Abraham Maslow and Motivation free essay sample

Abraham Harold Maslow was born on April 1, 1908, in Brooklyn, New York. American psychologist Abraham Maslow was a member of the humanistic school of psychology. Maslow proposed a theory of motivation based on a categorization of needs, suggesting that an individual progress from satisfying basic needs such as those for food and sex to satisfying the highest need for what he called self-actualization or the fulfillment of ones potential. Mallow believed that self-actualization could only be attained once basic needs had been met.In  1954  American  psychologist Abraham Maslow proposed that all people are motivated to fulfill a hierarchical pyramid of needs. At the bottom of Maslow’s pyramid are needs essential to survival, such as the needs for food, water, and sleep. The need for safety follows these physiological needs. According to Maslow, higher-level needs become important to us only after our more basic needs are satisfied. These higher needs include the need for love and belongingness, the need for esteem, and the need for self-actualization (in Maslow’s theory, a state in which people realize their greatest potential). We will write a custom essay sample on Abraham Maslow and Motivation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The cornerstone of Maslow’s position is his theory of motivation that he first posed in two articles published in 1943 when Brooklyn College (1943a, 1943b). Maslow centered his theory of motivation on the hierarchy of human needs. He contended that humans have a number of needs that are â€Å"instinctoid†, that is, innate. The American psychologist Abraham Maslow devised a five level hierarchy of motives that, according to his theory, determine human behavior. Maslow ranks human needs as follows: (1) physiological needs; (2) safety needs; (3) belongingness and love needs; (4) esteem needs; (5) self – actualization.Physiological needs, These are the needs directly related to survival that we share with other animals. These are basic needs such as food, water, sex, elimination and sleep. Theses needs are extremely important and must be satisfied. But, according to Maslow, psychology has overemphasized the importance of such needs. Safety needs, this is the second human need in the hierarchy. When the physical needs are satisfactorily met, the safety needs emerge as dominant motives. Included here are the needs for structure, order, security and predictability.The person operating at this level is very Kellian, in that the primary goal is to reduce uncertainty in his or her life. These needs are most clearly seen operating in children, who typically show great fear when confronted with unpredictable events. The satisfaction of the safety needs assures individuals they are living in a safe environment free from danger, fear and chaos. For example, security products such as alarm systems, insurance such as life assurance etc. Belongingness and love needs, the third cluster of needs in the hierarchy of needs.Included are the needs for affiliation with others and for the feeling of being loved. With the physiological and safety needs essentially satisfied, the person now is driven by the need for affiliation. Included in these needs are the needs for friends and companions, a supportive family, identification with a group, and an intimate relationship. If these needs are not met, the person will feel alone and empty. Maslow believed the failure to satisfy needs at this level is a major problem in the United States and this explains why so many people are seeking psychotherapy and joining support groups.Esteem needs, the fourth cluster of needs in the hierarchy of needs. Included are the needs for status, prestige, competence and confidence. If one is fortunate enough to satisfy one’s physiological, safety and belongingness and love needs, the need for esteem will begin to dominate one’s life. This group of needs require both recognition from other people that results in feelings of prestige, acceptance and status and self esteem that result in feelings of adequacy, competence, and confidence. Both types of feelings usually result from engaging in activities considered to be socially useful.Lack of satisfaction of the esteem needs result in discouragement and feelings of inferiority. Self- actualization, highest level in the hierarchy of needs, which can be reached only if the preceding need levels have been adequately satisfied. The self-actualization individual operates at full capacity and is motivated rather than demotivated. Hence, if all the lower needs have been adequately satisfied, the person is in a position to become one of the rare people who experiences self-actualization.Maslow hoped that his work at describing the self-actualizing person would eventually lead to a â€Å"periodic table† of the kinds of qualities, problems, and even solutions character istic of higher levels of human potential. Over time, he devoted increasing attention, not to his own theory, but to humanistic psychology and the human potentials movement. Maslows view of motivation provides a logical framework for categorizing needs, but it does not supply a complete picture. Motivation arises from the need that an individual posses.Hence, knowing how and why to motivate employees is an important managerial skill because of its significance as a determinant of performance and its intangible nature. Motivation can be defined as the set of forces that cause people to choose certain behaviors from among the many alternatives open to them. The importances of motivation for an organization are: it puts human resources into action, improves level of efficiency of employees, leads to achievement of organizational goals and it leads to stability in the workforce.Motivation is important as it puts human resources into action, this is so because the more motivated the employees are, the more they will be inspired t o aspire as well as empower other employees who require physical, financial and human resources to accomplish the goals. Hence, it is through motivation that the human resources to accomplish the goals. This can be achieved by building willingness in employees to work for example reward employees by giving employees’ monetary and non –monetary incentives and promotion opportunities.This will help the organization in securing their workers who efficiently utilize the resources. Hence, people want to contribute to organizational effectiveness and are able to make genuine contributions. The organizations responsibility is to create a work environment that makes full use of available human resources. Motivation is also important as it improves the level of efficiency, an employees effort to performance expectancy is the individuals perception of the probability that effort will lead to high performance.This expectancy ranges from zero to one, with 1 being a strong belief that effort will lead to high performance. The employees will be adaptable to changes and there will be no resistance to changes, this will result in profit maximum through increased productivity. Another importance of motivation is that it leads to achievement of organizational goals; this approach suggests that managers and subordinates should set goals for the individual on a regular basis and that rewards should be tied to the accomplishment of goals.Research support for goal-setting theory is more consistently favorable than any other single approach to employee motivation. The goals of an organization can be achieved by utilization of resources, co-corporative environment which brings stability, employees are goal directed, and goals can be achieved if co-ordination takes place simultaneously which can be effectively done through motivation.

Asylum - Immigration Glossary - Definition of Asylum

Asylum - Immigration Glossary - Definition of Asylum Asylum is the protection granted by a nation to a person who cannot return to their home country for fear of prosecution. An asylee is a person who seeks asylum. You may request asylum from the U.S. when you arrive at a U.S. port of entry, or after you arrive in the United States regardless of whether you are in the U.S. legally or illegally. Since its founding, the United States has been a sanctuary for refugees seeking protection from persecution. The country has granted asylum to more than 2 million refugees in the last three decades alone. Who is a Refugee? U.S. law defines a refugee as someone who: Is located outside the United States.Is of special humanitarian concern to the United States.Demonstrates that they â€Å"were persecuted or fear persecution due to race, religion, nationality, political opinion, or membership in a particular social group.†Is not firmly resettled in another country.Is admissible to the United States. A refugee does not include anyone who â€Å"ordered, incited, assisted, or otherwise participated in the persecution of any person on account of race, religion, nationality, membership in a particular social group, or political opinion.† So-called economic refugees, those the U.S. government considers to be fleeing poverty in their homelands, are not admissible. For example, thousands of Haitian migrants who washed up on Florida shores have fallen into this category in recent decades, and the government has returned them to their homeland. How Can Someone Obtain Asylum? There are two routes through the legal system for obtaining asylum in the United States: the affirmative process and the defensive process. For asylum through the affirmative process, the refugee must be physically present in the United States. It does not matter how the refugee arrived. Refugees generally must apply to U.S. Citizenship and Immigration Services within on year of the date of their last arrival in the United States, unless they can show extenuating circumstances that delayed filing. Applicants must file Form I-589, the Application for Asylum and for Withholding of Removal, to USCIS. If the government rejects the application and the refugee does not have legal immigration status, then USCIS will issue a Form I-862, Notice to Appear, and refer the case to an immigration judge for resolution. According to USCIS, affirmative asylum applicants are rarely detained. Applicants may live in the United States while the government is processing their applications. Applicants can also remain in the country while waiting for a judge to hear their case but are seldom allowed to work here legally. Defensive Application for Asylum A defensive application for asylum is when a refugee requests asylum as protection against removal from the United States. Only refugees that are in removal proceedings in an immigration court can apply for defensive asylum. There generally are two ways refugees wind up in the defensive asylum process under the Executive Office for Immigration Review: USCIS has referred them to an immigration judge after the government has ruled them ineligible for asylum after going through the affirmative process.They were placed in removal proceedings because they were apprehended in the United States without proper legal documents or in violation of their immigration status. Or, they were caught trying to enter the United States without proper documents and designated for expedited removal. It’s important to note that defensive asylum hearings are court-like. They are conducted by immigration judges and are adversarial. The judge will hear arguments from the government and from the petitioner before making a ruling. The immigration judge has the power to grant the refugee a green card or decide whether the refugee may be eligible for other forms of relief. Either side can appeal the judge’s decision. In the affirmative process, the refugee appears before a USCIS asylum officer for a non-adversarial interview. The individual must provide a qualified interpreter for that interview. In the defensive process, the immigration court provides the interpreter. Finding a qualified lawyer is important for refugees trying to navigate the asylum process which can be long and complicated.

Solid Waste Analysis Essay Example | Topics and Well Written Essays - 750 words

Solid Waste Analysis - Essay Example Moreover, the underlying question of whether or not all waste products are resources waiting to be used will be answered. Before delving into such a critique, it is necessary to understand that the current economic system is gravely different from even that which existed but a few scant years ago. This is the result of the fact that when one views the history of industrial creation within the world, raw materials were plentiful, cheap, and readily available. As a function of this, a particular type of consumer culture developed in which it was oftentimes more expedient and cheaper to purchase an entirely new product than it was to have the older one fixed. However, as resources have increased in price as a function of scarcity and increasing demands on consumer markets, the use and re-use of recycled material has become increasingly popular. The example that is used is the way that waste, formerly understood as worthless mass that must find a place to be stored, came to be something that was desirable and profitable for firms to seek to reclaim. One can of course consider that forms of plastic and metal would of course be something valuable to firms; however, biomass as well has the potential of generating profits for many firms (Middleton, 2008). Although it is interesting that the technology has increased in the way that it has, the fact of the matter is that it is the profitability of the waste that has driven companies and individuals to seek to extract it from refuse is the real motivating factor; not the desire to be more efficient or to reduce the impact on the environment. Although it is definitely a positive thing that the overall level of waste has been reduced, it would be premature to assume that the technology alone can solve the issue of waste within our current system. The fact of the matter is that the world economy has grown and continues to grow, world populations have grown as well and the overall level of waste that is being produced is incr easing each and every year. Due to the fact that the world currently has a much higher population concentration as well as a subsequently high level of consumer goods demanded, it is vitally important to consider the means whereby these needs and demands might continue to be met without the disastrous effects on the environment that previously have been engaged as a function of short sighted means of production and a complete lack of recycling. (Weitz et al, 2002). By pointing out high density populations as a prime example of the way in which an economic system can utilize waste to increase growth, the reader can use this as a powerful example for the way in which other entities and governments can engage the same idea to effect positive change and profits as well. Ultimately, the reader can understand that the changes in technology and economics have meant that nearly no form of waste is without a potential to be used in a profitable way. Although it is not possible to state that there will soon be a time in which nothing will be discarded entirely, the movement that has been experienced and exhibited within the past several decades illustrates the way in which interested parties can seek to increase efficiency and generate a profit based upon refuse that had previously been marked as a liability to the surrounding area (Wang & Nie, 2001). Although the discoveries and changes that have given to the system help the reader to understand the ways in which current technology has helped to reclaim a wide variety of man-made material from solid waste, there is also the unmentioned issue with relation to the

Case Brief Analysis Essay Example | Topics and Well Written Essays - 500 words

Case Brief Analysis - Essay Example Moreover, the defendant had dozed off several times before they stopped for drinks and food. The case was first heard by the District court and upon the outcome of this court the plaintiff appealed to the Court of Appeal. The law provides that an operator of a motor vehicle is guilty of ordinary negligence if he permits himself to fall asleep while driving. An individual is also guilty if he continues to drive without taking reasonable precautions against sleeping after symptoms of drowsiness or fatigue. The lower court found that the defendant was not liable for negligence because he did not have any warning that he was going to fall asleep while on the wheel. However, upon appeal, the appellate court found that the lower court had erred in applying the law to the evidence. The lower court found that although the defendant had been drinking, there was no evidence that he was unable to control the Jeep. The court observed that dozing as a passenger does not mean an individual will be unable to control a car when charged with the responsibility. The court was convinced that the defendant had acted in the same manner an ordinary man of average prudence would have acted. The appellate court, however, noted that there was ample warning to the defendant that he might fall asleep. The court observed that the defendant was drowsy before taking the wheel and did not take any precaution to arouse himself before taking the wheel. Accordingly, the court noted that the occurrence could not be unexpected in the absence of a precaution to prevent it. In a civil lawsuit the parents would sue the driver of the school bus and Ridgeview elementary school. The legal basis for suing the driver of the bus would be negligence. The legal basis for suing the school, on the other hand, would be because as an employer they are vicariously liable for the acts of its employee in the course of employment. Such a lawsuit can be brought in a Federal court

Education - Teacher Essay Example for Free

Education Teacher Essay Discussion of aim of education is a function of the philosophy of education or educational theory. The aim of education in the fullest and deepest sense of the word is in keeping with the nature of the human personality or human nature. Human nature is defined in terms of the cultivation and development of perceptive intelligence based on experience i. e. creative intelligence. Creative intelligence or intuition combines reason of understanding with wisdom of compassion depends on human awakening or enlightenment. aim of education is to cultivate creative intelligence required for adaptation to changes in the social environment i. e. adaptability. Life is very complex and complicated. But an aim in life can make the complex life simple and purposeful. Aims give us direction to work and without aim, destination, or objective life becomes incomplete and haphazard. Individual has different interests, attitudes and needs. Every individual wants to achieve certain goals in life. But a clear-cut aim makes the road of life easy. Educational aims are varied. They have their different role in different fields. Some specific aims are listed below: (i) Knowledge Aim: The aim of education is the acquisition of knowledge, skills and attitudes. It helps to adjust properly in one’s own environment. Knowledge helps the man to overcome the nature and satisfy human wants. It links the teacher and taught with social situation. It helps with certain skills to live in a society as human being and civilized one. Philosophers and educationists of the world believe in knowledge. It is the valuable asset of life, which helps the individual to overcome misery and problems of life. (ii) Vocational Aim: Knowledge aim of education is narrow by nature. The theoretical knowledge will never meet our basic needs of life. We need bread and butter to fill up our belly. We can get it if education is vocationalised. Gandhiji realized it in 1937 when he introduced Basic Education. Vocational aim develops the social efficiency of the individual. It reduces mental tension after completion of education. Those who are lower, intelligence in vocational education or training are a blessing for them. Realizing this aspect. Indian Education Commission (1964-66) introduces work-experience in the curriculum. (iii) Character Building Aim: The Indian concept of education believes in self-realization. Self-realization is possible through moral education. So the individual should cultivate moral virtues or values which constitute character. Swami Vivekananda said, â€Å"We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one’s own feet. † (iv) Complete-Living Aim: The individual has various aspects to be developed. Every aspect of the personality is reflected in various activities to be performed. Education should help the individual to fulfill the various needs and necessities of life like self-preservation, fulfilling necessities of life, rearing and bearing of children, performing civic responsibilities and utilizing his leisure time properly. Firstly, the individual must know the art of self-preservation. Secondly, education should enable to him to earn his living. Thirdly, he should know how to take care of his own children. Lastly, he must have the idea how to utilize the leisure hours properly in a profiting manner. (v) Harmonious: Development of the personality aim- Gandhiji said, â€Å"By education, I mean an all-round drawing out of the best in the child and man-body, mind and spirit. † The meaning itself indicates to develop all-round aspects of individual-physical, intellectual, social and spiritual. All these aspects of the individual should be harmoniously developed. True education is development of 3H’s instead of 3R’s. The development of Head, Heart and hand of an individual makes him happy. (vi) Democratic Aim of Education: One of the important aims and objective of education suggested by Secondary Education Commission (1952-54) is to develop the democratic citizenship. India is a democratic country. Even citizen must have to realize the duties and responsibilities carefully. So the aim of education is to train carefully the future citizens. Training should be provided to develop the following qualities of the individual. (i) Capacity for clear thinking (ii) Receptivity of new idea (iii) Clarity in speech and writing (iv) True patriotism Further the democratic aim of education develop vocational efficiency, personality and leadership quality. Indian Education Commission (1964-66) under the chairmanship of Dr. D. S. Kothari suggested the following as the aims of education in a democratic set-up. (i) Increasing productivity (ii) Developing social and national integrity (iii) Making education modernized and (iv) Cultivating of social, moral and spiritual values. Each individual teacher has an opinion about what the aim of education should be, not only in their own classroom but also in school in general. Many issues occur when differing opinions about the purpose of education collide. It is important to recognize that other people, including many of your coworkers, administrators, and your students parents might have a different point of view concerning what education should be all about. Following is a list of different aims of education that individuals might espouse. 1. Knowledge to Get By. This old school belief holds that school is important in providing students with the knowledge they need to get by in their day-to-day lives. They need to know how to read, write, and do arithmetic. Even though these core topics form the foundation of a students education, most educators today would probably not agree that this should be the extent of a students school career. 2. Knowledge of Subject Matter Being Taught The purpose of education to some teachers is to impart knowledge about the subject matter they are teaching without much thought to other classes. When taken to the extreme, these teachers focus on their own subject matter as being more important than what students are learning in other classes. For example, teachers who are unwilling to compromise their own subject matter for the good of the students can cause problems for the school at large. When the school I taught at tried to implement senior projects, we got push back from a couple of teachers who were not willing to change their lessons to include cross curricular activities. 3. Desire to Create Thoughtful Citizens. This might be considered another old school belief. However, this is held by many individuals, especially within the larger community. Students will some day be a part of a community and need the skills and mores to exist within that society as thoughtful citizens. For example, they will need to be able to vote in presidential elections. 4. To Gain Self Esteem and Confidence While the self esteem movement often gets ridiculed, we do want our students to feel confident about their learning abilities. The problem comes in with inflated self esteem not based on reality. However, this is often cited as an aim of the educational system. 5. To Learn How to Learn Learning how to learn is one of the key elements of education. Schools need to teach students how to find information they will need once they leave school. Therefore, the specific subject matter being taught is not as important for future personal success as is the ability for students to understand how to find answers for any questions and problems that might arise. 6. Lifelong Habits for Work. Many of the lessons that schools teach are necessary for success in their students future lives. As adults, they will need to be able to get to work on time, dress and behave appropriately, and get their work done in a timely manner. These lessons are reinforced on a daily basis in schools around the nation. Some individuals see this as one of the main reasons for sending students to school. 7. To Teach Students How to Live Finally, some individuals look at school in a more holistic manner. They see it as the means towards right living for the rest of their lives. Not only do students learn information in their individual subjects, but they also learn life lessons in and out of class. As previously explained, proper work etiquette is reinforced in the classroom. Further, students have to learn how to deal with others in a cooperative manner. Finally, they learn about how to learn information they might need in the future. In fact, one of the things that many business leaders cite as being necessary for future workers is the ability to work as part of a team and problem solve.

International Free Trade and World Peace Essay -- Politics Political S

International Free Trade and World Peace When analyzing trade’s effect on state behavior, it is not the mere existence of trade between countries that should be central, rather, the nature of trade that is crucial. This distinction will be explored by studying the arguments of key economic and political thinkers of both the 18th and 20th centuries. The general nature of trade, the role of national government regarding trade and security, trade's capacity to befriend belligerent nations, and finally, the influence of international economic institutions will be explored. In an attempt to present a fairly broad range of sources, this study features the ideas of four influential authors from two time periods and continents: from the 18th Century, Adam Smith and Alexander Hamilton, and from the 20th Century, John Maynard Keynes and Secretary of State Cordell Hull. My thesis is that the four authors examined actually agreed with one another on the connection between free trade and peace, despite the discordant resonance of their arguments. Due to the nature of trade in Hamilton and Smith's time, their assertions that trade had ambiguous, if not adverse effects on state behavior is equivalent to Hull's statement that trade under the auspices of international organizations ensured peace. Almost all trade, up until the foundation of post-W.W.II international economic bodies, was practiced in an opaque, unfair, and mercantilist manner. Both Keynes and Hull, who argue that trade is pacific, lived in a rapidly liberalizing environment where international organizations were gaining legitimacy and influence. Thus, the conclusion of all four authors can be modified to state that trade is pacific only when it is conducted in an open, fre... ...The Memoirs of Cordell Hull. New York: Macmillan. Keynes, John Maynard. 1919. The Economic Consequences of the Peace. London: Macmillan. ________. 1922. A Revision of the Treaty. New York: Harcourt, Brace and Company. ______. In: Moggridge, Donald. ed. 1980. The Collected Writings of John Maynard Keynes: Activities 1941-1946. London: Macmillan. Kramnick, Isaac. ed. 1987. The Federalist Papers. London: Penguin Books. [1788] Moggridge, Donald. ed. 1980. The Collected Writings of John Maynard Keynes: Activities 1941-1946. London: Macmillan. Raphael, D.D. 1985. Adam Smith. London: Oxford University Press. Smith, Adam. 1766. "Lectures on Jurisprudence." Cited in: An Inquiry into the Nature and Causes of the Wealth of Nations. ________. 1981. An Inquiry into the Nature and Causes of the Wealth of Nations. Indianapolis: Liberty Fund. [1776]

Macbeth and Integrity Essay

There are seeds of self-destruction buried in all of us that will bare only misfortune if allowed to grow. Macbeth’s guilty path to his des Integrity is define as many things, value, honor, morality, and so on. These principles are the gears that run society. Integrity is one’s identity and to maintain it one must not violate it. Those who are guided solely by their individual ambition will ultimately become a victim of fate leading to the imminent corruption of value, honor, and principles of society. In the words of Henry Thoreau â€Å"There is no value in life except what you choose to place upon it and no happiness in any place except what you bring to it yourself. † Macbeth’s value of his own life is evident in his thoughts â€Å"Life’s but a walking shadow, a poor player. † His strife for power guided the events that determined the downfall of his life. His values in life were no longer present and his integrity had collapsed beyond repair, so he vowed to continue with his strife for power knowing that the end of his life was inevitable. Some would question why Macbeth would continue on with his careless strife for power, but when someone has hit â€Å"rock-bottom† they do not think logically. No person was ever honored for what they received. Honor is rewarded for what a person gives. Macbeth was honored by many in the beginning of the story, but this honor was superficial. History has proven that you cannot simply cheat your way to being honored, you must earn it. When you cheat, you lose sight of what is important in your life and Macbeth was a cheater of extreme proportions. When Macbeth heard that his wife had passed he did not care for her, instead he worried more about upcoming threats involving his power â€Å"She should have died hereafter. There would have been a time for such a word. † Ultimately karma prevailed and Macbeth’s inventible downfall was nearing. The foundation of leadership is undoubtedly integrity. Without it, success is not possible. One that gains power or leads without integrity is bound to collapse. Macbeth is a prime example of this. Macbeth uses murder to cheat his way to power. Murder is like potato chips you cannot stop eating after one chip, you continue to eat due to impulse. After several murders Macbeth realizes that his collapse is inevitable, but in his mind he has gone too far to retreat. His life is now nothing more than a slow burning fire waiting to be put out. Creeps in this petty pace from day to day to the last syllable of recorded time, and all our yesterdays have lighted fools the way to dusty death. Out, out, brief candle! † Integrity is one’s identity; inner image. Integrity is not conditional is does not simply change like weather. Macbeth never reached true greatness this is because true greatness is never achieved by cheating you must earn it. To be successful one must be an embodiment of integrity and all its components.