AMTB (Attitude Motivation Test Battery) test. The variables highlighted students’ ideal L2 self, ought-to L2 self,integrativeness, and students’ intended efforts to learn English.ProcedureInitially, the questionnaire was piloted with a small group of samples from the same population. The Cronbach alpha index of reliability for the items was calculated and the results of some items with low indexeswere deleted. Some other items were also reworded since some respondents had difficulty comprehending them inthe course of pilot study. All questionnaires were administered by the researchers through observing classes. Priorto responding, students were given a brief account of the aim of the study and the format of the questionnaire. Aftercollecting the data, items were carefully coded and analyzed by SPSS (Statistical Package for Social Sciences)18.0 Software for Windows. Pearson correlation coefficient was used to demonstrate the possible relationshipamong variables in each group and also to indicate the possible differences between groups.Results and DiscussionAfter analyzing the data, the results revealed different patterns in students’ responses within each group (see Tables 1-2).RELATIONSHIP BETWEEN L2 MOTIVATIONAL SELF SYSTEM AND L2 1269Table 1Correlation Matrix—First-Year GroupCriterion measure Ideal L2 self Ought-to L2 self Attitudes to learningEnglishIntegrativenessCriterion measure 1Ideal L2 self 0.351** 1Ought-to L2 self 0.248**0.110 1Attitudes to learning English 0.438**0.177*0.169* 1Integrativeness 0.432**0.215**0.282**0.379** 1 Note.* significant at 0.05 and ** significant at 0.01.Table 2Correlation Matrix—Final-Year GroupCriterion measure Ideal L2 self Ought-to L2 self Attitudes to learningEnglishIntegrativenessCriterion measure 1Ideal L2 self 0.553** 1Ought-to L2 self -0.008 0.038 1Attitudes to learning English 0.614**0.448**-0.070 1Integrativeness 0.492**0.373**0.082 0.527** 1Note.** significant at 0.01.The noticeable difference in the data is the one between “ideal L2 self” and “criterion measure”. While first-year respondents tend to attribute their efforts to learn an L2 to their desire to integrate with thetarget-language community, the final-year respondents focused more on their ideal self. In other words, theyvisualized an L2 component in their ideal self as responsible for their efforts to learn an L2. However, sincecorrelation is not causation, this is not to say that “ideal L2 self” is the cause of students’ efforts to learn an L2.Nevertheless, the results demonstrate how participants in each group relate their efforts to learn an L2 to either“integrativeness” or “ideal L2 self”. Therefore, the results indicate that “ideal L2 self” might not be yet a suitablesubstitute for “ideal L2 self” since in some contexts students have still a desire to integrate with the social andcultural community of the target-language group, thus, considerring it as a source of motivation especially at theinitial stages of learning a foreign language. Furthermore, the results suggest that this pattern might change, asstudents are more involved in learning an L2. In other words, L2 learners might establish an L2 identity and L2self as they progress in the course of L2 learning. This, in turn, highlights the flexibility and dynamic nature of“ideal L2 self”.ConclusionsThe main reason for conducting this study was the importance of the role played by motivation which is a multidimensional construct. L2 motivation has also undergone many changes since last decades.One such achange was a re-conceptualization of L2 motivation within a broader framework conceived as “L2 motivationalself system”. As a new model in the field, it needs to receive supportive evidence from studies conducted indifferent contexts. This study was carried out to meet this purpose. However, the results obtained from 108 TEFL All Rights Reserved.1270RELATIONSHIP BETWEEN L2 MOTIVATIONAL SELF SYSTEM AND L2 students studying in Universities in Iran partly support the new model. The study, nevertheless, demonstrated theimportance of the “integrativeness” as a determining factor in L2 motivation. However, it covers only a smallrange of samples and any further generalization regarding the results should be done with caution. This study alsois also limited in the design it addressed the issue. It was carried out as an quantitative case study plan which, incomparison to qualitative and longitudinal ones, might not provide in-depth explanations of change. Futureattempts to investigate “L2 motivational self system” need to view it as a more individualist aspect on one’sdisposition towards L2 learn, thus, providing more qualitative tools to examine it.ReferencesClément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W. P. Robinson, & P. M.Smyth (Eds.), Language: Social psychological perspective (pp. 147-154). Oxford:Pergamon.Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation: Results of structural equation modelling.Modern Language Journal, 89(1), 19-36.Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition.Mahwah, N.J.: Lawrence Erlbaum.Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self. Clevedon: Multilingual Matters.Dörnyei, Z., & Clément, R. (2001). Motivational characteristics of learning differenttarget languages: Results of a nationwide survey. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399-432). Honolulu: Universityof Hawaii Press.Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. All Rights Reserved.Applied Linguistics,23, 421-462.Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self.Clevedon: Multilingual Matters.Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective.Clevedon: Multilingual Matters.Gardner, R. C. (1979). Social psychological aspect of second language acquisition. In H. Giles & J. Clair (Eds.), Language and social psychology (pp. 193-220). Oxford: Blackwell.Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319-340.Krashen, S. (1981). Principles and practice in second language acquisition. London: Prentice-Hall International Ltd..MacIntyre, P. D., MacKinnon, S. P., & Clément, R. (2009). The baby, the bathwater, and the future of language learning motivation research. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 43-65). Clevedon, UK:Multilingual Matters.Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei & E.Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 120-143). Clevedon, UK: Multilingual Matters.Spolsky, B. (1988). Bridging the gap: A general theory of second language learning. TESOL Quarterly, 22, 377-396.Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative case study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.66-97). Clevedon, UK: Multilingual Matters.Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 7, 505-518.。
英汉《营销学》常用词汇三
英汉《营销学》常用词汇（3）primary demand基本需求primary sources第一类/主要数据print media印刷媒体private/for-profit organization私营/盈利性组织PRIZM(Potential Rating Index for Zip Markets)按邮政区划为基础的潜力等级指数proactive new-product development strategy进取型新产品开发战略probability sampling概率抽样problem formulation界定问题problem identificatioin确定问题process management过程管理Procter&Gamble(P&G)宝洁公司product line产品线product availability产品的可获得性product category产品类别product class产品类别product decisions产品决策product design产品设计product development产品开发product dimension or attributes产品维度/属性product evolution产品演变product features产品特征product intent share产品倾向份额product leadership产品领导能力product life cycle(PLC)产品生命周期product life cycle curve产品生命周期曲线product line产品线product manager audit产品经理审计product offering供应品product organizaiton of salesforce按产品组织销售队伍product policies产品策略product positioning产品定位product quality产品质量product scope产品范围product space产品位置product specifications产品规格product systems产品体系product type产品类型product usage产品用途product产品product(ion)-oriented organization产品/生产导向型组织production生产product-line pricing adjustments产品线定价调整product-management organizational structure产品管理组织结构product-market entry control产品－市场进入控制product-related behavioral descriptors与产品相关的行为变量product's market characteristics产品的市场特征product-use testing产品使用测试pro-environment环保profit impact of market strategy(PIMS)市场战略的利润影响profitability analysis盈利性分析profitability盈利性/盈利能力profitable survivor strategy有利可图的生存者战略project-company resource compatibility项目与公司资源的协调性projected profit-and-loss statement预计损益表projective tests投影测试promotion decisions促销决策promotion mix促销组合promotion policies促销策略promotion促销promotional allowance促销折让promotional effort促销努力promotional pricing促销定价promptness及时性propector strategy探索型战略prospecting for customers寻找顾客psychographics心理统计特征psychological cost心理成本psychological pricing心理定价法public organization公共组织public relations公共关系public utilities公共设施publicity公共宣传pull strategy for control of distribution channels分销渠道控制的拉式战略pupil dilation瞳孔扩张purchase predisposition购买倾向purchasing agent采购代理purchasing contract采购合同purchasing manager/agent采购经理／代理purchasing power perity(PPP)购买力平价指数push money/spiffs佣金push stragtegy for control of distribution channels分销渠道控制的推式战略qualifying prospects审查潜在顾客资格quality dimensions质量维度quality质量quantity discount数量折扣question marks问题类questioning询问法quotas定额R&D expenditure研究开发战略race and ethnic origin种族和民族rack jobbers供应超级市场的批发商radio无线电广播rank ordering排序rate of adoption采购率rate-of-return/target return pricing回报率/目标回报定价法rational appeals理性诉求rationale基本原理raw materials原材料reactive and proactive responses反应及前摄策略reactive new-product development strategy反应新产品发展策略reactor strategy反应型战略real estate房地产rebates回扣recall tests记忆测试receiver接收者reciprocity利益互惠recognition of problem/need发现问题/需求recognition tests认知测试recreation娱乐业recruitment and selection招聘与选拔recycling of packaging包装回收（利用）Reebok锐步reference group参照群体referent power参照权refocus巩固refunds退款refusal to deal拒绝经营regression analysis回归分析法regulation管制related/concentric diversification相关/同心多元化relational VMSs相关式垂直营销系统relative attractiveness of declining markets衰退市场的相对吸引力relative market potential相对市场潜力relative market share相对市场份额reliability可靠性repeat purchase behavior重复购买行为repetition重复repositionings重新定位产品requirements planning需求计划reseller中间商resident buyers常驻采购员resource allocation/deployment资源配置response strategies反应策略response to communication传播响应responsive strategy反应型新产品开发战略responsiveness响应性retail coverage strategy零售范围战略Retail Index零售指数retail outlets零售店retail sales零售额retailer co-operatives零售商合作社retailer零售商retailing trends零售趋势Return on Equity(ROE)权益回报率Return on Investment(ROI)投资回报率Return on Net Assets(RONA)净资产回报率reverse engineering反向工程reward systems奖励系统rivalry determinants竞争决定因素rivalry竞争对手Robert Miles罗伯特·迈尔斯Rockwell洛克威尔Rolex劳力士Rolls-Royce劳斯莱斯roster名册Rover罗佛公司salary薪金sales agents销售代理商sales analysis by customer顾客销售分析sales analysis by order size订货规模的销售分析sales analysis by product产品销售分析sales analysis by territory区域销售分析sales analysis销售分析sales forcasting销售预测sales force estimates销售人员估计sales force size销售队伍规模sales force销售队伍sales forecasting销售预测sales management销售管理sales organization销售组织sales performance销售表现/业绩sales personnel incentives销售人员激励sales personnel销售人员sales planning销售计划sales potential销售潜力sales promotion销售促进/促销sales territory销售地区sales trends销售趋势sales销售额sales/price reduction销售/价格下降sample design样本设计sample size样本大小sampling抽样sampling提供样品scale efficiency规模效率scaled measures比例测度scoring models评判模型screening of ideas创意筛选sealed bidding招标Sears西尔斯secondary sources第二类/次要数据second-but-better new-product development strategy后者居上型新产品开发战略security证券业segmentation and targeting细分与目标选择segmentation criteria细分标准segmentation descriptors市场细分变量segmentation市场细分Seiko日本精工株式会社（全球著名的打印机生产商）selective demand选择性需求selective distribution选择分销selective exposure选择性接触selective perception选择性感知/理解selective retention选择性保留self-employed person独立经营的个人self-managing teams自我管理团队self-oriented自我导向型selling groups销售团队selling proposition销售计划/提议selling推销/销售service guarantees服务保证service industry服务产业service organization服务组织service quality服务质量service服务serviceability服务能力serviceability适用性services channels服务渠道servicing products服务产品servicing the account客户服务setting quotas确定定额shake-out stage动荡阶段shared programs/facilities分享计划/设备share-growth strategies for followers追随者的市场份额增长战略shareholder value股东价值share-maintenance份额保持Sherman Act,USA美国谢尔曼法案shopping goods消费品short-term memory短期记忆signal vehicle/carrier信号载体simulated test marketing模拟市场测试single-factor index单因素指数法single-line mass-merchandiser stores单一类型产品专营连锁店SKF瑞典轴承公司skimming and early withdrawal撇脂与尽早撤离战略skimming pricing撇脂定价法sleepwalker/contented underachievers梦游者/很容易满足的人slotting allowance安置津贴social acceptability社会可接受性social class社会阶层social objectives社会目标sociocultural environment社会文化环境soft goods非耐用品soft technology软技术sole ownership entry strategy独享所有权的进入战略Sony索尼source credibility信息来源的可信度source广告信息来源sources of data数据来源sources of new-product ideas新产品创意来源speciality goods特殊品speciality retailers专营零售商speciality stores专营商店specialization专门化spokesperson代言人Sprint斯普林特Standard Industrial Classification(SIC)标准工业分类代码standardization strategy标准化战略standby positioning备用定位staple goods日常用品Starbucks星巴克stars明星类statement of job qualifications工作要求说明stock levels库存水平stockless purchase arrangement无存货采购计划store brands零售商品牌straight commission compensation plan纯佣金制薪酬方案straight rebuy直接再购straight salary compensation plan纯薪金制薪酬方案strategic alliances战略联盟strategic business unit(SBU)战略经营/业务单位strategic control战略控制strategic fit战略协调性strategic group战略组strategic inertia战略惯性strategic intent/objective战略目标strategic marketing program战略营销计划strategic pricing objectives战略定价目标strategic withdrawal战略撤退strategy constraints战略影响因素strategy formulation and implementation战略制定和实施strategy implementation战略实施strategy reassessment战略重估subculture亚文化subfactor次级因素substitute goods替代品substitution threat替代产品的威胁success rates成功率Sumitomo住友商事Sun Microsystems太阳微系统supermarkets超级市场supplementary media辅助性广告媒体suppliers'bargaining power供应商的讨价还价能力surrogate products替代产品survey调查survival pricing生存定价法sustainable competitive advantage可持续的竞争优势sweepstakes彩票抽奖switching cost转换成本symbols符号synergy协同作用tabulation制表Taco Bell塔可钟tangibility有形性target audience目标受众target level of product quality产品质量标准target or hurdle level目标或难度水平target return price目标回报价格targeting strategy目标市场选择战略targeting目标市场选择taste口味/喜好team selling团队销售technical selling技术销售telecommunications industry电讯产业telemarketing电话销售television audience measurement电视观众测量television home shopping电视家庭购物territorial restrictions地区限制territories区域territory design and deployment区域设计及部署territory inventory地区存货test marketing市场测试testing new product测试新产品the American Association for Public Opinion Research美国公共意见研究协会the Council of American Survey Research Organization美国调查研究组织委员会the Fishbein Model菲什宾模型the Marketing Research Association营销研究协会theatre tests现场测试threat of new entrants新进入者的威胁three order-hierarchy models三阶段层级结构模型Tide汰渍Tiffany达芙妮Time《时代周刊》time frame时间框架/要求time pricing时间定价time utility时间效用Timex天美时title所有权Toshiba东芝total cost总成本total quality managemnt(TQM)全面质量管理tough customer苛刻的顾客Toyota Motor Corporation丰田Toys'R'Us美国著名玩具零售商tracking and monitoring跟踪与监控trade mark商标trade promotion贸易促销trade selling贸易销售trade/functional discounts贸易/职能折扣trade-in allowance以旧换新折让trading companies贸易公司traditional stores传统商店training培训transactiional efficiency交易效率transaction cost analysis(TCA)交易成本分析transportation运输trends趋势turnkey construction contract监督建筑契约turnover人员流动two-sided presentations双向信息陈述tying contracts附带条件的合同Tylenol泰诺types of adverstising广告种类types of brand品牌种类types of costs成本种类ultimate customers/end users最终顾客/用户underlying dimension基本组成要素uniform delivered pricing统一运费定价法Unilever联合利华Union Pacific Railroad联合太平洋铁路unit cost单位成本unit sales单位产品销售额unitary price elasticity单位需求价格弹性Universal Product Code(UPC)统一商品编码universe（样本）总体unrelated/conglomerate diversification复合多元化unsought goods非渴求产品UPS联合包裹服务US Patent Office of the Department of Commerce美国商务部专利局USA Today《今日美国》usage用途use tests使用测试users使用者utility/price relationship效用/价格关系VALS2价值与生活方式体系2value价值value-based planning价值基础计划variability变化性variable costs可变成本variable incentive可变激励措施variance decomposition analysis偏差分解分析VCR(video cassette recorder)录像机vending sales自动售货业vending-machine operators自动售货机经营商vendor analysis供应商分析vertical integration垂直/纵向一体化vertical marketing systems(VMS)垂直营销系统vision愿景Volvo沃尔沃Wall Street Journal《华尔街日报》Wal-Mart沃尔玛Walt Disney迪斯尼want欲求warranty质量保证weight加权Wella维拉Wendy's温迪Whirlpool惠而浦wholesale clubs批发俱乐部wholesaler-sponsored voluntary chains批发商发起的自愿连锁wholesaling trends批发趋势win-back program赢回（顾客）方案working capital investment周转资金投入workload approach计算工作量方法World Wide Web(WWW)万维网Xerox施乐Yamaha雅马哈young urban trend setters年轻的城市潮流领导者zero defect零缺陷zone pricing分区定价法。
兰大,IMBA
12-2
The Basic Motivation Process
12-3
Motivation Across Cultures
The Universalist Assumption
The Universalist Assumption
The motivation process is universal; all people are motivated to pursue goals they value But, culture influences specific content and goals pursued So, the specific nature of motivation differs across cultures
Chapter Twelve
Motivation Across Cultures
McGraw-Hill/Irwin
Copyright © 2012 by The McGraw-Hill Companies, Inc. All Rights Reserved.
The Nature of Motivation
Asian culture emphasizes the needs of society So, a Chinese hierarchy of needs might have four levels ranked from lowest to highest
Belonging (social) Physiological Safety Self-actualization (in service of society)
12-11
The Relationship Between Maslow’s Need Hierarchy and Herzberg’s Two Factor Theory
组织行为学主要概念中英文对照
组织行为学主要概念中英文对照ability 能力absenteeism 缺勤率achievement motivation 成就动机achievement need成就需要achievement/power theory 成就/权力理论affective component of an attitude 态度的情感成分affiliation need 亲和需要arbitrator 仲裁者attitude 态度attribution 归因attributional bias 归因偏见attributional model 归因模型authority 权威、权力behavioral component of an attitude 态度的行为成分behavior theories of leadership 领导的行为理论boundaryless organization 无边界组织brainstorming 头脑风暴法bureaucracy 官僚结构centralization 集权chain of command 指挥链change 变革change agent 变革代理人channel 渠道,通道channel richness 通道丰富性charisma 领导魅力；领导者的超凡魅力charismatic leadership 具有超凡魅力的领导者chief executive officer(CEO) 首席执行官classical conditioning 经典条件反射coercive power 强制权cognitive component of an attitude 态度的认知成分cognitive conflict 认知冲突cognitive dissonance 认知不协调；认知失调cognitive evaluation theory 认知评价理论cohesiveness 内聚力；凝聚力collaborating 合作collectivism 集体主义collegial model 学院模型command group 命令群体communication 沟通communication media 沟通媒介communication process 沟通过程communication networks 沟通网络compromising 妥协conceptual skills 概念分析技能conciliator 调停者conflict 冲突conflict management 冲突管理conflict process 冲突过程conformity 从众content theories of motivation 内容型激励理论contingency model of leadership 领导的权变模型contrast effects 对比效应core dimensions of jobs 工作的核心纬度core values 核心价值观counseling 咨询cross-cultural communication 跨文化沟通cross-function teams 跨职能团队culture 文化decentralization 分权decisions 决策decoding 译码；解码delegation 授权Delphi technique 德尔菲法departmentalism 部门化dependent variables 因变量distributive bargaining 分配谈判distributive justice 分配公平downward communication 下行沟通dysfunctional conflict 功能失常性冲突employee stock ownership plans（ESOPs）员工持股计划encoding 编码environment 环境equity theory 公平理论ERG theory ERG理论esteem needs 尊重需要existence needs 生存需要expectancy 期望expectancy theory 期望理论expert power 专家权力face-to-face communication 面对面的沟通Fiedler contingency model 费德勒权变模型formal group 正式群体formalization 正规化formalization stage 正规化阶段forming 形成functional conflict 功能正常性冲突fundamental attribution error 基本归因错误Gain sharing plan 收益分享计划goal setting 目标设置goal-setting theory 目标设置理论group 群体groupthink 群体思维growth need 成长需要halo effect 晕轮效应Hawthorne experiment 霍桑效应hierarchy of needs theory 需要层次理论higher-order needs 高层次需要horizontal conflict 横向冲突human relations 人际关系human skills 人际技能hygiene factors 保健因素illegitimate political behavior 非法的政治行为incentives 刺激；诱因independent variables 自变量individual differences 个体差异individualism 个人主义informal group 非正式群体informal leaders 非正式领导informal network 非正式网络informal organization 非正式组织information-based power 信息权information technology 信息技术instrumental values 工具性价值观integrative bargaining 整合谈判intergroup conflict 群体间冲突internal locus of control 内部控制点internals 内控者interorganizational conflict 组织间冲突interpersonal conflict 人际冲突intragroup conflict 群体内冲突intraorganizational conflict 组织内冲突intrapersonal conflict 个人内部冲突intuitive decision making 直觉决策lateral communication 横向沟通Leader-Member exchange(LMX) theory 领导－员工交换理论leader-participation model 领导参与模型leadership 领导leadership style 领导方式leading 领导learning 学习learning organization 学习型组织learning theory 学习理论Least-Preferred Co-worker(LPC) questionnaire 最难共事者问卷legitimate political behavior 合法的政治行为legitimate power 合法权利locus of control 控制点lower-order needs 低层次需要Maslow`s theory of needs 马斯洛需求理论Machiavellianism 马基雅维里主义maintenance factor 保健因素Management By Objectives(MBO) 目标管理Management By Walking Around(MBWA) 走动式管理managerial grid 管理方格图managers 管理者；经理matrix organization 矩阵组织matrix structure 矩阵结构Meclelland`s theory of needs 麦克利兰的需求理论mechanistic organizations 机械组织meditation 调停mediator 调停者models of organizational behavior 组织行为模型Motivating Potential Score(MPS) 激励的潜在分数Motivation 激励；动机motivation-hygiene theory 激励－保健理论motivational factors 激励因素motivational patterns 激励类型Need 需要needs theories 需要理论negative reinforcement 负强化neglect 忽略；疏忽negotiation 谈判；协商network 网络nominal group 名义群体Nominal Group Technique(NGT) 名义群体法nonverbal communication 非言语沟通norm 常规；规范；定额；平均数norming 规范化operant conditioning 操作性条件反射organic organizations 有机组织organization 组织Organizational Behavior(OB) 组织行为organizational culture 组织文化organizational citizens 组织公民organizational design 组织设计organizational development 组织发展organizational politics 组织政治organizational socialization 组织社会化organizational structure 组织结构organizational life cycle 组织生命周期organizing 组织Participation 参与participative counseling 参与式咨询participative leader 参与式领导者participative management 参与式管理path-goal theory 途径－目标理论perception 知觉perceptual biases 知觉偏见perceptual error 知觉错误performance-outcome expectancies 绩效－产出期望performance-satisfaction-effort loop 绩效－满意－努力环personal-based influence 个人影响力personal power 个人权力personality 个性；人格personality-job fit theory 个性－工作匹配理论personality traits 人格特质piece rate 计件工资piece-rate pay plans 计件工资计划piecework system 计件工作系统planned change 有计划的变革polarization 极化political behavior 政治行为political power 政治权利politics 政治positive reinforcement 正强化position power 职位权力power 权力power distance 权力距离power need 权力需要power tactics 权力战术，权术prejudice 偏见；成见problem-solving teams 问题解决小组procedural justice 程序公正性procedure 程序process consultation 过程咨询production-oriented leader 以生产导向的领导productivity 生产力profit-sharing plan 利润分享计划projection 投射psychological success 心理成功psychological costs 心理成本psychological contract 心理契约psychological distance 心理距离punishment power 惩罚性权力quality circles 质量圈qualify of life 生活质量Qualify of Work Life(QWL) 工作生活质量quantity of life 生活数量rationality 理性realistic job previews 实际工作预览reference group 参照群体reciprocal interdependence 互惠的相互依赖reengineering 工程再造refreezing 重新冻结referent power 参照性权力reinforcement 强化reinforcement theory 强化理论reinforcement schedule 强化程序relatedness need 相互关系需要reliability 信度resistance to change 变革阻力reward power 奖励权role 角色selective perception 选择性知觉self-actualization 自我实现self-efficacy 自我效能self-esteem 自尊self-managing teams 自我管理小组self-serving bias 自我服务偏见sensitivity training 敏感性训练shared value 共同价值观situational leadership theory 领导的情境理论skill-based pay 技能工资skill variety 技能多样化social comparison theory 社会比较论social-learning theory 社会学习理论Social Readjustment Rating Scale 社会再适应评估量表Socialization 社会化span of control 控制幅度specification 专业化stereotyping 刻板印象storming 风暴阶段stress 压力stressors 施压源substitutes for leadership 领导的替代物survey feedback 调查反馈synergy 协同作用task significance 任务重要性task structure 任务结构task team 任务小组；任务团队task uncertainty 任务不确定性team building 团队建设technical skills 技术技能technology 技术total quality management(TQM) 全面质量管理traits theories of leadership 领导特质理论transactional leaders 交易型领导turnover 离职率two-factor model of motivation 双因素激励理论type A personality A型人格type B personality B型人格uncertain avoidance 不确定性规避unity of command 统一指挥upward feedback 上行反馈upward communication 上行沟通valence 效价validity 效度value system 价值观体系values 价值观variable-pay programs 可变报酬计划vertical conflict 纵向冲突work force diversity 劳动力多元化work group 工作群体work specialization 工作专业化written communication 书面沟通。
初中英语培优帮困辅导计划
Introduction:This detailed tutoring plan aims to provide a comprehensive, high-quality, and multi-faceted approach to enhancing English language proficiency and supporting struggling learners in junior high school. Recognizing the diverse needs and learning styles of students, this plan incorporates a range of strategies, resources, and assessment methods to ensure effective learning and progress monitoring. It is designed to be adaptable to different classroom settings, with an emphasis on fostering a supportive and inclusive learning environment. The plan is structured around five key areas: Diagnostic Assessment, Targeted Instruction, Differentiated Learning, Collaborative Learning, and Continuous Evaluation and Feedback.1. **Diagnostic Assessment (600 words)**The initial step in our tutoring plan involves a thorough diagnostic assessment to identify students' strengths, weaknesses, and individual learning needs. This will encompass:**a.** **English Proficiency Tests**: Administering standardized tests such as the Oxford Online Placement Test or Cambridge English Placement Test to assess students' overall language proficiency in reading, writing, listening, and speaking. These tests will provide a baseline measurement of their grammatical accuracy, vocabulary range, and communicative competence.**b.** **Individualized Assessments**: Conducting one-on-one interviews or written tasks to gauge students' specific challenges, such as pronunciation difficulties, comprehension issues, or limited writing skills. This personalized approach will help us understand their unique learning barriers and tailor instruction accordingly.**c.** **Learning Styles and Preferences**: Using questionnaires or informal discussions to determine each student's preferred learning style (e.g., visual, auditory, kinesthetic), motivation factors, and potential learning obstacles (e.g., time management, study habits). This information will guide the selection of appropriate teaching methods and resources.2. **Targeted Instruction (300 words)**Based on the diagnostic assessment results, we will design targeted instruction that addresses students' specific needs and skill gaps. Key components include:**a.** **Curriculum Adaptation**: Adjusting the core English curriculum to focus on areas where students need the most support, such as grammar, vocabulary acquisition, reading comprehension, or writing structure. This may involve supplementing the standard textbook with additional materials or creating customized lesson plans.**b.** **Skill-Specific Workshops**: Organizing workshops or mini-courses to target specific language skills. For instance, a "Pronunciation Bootcamp" could address common phonological errors, while a "Writing Clinic" might focus on developing cohesive paragraph structures and using appropriate academic language.**c.** **Individualized Learning Plans**: Developing individualized learning plans for each student, outlining clear learning objectives, recommended resources, and a timeline for achieving these goals. These plans will be regularly reviewed and updated based on students' progress.3. **Differentiated Learning (250 words)**To accommodate diverse learning needs and styles, we will implement differentiated instruction strategies, including:**a.** **Multi-level Tasks**: Designing tasks that cater to various proficiency levels within the same class. For example, when working on a reading passage, lower-level students might focus on understanding main ideas and answering basic comprehension questions, while higher-level students could analyze text structure, infer meaning, or discuss themes.**b.** **Flexible Grouping**: Organizing students into small groups based on their learning needs or abilities for collaborative activities. This allows for peer tutoring, where more proficient students can assist struggling peers, fostering a sense of responsibility and leadership.**c.** **Multimedia Resources**: Utilizing a variety of multimedia resources, such as videos, podcasts, interactive software, and online platforms, to cater to different learning preferences and enhance engagement.4. **Collaborative Learning (150 words)**Promoting collaborative learning experiences to foster peer interaction, social support, and the development of communication skills:**a.** **Pair and Group Work**: Encouraging students to work in pairs or small groups on tasks such as role-plays, debates, or project-based learning. This collaborative environment will provide opportunities for peer feedback, problem-solving, and the exchange of ideas.**b.** **Peer Tutoring**: Establishing a peer tutoring program where stronger students can mentor struggling peers, reinforcing their own knowledge while offering support and encouragement.**c.** **Classroom Community Building**: Organizing regular class discussions, group presentations, and shared learning experiences to foster a sense of camaraderie and mutual respect, which can boost motivation and confidence in English learning.5. **Continuous Evaluation and Feedback (141 words)**Implementing a continuous evaluation and feedback system to monitor students' progress, adjust instruction, and maintain motivation: **a.** **Formative Assessments**: Regularly administering quizzes, class exercises, and oral presentations to assess students' understanding of concepts and skills being taught. This ongoing feedback will allow teachers to promptly address misconceptions and adjust instruction as needed.**b.** **Progress Monitoring**: Maintaining individual student portfolios that document their achievements, challenges, and areas for improvement. These portfolios will serve as a basis for periodic conferences with students and parents, where progress, goals, and strategies can be discussed.**c.** **Motivational Strategies**: Incorporating recognition programs, such as "Student of the Month" for significant improvements, or gamificationelements like earning badges for mastering specific language skills. These strategies can boost students' motivation and engagement in the learning process.Conclusion:This comprehensive and high-quality tutoring plan for enhancing and supporting English language proficiency among junior high school students is designed to be flexible, responsive, and inclusive. By combining diagnostic assessment, targeted instruction, differentiated learning, collaborative learning, and continuous evaluation and feedback, it aims to address the diverse needs and learning styles of students, fostering a supportive and effective learning environment that promotes language acquisition and academic success.。
英语关于严重偏科的作文
英语关于严重偏科的作文英文回答：Severe academic underachievement, commonly referred to as severe subject underachievement (SSU), is a prevalent issue among students, impacting their academic performance and potentially their future prospects. This condition is characterized by a significant disparity in academic performance across subjects, with students excelling in some areas while struggling severely in others.The etiology of SSU is multifaceted, involving a complex interplay of cognitive, motivational, and socio-environmental factors. Cognitive factors may include learning disabilities, attention deficits, or specific subject-related difficulties. Motivational factors, such as lack of interest, poor self-efficacy, or anxiety, can also contribute to SSU. Furthermore, socio-environmental factors such as socioeconomic status, family dynamics, and peer influences can shape academic motivation and achievement.SSU can manifest in various ways. Students with SSU may exhibit inconsistent academic performance across subjects, with high grades in some areas and failing grades in others. They may also demonstrate a lack of engagement, difficulty understanding concepts, or a reluctance to participate in class. Additionally, students with SSU may experience negative emotions such as frustration, anxiety, or embarrassment related to their academic struggles.The negative consequences of SSU can be far-reaching. Students with this condition may face academic probation, suspension, or even expulsion from educational institutions. They may also struggle to find employment or advance intheir careers due to their lack of proficiency in certain subjects. Furthermore, SSU can impact self-esteem, confidence, and overall well-being.Addressing SSU requires a multifaceted approachinvolving collaboration between students, educators, parents, and other stakeholders. Early identification and intervention are crucial to mitigating the negative effectsof SSU and promoting academic success. Comprehensive assessments that explore cognitive, motivational, andsocio-environmental factors can help determine the underlying causes of SSU and guide appropriate interventions.Educational interventions for SSU may include individualized learning plans tailored to the student's strengths and weaknesses. These plans may incorporate modified assignments, extra support in struggling subjects, or counseling to address motivational barriers. Cognitive remediation programs can target specific learningdifficulties that may be contributing to SSU. Behavioral interventions, such as rewards or consequences, can help reinforce positive academic behaviors and reduce avoidance.Parents and caregivers play a vital role in supporting students with SSU. They can provide encouragement, create a positive learning environment at home, and advocate for their children's educational needs. Collaboration between parents and educators is essential to ensure a cohesive and effective approach to addressing SSU.Overcoming SSU can be challenging, but it is possible with a concerted effort from all stakeholders. By providing early intervention, tailored support, and a supportive environment, students with SSU can achieve academic success and reach their full potential.中文回答：严重的偏科是一种常见于学生中的问题，它会影响他们的学业成绩，甚至他们的未来前景。
高三英语目标生培养计划措施
高三英语目标生培养计划措施Title: Cultivating English Mastery for Senior High School Students.In the competitive academic landscape of high school education, English proficiency holds significant importance, especially for students aiming to excel in their third year. This crucial phase demands a focused and well-structured approach to developing language skills, enhancing vocabulary, and refining comprehension abilities. To this end, a comprehensive English target student development program is essential.1. Diagnostic Assessments.The initial step in any targeted training program is to identify the current language proficiency level of the students. Diagnostic assessments, including language proficiency tests and skill-specific evaluations, provide a clear picture of students' strengths and weaknesses. Thisdata forms the baseline for devising personalized learning plans.2. Personalized Learning Plans.Recognizing that every student learns differently, personalized learning plans are crafted to cater to individual needs. These plans outline specific goals, learning strategies, and resources to be utilized, ensuring that students are working towards their goals efficiently.3. Vocabulary Enhancement.Vocabulary is the backbone of any language, and its importance cannot be overstated in the context of English learning. Regular vocabulary sessions, using techniqueslike word games, contextual learning, and word lists tailored to the students' grade level, are conducted to expand and solidify vocabulary knowledge.4. Reading and Comprehension Skills.Reading comprehension is crucial for high-level English proficiency. Students are encouraged to read a diverserange of materials, including novels, newspapers, andonline articles. Regular discussions and quizzes on the readings promote deeper understanding and analysis.5. Listening and Speaking Skills.Practical application of English through listening and speaking is essential. Students are exposed to native speakers through language exchange programs, guest speakers, and online resources. Additionally, speaking activitieslike debates, role-plays, and presentations are organizedto improve fluency and confidence.6. Writing Skills Development.Writing is an integral part of the English language,and it requires constant practice and feedback. Studentsare guided through various writing exercises, including essays, stories, and letters, focusing on grammar, sentence structure, and content development. Peer reviews andteacher feedback are essential for refining drafts and encouraging critical thinking.7. Technology Integration.In the modern era, technology provides an array oftools and resources to enhance learning. Interactive online platforms, language learning apps, and multimedia resources are integrated into the learning process, making it more engaging and accessible.8. Motivational Support.Motivation is a key factor in sustained learning. Regular encouragement, recognition for achievements, and a positive learning environment are essential for maintaining student motivation. Mentorship programs and peer support groups can also be effective in this regard.9. Continuous Monitoring and Adjustment.The program's effectiveness is continually monitoredthrough regular assessments and feedback sessions. Based on the progress and challenges encountered, the learning plans are adjusted to ensure optimal learning outcomes.10. Collaboration with Teachers and Parents.Collaborative efforts between teachers, parents, and students are crucial for the success of any educational program. Regular communication and collaboration sessions facilitate a shared understanding of the learning process and ensure that all stakeholders are working towards the same goals.In conclusion, a comprehensive English target student development program for high school students requires a holistic approach, combining diagnostic assessments, personalized learning plans, skill enhancement, and motivational support. By leveraging technology, integrating various learning modalities, and fostering a positive learning environment, it is possible to cultivate English proficiency and prepare students for success in their academic and professional careers.。
职业经理人常用的英文单词
职业经理人常用的英文单词（1）目标mission/ objective集体目标group objective内部环境internal environment外部环境external environment计划planning组织organizing人事staffing领导leading控制controlling步骤process原理principle方法technique经理manager总经理general manager行政人员administrator主管人员supervisor企业enterprise商业business产业industry公司company效果effectiveness效率efficiency企业家entrepreneur权利power职权authority职责responsibility科学管理scientific management现代经营管理modern operational management 行为科学behavior science生产率productivity激励motivate动机motive法律law法规regulation经济体系economic system管理职能managerial function产品product服务service利润profit满意satisfaction归属affiliation尊敬esteem自我实现self-actualization人力投入human input盈余surplus收入income成本cost资本货物capital goods机器machinery设备equipment建筑building存货inventory（2）经验法the empirical approach人际行为法the interpersonal behavior approach集体行为法the group behavior approach协作社会系统法the cooperative social systems approach 社会技术系统法the social-technical systems approach 决策理论法the decision theory approach数学法the mathematical approach系统法the systems approach随机制宜法the contingency approach管理任务法the managerial roles approach经营法the operational approach人际关系human relation心理学psychology态度attitude压力pressure冲突conflict招聘recruit鉴定appraisal选拔select培训train报酬compensation授权delegation of authority协调coordinate业绩performance考绩制度merit system表现behavior下级subordinate偏差deviation检验记录inspection record误工记录record of labor-hours lost销售量sales volume产品质量quality of products先进技术advanced technology顾客服务customer service策略strategy结构structure(3)领先性primacy普遍性pervasiveness忧虑fear忿恨resentment士气morale解雇layoff批发wholesale零售retail程序procedure规则rule规划program预算budget共同作用synergy大型联合企业conglomerate资源resource购买acquisition增长目标growth goal专利产品proprietary product竞争对手rival晋升promotion管理决策managerial decision商业道德business ethics有竞争力的价格competitive price 供货商supplier小贩vendor利益冲突conflict of interests派生政策derivative policy开支帐户expense account批准程序approval procedure病假sick leave休假vacation工时labor-hour机时machine-hour资本支出capital outlay现金流量cash flow工资率wage rate税收率tax rate股息dividend现金状况cash position资金短缺capital shortage总预算overall budget资产负债表balance sheet可行性feasibility投入原则the commitment principle 投资回报return on investment生产能力capacity to produce实际工作者practitioner最终结果end result业绩performance个人利益personal interest福利welfare市场占有率market share创新innovation生产率productivity利润率profitability社会责任public responsibility董事会board of director组织规模size of the organization组织文化organizational culture目标管理management by objectives 评价工具appraisal tool激励方法motivational techniques 控制手段control device个人价值personal worth优势strength弱点weakness机会opportunity威胁threat个人责任personal responsibility顾问counselor定量目标quantitative objective定性目标qualitative objective可考核目标verifiable objective优先priority工资表payroll（4）策略strategy政策policy灵活性discretion多种经营diversification评估assessment一致性consistency应变策略consistency strategy公共关系public relation价值value抱负aspiration偏见prejudice审查review批准approval主要决定major decision分公司总经理division general manager资产组合距阵portfolio matrix明星star问号question mark采购procurement人口因素demographic factor地理因素geographic factor公司形象company image产品系列product line合资企业joint venture破产政策liquidation strategy紧缩政策retrenchment strategy战术tactics(5)追随followership个性individuality性格personality安全safety自主权latitude悲观的pessimistic静止的static乐观的optimistic动态的dynamic灵活的flexible抵制resistance敌对antagonism折中eclectic(6)激励motivation潜意识subconscious地位status情感affection欲望desire压力pressure满足satisfaction自我实现的需要needs for self-actualization 尊敬的需要esteem needs归属的需要affiliation needs安全的需要security needs生理的需要physiological needs维持maintenance保健hygiene激励因素motivator概率probability强化理论reinforcement theory反馈feedback奖金bonus股票期权stock option劳资纠纷labor dispute缺勤率absenteeism人员流动turnover奖励reward(7)特许经营franchise热诚zeal信心confidence鼓舞inspire要素ingredient忠诚loyalty奉献devotion作风style品质trait适应性adaptability进取性aggressiveness热情enthusiasm毅力persistence人际交往能力interpersonal skills行政管理能力administrative ability智力intelligence专制式领导autocratic leader民主式领导democratic leader自由放任式领导free-rein leader管理方格图the managerial grid工作效率work efficiency服从obedience领导行为leader behavior支持型领导supportive leadership参与型领导participative leadership指导型领导instrumental leadership成就取向型领导achievement-oriented leadership。
员工自发激励策略
Safety needs (shelter, job security, retirement plan, insurance)
Physiological needs (air, water, food, rest, exercise,etc)
If you scored highest in Affiliation: ▪ You place highest priority on avoiding conflict and
Motivating Employees
Theory and applications
The Power of a Smile
She smiled at the sorrowful stranger The smiling seemed to make him feel better
He remembered past kindnesses of a friend And wrote him a thank you letter
In addition to: • Job content • Level of responsibility • pany culture • Caliber of Colleagues • Low growth potential • Lack of challenge • Lack of autonomy • Not enough money • Work environment issues
WHAT MOTIVATES PEOPLE
• Achievement • Responsibility • Recognition • Feedback • Learning and growth
英语语法词汇详解motivational
英语语法词汇详解motivational motivational英[ˌməʊtɪˈveɪʃən(ə)l]美[ˌmoʊtəˈveɪʃənəl]adj.激发性的；动机的英文释义：1. [often passive] motivate somebody to be the reason why somebody does something or behaves in a particular way激励某人成为某人做某事或以特定方式表现的原因2. to make somebody want to do something, especially something that involves hard work and effort让某人想做某事，尤其是需要努力工作的事情motivate somebody 激励某人motivate somebody to do something 激励某人做某事3. motivate something (South African English, formal) to give reasons for something that you have stated激励某事(南非英语，正式)给出你所陈述的某事的理由举个例子：1.The line is attributed to Jim Rohn, an American author and motivational speaker.这句话出自美国作家及演说家吉米·罗恩（Jim Rohn）。
2.I read and watched plenty of inspiring and motivational things on the Internet.我在网上看了一大堆的励志鸡汤文。
3.Motivational Memo: Behind every successful parent there are a bunch of surprised offspring.励志备忘录：每个成功的父母都有一系列让人惊奇的后代。
国际市场营销
国际市场营销1、Marketing myopia ：营销近视；不适当的把精力放在产品上或技术上，而不放在市场需求上，其结果导致企业丧失市场，失去竞争力。
具体表现是：自认为只要生产出最好的产品，不怕顾客不上门；只注重技术的开发，忽视消费者的需求变化；只注重内部经营水平，不注重外部市场环境和竞争。
2、strategies in action 策略在于行动3、target audience 目标受众4、derivative 派生物，衍生物是指从传统的基础金融工具如货币、利率、股票等交易过程中，衍生发展出来的新金融产品，其主要形式有期货、期权、掉期等。
5、sample 样本6、primary sources 第一手资料7、quantitative research 定量研究定量研究是指确定事物某方面量的规定性的科学研究，就是将问题与现象用数量来表示，进而去分析、8、demographic classification 人口分类人口细分是基于可测量的人群特征，像年龄、行别、教育、职业和收入。
人是比收入更重要的细分可变因数。
9、market segmentation 市场细分市场细分是把一个市场细分成由1．地理细分：是按地理特征细分市场，包括一下因素：地形，气候，交通，城乡，行政区等2．人口细分：是按人口特征细分市场，包括一下因素：年龄、性别、家庭人口、收入、教育程度、社会阶层，宗教信仰或种族等。
3．心理细分：个性或生活方式等变量对客户细分。
4. 行为细分：对消费者行为的评估，然后进行细分5.社会文化细分：是按社会文化特征细分市场，以民族和宗教为主进行细分6.使用者行为细分：是按个人特征细分市场，职业，文化，家庭，个性。
10、brand identity 品牌识别品牌识别是品牌营销者希望创造和保持的，能引起人们对品牌美好印象的联想物。
这些联想物暗示着企业对消费者的某种承诺。
品牌识别将指导品牌创建及传播的整个过程，因此必须具有一定的深度和广度。
万博宣伟的职位要求
万博宣伟的职位要求..VacanciesAccount Director/Director (Technology/Consumer/Corp/Public Affairs/Domestic Practice, Location: Beijing, Shanghai, Guangzhou)Account Manager (Technology/Consumer/Corp/Public Affairs/Domestic Practice, Shanghai)Director/Account Director/Account Manager - Healthcare Practice (Location: Beijing, Shanghai)Digital (Social) Media Director (Location: Beijing, Shanghai)Digital (Social) Media Manager (Location: Beijing, Shanghai)We have opportunities for all levels of experience in other practice groups as well. Please email your CV andsalary expectations to: jobsshanghai@Account Director/Director (Technology/Consumer/Corp/Public Affairs/Domestic Practice, Location: Beijing, Shanghai, Guangzhou)(Based in Shanghai/Beijing/Guangzhou, market salary)As a Account Director/Director, you are responsible for the effective and profitable direction of client teams andclient programmes. You are also responsible for the development of your direct reports through effectivedelegating and coaching.Primary Responsibilities:1) Your role is to direct effectively client team(s) and client programmes, keeping senior management appraised ofany issues or opportunities at all times2) Behave in a professional and ethical manner, while upholding the values of quality, integrity, respect,entrepreneurial spirit and mutual benefit and complying with all company Policies and Procedures3) Demonstrate an excellent understanding of the client’s business, show a high l evel of integrity in counsellingand consulting and develop relationships with all critical decision makers at client companies4) Drive new business and marketing including identifying and acting on opportunities, developing credentials andeffectively presenting creative winning proposals5) Actively cross-sell existing clients across other capabilities, practices and geographies6) Demonstrate sound financial management, ensuring profitability of programmes and projects, minimizingwrite-offs and over-servicing, aiding collection of receivables and ensuring team billability/revenue targets are met7) Contribute to the recruitment, interviewing and selection of team staff8) Develop direct reports through effective delegation, coaching and feedback and carry out honest performance appraisals which contain realistic personal development plans9) Act as the quality champion in the client team driving the pursuit of excellence and continuously improving the client servicing processRecommended QualificationsFor Account Director Level, a minimum of 7 years working experience in related marketing communicationsand/or PR is required.For Director Level, a minimum of 10 years working experience in related marketing communications and/or PR is required.Mandarin language capabilities are preferred, but are not essential. The appetite and ability to adjust to a new and fast-paced environment certainly is.This is an exciting career opportunity – you will be joining a dynamic force in a vibrant market. As China emerges as the global economic growth engine, you will be at the heart of the action.Account Manager (Technology/Consumer/Corp/Public Affairs/Domestic Practice, Shanghai)(Based in Shanghai/Beijing/Guangzhou, market salary)A Manager is responsible for the day-to-day activities of the client team and projects. A Manager participates in new business development and supports organizational initiatives.Primary Responsibilities:• Recommend and implement initiatives that manage the target audience's percepti on of the client• Develop and cultivate relationships with the client and external audiences• Oversee day-to-day client projects and/or events to insure the quality of work meets client's business objective and provides value• Manage client administrati on duties such as billing, financial reporting• Oversee all aspects of major events for client• Handle special media inquiries• Review materials (e.g., news releases, backgrounders, fact sheets, bios, newsletters and pitch letters) prepared by Associates and Client Executives.• Develop materials on complex issues (e.g., Q&A, speeches, collateral materials)• Develop and place appropriate stories by and about the client in business, trade and consumer media as needed • Where appropriate, cultivate positi ve client presence in trade media through releases, contact and response to inquiries/requests• Maintain clear and consistent communication between the client and the 3rd parties• Partner with client and other communications entities (e.g., advertising a gency) to develop and complete communications plan• Research, assist and present new business proposals• Develop original research, surveys and market studies for existing and new business proposals• Develop complete communications plan for clientSkills Required:• Strong oral, editing and written skills both in English and Chinese.• Excellent interpersonal skills• Ability to supervise and motivate the client team• Ability to handle and manage stressful situations• Business presentation skills inc luding their development, both for clients and prospective clients• Ability to manage numerous projects simultaneously• Ability to think creatively• Ability to plan strategically and globally• Ability to write strategic materials for client• Ability t o budget programs and understand the financial aspects of the client relationship• Proficient in computer software (Word, Excel, PowerPoint)Other Recommended Qualifications:• BA or BS degree• A minimum of five years experience working for a major cor poration, consulting or communications firm• Broad understanding of the techniques of a professional services/consultancy firm, journalism, public relations, communications or related field• Broad understanding of industry or specialized practice area (s uch as healthcare, technology, investor relations) • In-depth knowledge of media relations from key trade publications to national outletsDirector/Account Director/Account Manager - Healthcare Practice (Location: Beijing, Shanghai) (Based in Shanghai/Beijing, market salary)We are expanding our specialist team of healthcare PR practitioners to our China market. We have vacancies for first-class talents to work across regional accounts for ethical healthcare clients. The ideal candidate should have experience in working across multi-market business, strong strategic counseling skills, and the experience to lead program implementation.This role will include the development and implementation of PR campaigns for clients in China, as well as assisting the senior team with growing the business. Besides strong communications skills, you have a hands-on approach.For Account Manager Level, a minimum of 5 years working experience in healthcare marketing communicationsand/or PR is required.For Account Director Level, a minimum of 7 years working experience in healthcare marketing communications and/or PR is required.For Director Level, a minimum of 10 years working experience in healthcare marketing communications and/or PR is required.Mandarin language capabilities are preferred, but are not essential. The appetite and ability to adjust to a new and fast-paced environment certainly is.This is an exciting career opportunity – you will be joining a dynamic force in a vibrant market. As China emerges as the global economic growth engine, you will be at the heart of the action.Digital (Social) Media DirectorLocation: Shanghai/BeijingPrimary ResponsibilitiesHead of the interactive team, you will contribute your experience in strategy development, account servicing and team management. You will utilize your expertise to develop new business and generate revenue to bring the agency’s digital capabilities and service to a new level.Requirement:you should have 10+ years working experience in interactive communication agency with thorough understanding of digital marketing techniques, trends & landscape. You are expected to have proven client & team management skills, strong ROI sensibility, sound interpersonal & presentation skills.Digital (Social) Media ManagerLocation: Shanghai/BeijingPrimary ResponsibilitiesEffectively analyze client's business issues & digital (social media) needs, and translate them into effective digital (social media) strategic counsel.Work with account service team to putting up client’s platform under strategic user experience and logistic usability study.Capability to bridge client’s PR strategy and developed on-line communication strategy and framework Requirement:A hands on approach with a minimum of 5 years’ on-line media experience, PR experience will be a plusObsessed with online media communication and have knowledge on technology supportDemonstrate a well-developed knowledge of domestic social media, BBS, blogsExperience in managing multiple accounts, budgets and programsExcellent motivational, interpersonal, oral/written presentation, negotiation and communication skills Strategic thinker and good team playerExcellent in English/Mandarin (both speaking and writing)。
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The pressure of the working mothers
All the 7 common program features have no relationship with competition Three of the programs are trying to provide a good working conditions for the employees All the programs may contribute to the solution of the dilemma between family and work In conclusion, the company has already provided everything they can to solve the problems for the women employees. I think it will help to attract, maintain, and motivate the women employees.
Analysis of the devotion and motivation of the employees
• When we come to the retail store business we may come up with many sales promotions since retail stores is the last chain of the commodities. Salespeople is of vital importance in the retail store • Recommendations • Commendation for the best salespeople in front of all the workers every week • Reward flexible holidays for the outstanding salespeople • Provide Training opportunities for the best salespeople for their promotion
Sub-cultures in Target Corporation
• The Basic Assumptions is a serious of subconscious which exists in the company. It shared and learned by all the stuffs who use this abstract assumptions to deal with the things they never meet before. • Since the global business environment changed more and more rapidly, the adjustment of the strategies, organization structures and management systems can hardly follow the trend. The basic assumptions from the organization culture is more and more important for the company.
• The common value type of the Target Company is social values which focus on the interest of others and groups. Service comes first in this value. • The compensation programs based on the well-being of the employees may create a harmonious and friendly circumstance for the employees
Generous leaves for pregnancy Additional programs in individual divisions, such as expense reimbursement for adoption and prenatal and well-baby care programs.
• • • • • • • • • • The 8 basic emotional needs of men and women: Women need more care Men need more trust Women need more respect Men need more confirm Women need more understanding Men need more acceptance Women need more console Men need more encouragement According to the common program features, it pay more attention to the women’s requirements
Various sub-cultures in Target Corporation
• subculture is a group of people with a culture (whether distinct or hidden) which differentiates them from the larger culture to which they belong.
Artifacts & Behaviors
Values
Basic Assumptions
• Here are some other facts of the Target Company • The logo of the Target is the red bull’s eye • The details of the Target market design signs an indirectcommunication towards the customers. • The company will donate 2 million USD to the local communities each week • Service comes first. The employees in Target are more politely compared with other discount stores • The customer segmentation of Target is middle class female. About 80% of the customers are women with an average age of 40.
reinforce employees' loyalty work more efficiently at their most Time off to care for a sick child or seriously ill family memberenergetic time to do their favourite jobs
Employee participation in alternative work arrangements, such as telecommuting, job-sharing, working at home, flex-time, and part-time employment.
Features of women employees
Motivational Programs of Target Corporation
Team members : 曲怡 宋艳婷 张馨文 刘娟 聂宗英
Outline
What is motivation Features of women employees The motivational potential of DHC s family-friendly DHC’s compensation programs Analysis of the devotion and motivation of the employees Various sub-cultures in Target Corporation
Various sub-cultures in Target Corporation
• The artifacts and behaviors are visible, but not always obvious, recognizedБайду номын сангаасinitially, or associated with values • The value is generally a higher level of awareness of what is valued in the organization. There are some types of values • Rational values • Social values • Political values • Economic values • Religious values
lessen worries about babies and focus on work Pretax salary set-asides to help pay for dependent care attract more female employees to work for their company Child-care resource and referral information
What is motivation
All the internal wishes of the man including conditions, expectations and impetus may constitute to the motivation. The motivations of the employees: According to the features of the employees, the company may creative a positive external circumstance to encourage the workers to do what the company expected by the application of the tactic strategies