Category: Uncategorized

Running Head: Literature Review and Project Specification

Job Satisfaction And Employee Turnover

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Literature Review and Project Specification: Outline

Introduction

This section will involve an introduction to the topic that is under study

Literature Review

This will involve a review of the various literature and scholarly articles that exist on job satisfaction and employee turnover

Aims and Objectives of the Study

The objectives of the study that the researcher wants to achieve will be discussed under this section.

The research questions for the study will also be identified.

Research Methodology

This will involve identifying a suitable research method that will be used for the study as well as determining the potential respondents of the study.

Limitations of the Study

Any difficulties which may be foreseen and which may affect the success of the project and the way for these problems to be mitigated.

Conclusion

A review of the study’s findings and discussions

Introduction

The management topic that has been chosen for this study is the importance of job satisfaction and its influence on the staff turnover. Employee turnover has been a subject of interest for many scholars, managerial practitioners, and organizational managers over the past decade. Employee turnover happens when employees willingly depart from their employments which eventually forces managers to replace them (McKenna 2000). In employee turnover, personnel voluntary leave their jobs whereas in worker layoffs, workers’ contracts are terminated at the employer’s own discretion. This is occasioned by certain business conditions such as mergers and acquisitions or reduced company financial profits. The severity of employee turnovers usually depends on the type of industry and business the organization deals with as well as the economic health of the country (Jex 2002).

With regards to job satisfaction, it is a general attitude that employees have towards their jobs within an organization. Job satisfaction is usually influenced by certain factors some of which include the type of work the employee performs, equitable rewards, benefits and compensation, working conditions and the type of managerial or leadership style that is used to manage employees within the organization (Kinicki and Kreitner 2006: Phillips 2005). Job satisfaction within a company is important as it affects the emotional and psychological well being of the employees that in turn affects their job performance at the work place (Callaway 2006). This research study will seek to determine the influence and importance of job satisfaction in employee turnover in organizations that operate various industries around the world.

Literature Review

The issue of workers’ turnover has been of keen interest to managers and researchers where both parties have tried to determine the effect of certain aspects of work on employee turnover within organizations (Mudor and Tooksoon 2011). Considerable research has shown that the major causes of employee turnover within organizations include job dissatisfaction and low organizational commitment which contributes to the rates of employee turnover that exist in organizations (Iverson and Currivan 2003). Job dissatisfaction is usually caused by inappropriate working conditions, poor compensation and benefits and also bad worker – manager relationships which make some employees leave employment. Low organizational commitment usually arises when employees lack proper motivation to perform their work duties and their loyalty to the organization is low (Lambert et al 2001, Kail and Cavanaugh 2010).

Apart from job dissatisfaction, another factor that contributes to high employee turnover rates is the prospect of receiving better salary in another organization. This mostly occurs in the higher levels of management but in some cases, employees who have high satisfaction in their jobs voluntarily leave. This is usually attributed to compensation benefits and wages that are better than those offered by the organization (Griffeth and Hom 2006). Considerable research has, however, shown that receiving better compensation and benefits is not the main cause of employee turnover within organizations. Researchers such as Maslow, McGregor and Herzberg noted that employees left their jobs based on the inability of managers to meet their basic work needs that did not necessarily relate to payment and compensation. These researchers highlighted that payment and compensation were not a direct determinant of whether employees would be satisfied with their jobs (Vidal et al 2007).

Other contributing factors to employee turnover include poor managerial practices where employees working under poor leadership and ineffective managers are under pressure to resign their jobs because of a general feeling of being undervalued and ignored. If the managers within the organization undervalue their employees or demand too much from them, this might increase the risk of employee turnover (Grigoroudis and Siskos 2010). Poor management policies might also contribute to high employee turnover rates especially if they are related to workers’ benefits and incentives that are not considerate to employee’s needs. Employee turnover is generally a serious obstacle to the overall productivity and performance of an organization because having fewer staff members makes it difficult to perform general business operations (Griffeth and Hom 2004).

The impact of job satisfaction on employee turnover is usually based on intrinsic and extrinsic levels where intrinsic satisfaction deals with the degree of satisfaction employees usually experience when they perform their work. Extrinsic satisfaction refers to the feeling of comfort and ease that employees have towards their superiors, peers and the organization in general (Mathis and Jackson 2008). Job satisfaction is important in the organizational level as satisfied workers are important contributors to the effectiveness and efficiency of the organization (Robbins 2009). While there is no accurate conceptualization of job satisfaction in existence within the organization, various researchers such as Naumann believe that intrinsic and extrinsic job satisfaction is positively correlated to organizational commitment which refers to the belief and trust that employees have in organizational values and objectives and how these aspects affect their attitudes toward the organization (Callaway 2006).

Employees are generally satisfied with their jobs if they are content with the nature of their work within the organization and also satisfied with the type of relationship they have with their supervisors, co-workers and managers (Koy 2001). The relationship that exists between job satisfaction and employee turnover is one that is discordant in nature given that job satisfaction is viewed to be a positive aspect while employee turnover is meant to be negative for any organization (Phillips and Phillips 2011). Causal study conducted by Elangovan (2001, cited by Termsnguanwong 2009) revealed that job stress was the major contributor to the discordant relationship that existed between job satisfaction and employee turnover where organizational commitment yielded support to the causal relationship between the two aspects. This process is demonstrated in the diagram.

4724400184785Turnover Intention

Turnover Intention

3057525184785Organizational Commitment

Organizational Commitment

1562100184785Job Satisfaction

Job Satisfaction

57150184785Job Stress

Job Stress

In the diagram above, organizational commitment demonstrates the direct effect it has on employee turnover within organizations. According to Elangovan, organizational commitment will negatively impact the employee turnover as long as commitment within the causal relationship is negatively affected by job satisfaction. Such an implication means that any interventions directed towards reducing employee turnover rates within organizations should be focused on improving organizational commitment by the employees instead of job satisfaction (Amah 2009). Other studies conducted to demonstrate a similar study as shown by Elangovan include Igbaria and Guimaraes’ research in 1993 as well as Stepina and Boyle’s work in 2003 where a theoretical model to explain the influence of organizational commitment on job satisfaction was developed (Termsnguanwong 2009).

Another study conducted by Slattery and Selvarajan (2005) demonstrated that job satisfaction and organizational commitment had an impact on the rate of turnover amongst temporary workers or employees engaged on temporary basis. Their study focused on examining how job satisfaction and organization commitment were related to the temporary agencies and organizations and also how a temporary worker’s attitude influenced their turnover intentions towards the client organization they work for (McBey and Karakowsky 2000). The results of the study showed that temporary employees had similar levels of job satisfaction when compared to the permanent personnel.

The general assumption follows that satisfied employees are more committed to the organization and have a lower intention of quitting when compared to the employees who have a poor or low job satisfaction (Altarawmneh and Al-Kilani 2010). The results of the study also demonstrate that organizational commitment acts as a mediator in the relationship between job satisfaction and employee turnover for both the employee and the organization. Slattery and Selvarajan (2005) highlighted in their study that organizational commitment in turnover intentions acted as a factor of job satisfaction and as an explaining determinant of employee turnover rates in organizations.

Aims and Objectives of the Study

The main aim of conducting the study will be to determine the importance of job satisfaction and its influence on the rate of employee turnover within organizations. The objectives of the study will include to determine the following:

the impact or effect that the job satisfaction has on employee turnover;

the importance of job satisfaction in reducing employee turnover within organizations.

the causal factors that contribute to employee turnover rates within organizations.

The research questions that will be addressed to by the study will be:

Does the job satisfaction negatively or positively affect employee turnover?

What are the current levels of employee turnover rates affected by job dissatisfaction in their work place?

Research Methodology

The type of research technique that will be used in this study is qualitative research which involves reviewing various pieces of literature and academic journals so as to gain a perspective of the topic that is under study. Qualitative research is a technique that is used to collect and analyse information that lacks any numerical basis and data. Cases are selected purposefully in qualitative research with the main aim of gaining a contextual background for the study (Denzin and Lincoln 2005). Qualitative research will be suitable for this study as it will enable the researcher to answer certain important questions that will be raised during the course of the study. Qualitative research in this study will also enable the researcher to determine how important the job satisfaction is in employee turnover as well as its relevance in reducing the rates of employee turnover within organizations. Qualitative approaches are more beneficial than quantitative ones as they give a diversity of responses to various questions posed within the study. They also allow the researcher and the research findings to adapt to any new developments or issues that might take place during the data collection and analysis process (Lindlof and Taylor 2002).

The potential respondents of this study will be employees working for an ICT company based in Cambridge, UK where the effect of job satisfaction on employee turnover will be investigated. Other aspects that affect employee turnover, such as organizational commitment, working conditions, competitive salaries or wages in the ICT as well as perceived job alternatives in the industry, will also be examined in the study (Khosrowpour 2002). This particular focus on the ICT industry is mostly attributed to the dynamic nature of the technological environment which constantly faces the introduction and development of new technological innovations. The dynamic nature of the industry means that the employee turnover is high as most employees look for jobs in ICT companies that offer better salaries, wages and benefits. The rate of employee turnover is also high taking into account the demanding nature of work, responsibilities and duties (Abrahamson et al 2006).

According to Burk and Richard, another reason for focusing on the IT industry is that job satisfaction within this industry has a direct relation with an employee’s choice of staying with an organization. The estimates of employee turnover costs within the IT industry amount to between 70% and 200%, and the areas of business that are mostly affected by these high costs include advertising, IT training, information system design and development. According to Abrahamson et al (2006), the highest numbers of employee turnovers within the ICT industry come from employees who occupy positions such as software developers, computer engineers and programmers as they often experience low morale and motivation.

Limitations of the Study

The major limitation of this study is the lack of adequate information that can provide a direct link between job satisfaction and employee turnover within organizations. The amount of literature that exists on the subject propagates that there is an indirect link existing between the two aspects with two notable studies by Elangovan (2001, cited by Termsnguanwong 2009) as well as Slattery and Selvarajan (2005) demonstrating that job satisfaction directly affects organizational commitment which in turn affects employee turnover. The limited amount of literature and scholarly articles that would describe the relationship between job satisfaction and employee turnover made it difficult to gain substantial information for the study.

Conclusion

The purpose of this study is to conduct a literature review of the importance of job satisfaction as well as its influence on the employee turnover rates within organizations. The study has revealed that job satisfaction influences the rates of employee turnover in an indirect way where job satisfaction affects worker commitment to the organization which in turn affects the turnover intentions of employees within the organization. The discussion has also highlighted the fact that job satisfaction is important in reducing the rates of turnover as employees who are satisfied with their work will have a lower intention of leaving the organization for alternative employment.

References

Abrahamson, P, Marchesi, M & Succi, G 2006, Extreme programming and agile processes in software engineering, Springer Heidelberg, New York.

Altarawmneh, I & Al-Kilani, MH 2010, ‘Human resource management and turnover intentions in the Jordanian hotel sector’, Research and Practice in Human Resource Management, vol. 18, no. 1, pp. 46-59.

Amah, OE 2009, ‘Job satisfaction and turnover intention relationship: The moderating effect of job role centrality and life satisfaction’, Research and Practice in Human Resource Management, vol.17, no.1, pp. 24-35.

Callaway, PL 2006, The relationship of organizational trust and job satisfaction, Universal Publishers, Florida, US.

Denzin, NK & Lincoln, YS (eds) 2005, The sage handbook of qualitative research, 3rd edn, Sage Publications, Thousand Oaks, California.

Griffeth, RW & Hom, PW 2004, Innovative theory and empirical research on employee turnover, Information Age Publishing, New York.

Grigoroudis, E & Siskos, Y 2010, Customer satisfaction evaluation: Methods for measuring and implementing service quality, Springer Science, New York.

Iverson, RD & Currivan, DB 2003, ‘Union participation, job satisfaction and employee turnover’, Industrial Relations, vol. 42, pp. 103-105.

Jex, SM 2002, Organizational psychology: A scientist-practitioner approach, John Wiley and Sons, New York.

Kail, RV & Cavanaugh, JC 2010, Human development: A life-span view, Wadsworth, Belmont, California.

Khosrowpour, M 2002, Issues and trends of information technology management in contemporary organizations. Idea Group Publishing, London, UK.

Kinicki, A & Kreitner, R 2006, Organizational behaviour: Key concepts, skills and best practices, McGraw Hill, New Jersey.

Koy, DJ 2010, ‘The effects of employee satisfaction, organizational citizenship behaviour and turnover on organizational: a unit-level longitudinal study’, Personnel Psychology, vol.54, no.1, pp. 101-114.

Lambert, EG, Hogan, NL & Barton, SM, 2001, ‘The impact of job satisfaction on turnover intent: A test of structural measurement model using a national sample of workers’, The Social Science Journal, vol. 38, no.2, pp. 233-250.

Lindlof, TR & Taylor, BC 2002, Qualitative communication research methods, 2nd edn, Sage Publications, Thousand Oaks, California.

Mathis, RL & Jackson, JH 2008, Human resource management, Thomson South-Western, Mason, Ohio.

McBey, K & Karakowsky, L 2000, ‘Examining sources of influence on employee turnover in the part-time work context’, Leadership & Organization Development Journal, vol. 21, no. 3, pp.136 – 144.

McKenna, EF 2000, Business psychology and organizational behaviour, Psychology Press, East Sussex, UK.

Mudor, H & Tooksoon, P 2011, ‘Conceptual framework on the relationship between human resource practices, job satisfaction and turnover’, Journal of Economics and Behavioural Studies, vol.2, no.2, pp. 41-49.

Phillips, JJ 2005, Investing in your company’s human capital, AMACOM, New York.

Phillips, J & Phillips, P 2011, The consultant’s scorecard, McGraw Hill Publishers, New Jersey.

Robbins, SP 2009, Organizational behaviour: global and Southern African perspectives, Pearson Education South Africa, Cape Town, South Africa.

Slattery, JP & Selvarajan, RTT 2005, ‘Antecedents to temporary employees turnover intentions’, Journal of Leadership and Organizational Studies, vol.12, no.1, pp. 53-66.

Termsnguanwong, S 2009, ‘Influence of viewpoints, job satisfaction on IT workers turnover: A study of Northern region of Thailand’, Proceedings of International Conference on the Role of Universities in Hands-On Education Available at: http://www.thaiscience.info/Article%20for%20ThaiScience/Article/6/Ts-6%20influence%20of%20viewpoints%20job%20satisfaction%20on%20it%20workers%20turnover%20a%20study%20of%20northern%20region%20of%20thailand.pdf [Accessed 23 February 2011].

Vidal, ES, Valle, RS & Aragon, IM 2007, ‘Antecedents of repatriates’ job satisfaction and its influence on turnover intentions: evidence from Spanish repatriated managers’, Journal of Business Research, vol.60, no.12, pp. 1272-1281.

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Benefits of lowering Legal Drinking Age

Laws governing the Minimum Legal Drinking Age (MLDA) define the minimum age at which a person may legally buy alcoholic drinks. In the United States, the MLDA is 21 years. The legally permissible drinking age, however, differed from state to state before the enactment of the National Minimum Drinking Age Act in 1984. This paper discusses the benefits of lowering the MLDA. The drinking age should be lowered so as to make the teenagers understand their responsibilities as adults. It will help them engage with family and friends more. It will reduce the number of crimes that come with it. It will also give the society the view that drinking is also a form of celebrating. Lastly lowering the MLDA will improve the economy.

Eighteen is the age of adulthood in the United States, and adults should have the right to make their own decisions about alcohol consumption. Therefore, if they cannot make their own decisions when they are being considered adults it will not make them feel like adults (Fell et al. 256). Instead, they will continue behaving like children with no responsibilities whatsoever. By allowing them to have an opinion and responsibility in drinking etiquette, they start drinking responsibly at a young age. This is because allowing 18- to 20-year-olds to consume alcohol in regulated environments with supervision would decrease unsafe drinking activity (Fell et al. 259). If they see that you trust them in drinking responsibly they will not see the need to do it recklessly. They will also be exposed to the dangers of irresponsible drinking at an early age which will prompt them to drink responsibly.

Most countries with a MLDA of 18, have very few numbers or road fatalities and accidents. This is because the citizens are exposed to responsible drinking at an early age and they clearly understand that drunken driving may lead to mortality and severe road accidents (Saffer & Grossman 515). It has also been noticed that accidents caused by drunk driving are very few with regards to all the road accidents in the United States. Therefore, the minimum legal drinking age has nothing to do with most accidents in the US. Another benefit of lowering MLDA from twenty one to eighteen is that there will be no hype of getting a drink illegally. It has been noted that teenagers try to do the opposite of what they are told, especially if you are doing it (Guo et al. 2). This is a matter of preaching water and drinking wine, literally. If they are allowed to consume alcohol at a younger age, they will not see the need to go all the way to acquire a fake identification card in order to get drinks. It clearly shows that having 21 as the set MLDA, makes them do more crimes.

As much as the minimum legal drinking age has been set at 21, teenagers are still found to be consuming alcohol. This is mainly due to factors such as peer pressure, where teens hype each other to consume alcohol. There is also the possibility of inheriting the drinking habit from family or close friends the teen spend so much time with (Fell et al. 253). This type of drinking in most cases is not responsible since it is a monkey see monkey do kind of scenario. How people view alcohol is also a factor that promotes drinking in younger ages. A teenager who has the expectation that drinking comes with an amazing experience is more likely to drink compared to those who don’t. therefore, since most teenagers are already exposed to drinking, it is only wise that they are trained on how to do it responsibly and lowering the MLDA.

The fact that people are already breaking the law by not following the MLDA 21 as a government regulation proves that other laws can also be broken. It is impossible to break the MLDA without breaking a few other rules (Fell et al. 252). First in order for a teenager to acquire alcohol, one will need a fake ID. The production of fake IDs has become a booming black market business which teenagers have access to. Most teens end up joining the cartels which show them illegal ways of making quick money. These illegal ways include crime and robbery with or without violence. Legalizing 18 as the MLDA will reduce the need to get a fake ID and therefore reduce the interaction with black market cartels (Guo et al. 5). MLDA 21 policies are not highly enhanced by law enforcers. The enforcers feel like there are more critical laws to enhance in such as illegal procession of drugs such as cocaine, heroine and marijuana. Therefore lowering the minimum drinking age to 18 will not cause a big problem to the law enforcers.

Statistics have shown that having MLDA at 21 has nothing to do with vandalism, suicide or homicide. Teenagers who are not well brought up and exposed to irresponsillity are likely to get involved with crime with or without alcohol. Parents and guardians should therefore ensure that their kids grow well with a healthy mentality and an urge to own up to their own responsibility (Fell et al. 256). Lowering the drinking age to when they are still under supervision will enable parents to see how responsible teenagers can be when they get bigger responsibilities such as families and work. Another reason why the legal drinking age should be lowered is that drinking is fun, especially when with family and friends. In most events, gatherings or celebrations, alcoholic drinks are always available (Fell et al. 249). Champagnes are used to toast in weddings, birthdays and new beginnings. Society has chosen to discriminate drinking by considering the disadvantages when setting a MLDA. Drinking helps people loosen up and become more open with one another. In this case a teenager at 18 can easily bond with family and friends over a drink or two but in a responsible manner.

Lowering MLDA 21 would decrease the number of youths that are injured from alcohol induced accidents due to fear of legal consequences if they sought medical attention (Saffer & Grossman 511). Most teenagers do not seek medical attention since they fear ending up in prison or judgment from parents and society. They may die or get severe infections from their wounds. Lastly, lowering the minimum drinking age would create significant improvement to the country’s economy (Fell et al. 251). With more people getting access to alcohol, there will be a lot of buying which will mean business for the producers and a lot of revenue will be earned by the government. In conclusion, lowering the minimum drinking age has a lot of benefits as much as the society would disagree.

Works Cited

Fell, James C., et al. “Assessing the impact of twenty underage drinking laws.” Journal of studies on alcohol and drugs 77.2 (2016): 249-260.

Guo, Lan, et al. “Alcohol use and alcohol-related problems among adolescents in China: a large-scale cross-sectional study.” Medicine 95.38 (2016).Saffer, Henry, and Michael Grossman. “13. Beer Taxes, the Legal Drinking Age, and Youth Motor Vehicle Fatalities.” Determinants of Health. Columbia University Press, 2017. 509-533.

NEW APPROACHES AND THE FUTURE

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New Approaches and the Future

Post One

Recitatif

The setting of Recitatif was done in Newburgh, New York in the second half of the 21st century. This was an appropriate choice because the text explores the theme of racism which was a very great controversial issue in this city during this time. During the 1960s, a lot of struggles were intensified through the efforts of Civil Rights Movements. The story revolves around Twaila and Roberto. These were two great friends who despite belonging to different races, established their friendships and maintained until their adulthood (Rayson, A., 2004).

Twaila was not left behind. She was troubled with racial segregation which had been fueling animosity in this place. People had been divided along their races with the whites occupying a superior position to the blacks. Her consciousness provoked her to join in protest against this crisis. He was so sympathetic to the plights of the blacks who were oppressed in this place (Richard, G., 2006). For instance, she condemned her friend for looking down upon blacks. She was particularly angered when she kicked a helpless Maggie and insulted her as bigot.

Post Two

A Soldier

A Soldier is reach in symbolism. Frost uses the term fallen lance in line one when he says, he is that fallen lance that lies as hurled. This is symbolic of a dead hero. It means that a soldier has been killed while executing noble duties for the benefit of the whole community. Even if he lost his life, he must be recognized as a champion because of his courage. Not everyone can engage in a war unless he is courageous. He was like a weapon which was used to liberate people from their enemies. The falling of a weapon means the death of a warrior.

It is symbolic to say that target ever showed or shone. This indicates how war may bring bliss to the community. Although it is a bad experience, it is at times inevitable to engage in battles. Although the persona feels for the dead soldier, he commends his efforts and appeals to others to develop the spirit of patriotism. They should be supported by everyone. If this happens, the target ever showed or shone. The use of this device helps in the presentation of the theme of the poem. Besides, it makes it be livelier and thought provoking.

Post Three

Good Country People

This book was written by Flannery O’Connor in 1955. It is an invaluable text which revolves around the family of Mrs. Hopewell. To begin with, Good Country People is symbolic. It is used to symbolize the character of people in this society. The novel gives a story of a collection of good and bad people.

Mrs. Hopewell is a very good person who treats her daughter Joy and employees like the Freemans. She also demonstrates her goodness by welcoming Manley Pointer who she readily welcomed. Although she was not interested in buying his bibles, she warmly received her and gave her and gave her food. Pointer himself appreciated her kindness and termed her as a good person. This implies that the name Hopewell refers to a well of hopes. She is a symbol of hope to many people including her daughter, workers and even strangers (Orvell, M., 2000).

The name freeman is also symbolic. Mr. and Mrs. Freeman are enjoying a lot of freedom from their employer. First, they are tenants in Mrs. Hopewell’s estate. This has given them an opportunity to freely work for her in her farm. In fact, as managers, they are free to control all the operations of the farm. Lastly, Pointer is symbolic of a direction. His visitation to this family changes its destiny. Even after being warmly received by his host, he goes ahead to betray her by luring her innocent daughter into a love affair. Later, inflicts a lot of pain to her particularly when she took advantage of her disability. This justifies Mrs. Hopewell’s assertion that good men are extremely difficult to get.

References

Orvell, M. (2000) Invisible Parade: The Fiction of Flannery O’Connor. Philadelphia: Temple

UP.

Rayson, A. (2004) Decoding for Race: Toni Morrison’s ‘Recitatif’ and Being White, Teaching

Black. Honolulu, HI: College of Languages, Linguistics and Literature.

Richard, G. (2006) Flannery O’Connor, hermit novelist. Chicago: University of Illinois Press.

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Benefits of motivating employees

High returns on investmentsThe primary aim of starting a business is to make profit. No one anticipates of making losses and therefore the reward for a business is the profit earned. The motivation of employees plays a crucial role in ensuring that the returns in the business are guaranteed. Invest in the employees and they will invest in the business. Most of the skills required in certain jobs require more training and expertise and this means that the company has to use its resources to train the new employees. Spending resources training employees can lead to exhaustion of resources and ensure minimal returns. With the staff being equipped with the relevant skills, they are also entrusted to various responsibilities which they are expected to deliver.

Training employees is a motivation strategy and help in managing in-house and saving outsourcing costs. If the employees get motivated at their places of work, they develop a sense of belonging as they perceive to be part of the company and that the company has invested on them for a long term development. Due to this, they will give their best in work making maximum utilization of their skills, this increases the production as well as customer satisfaction. The employees as well feel motivated and may like to work for the company for a longer period thus reducing the rate of staff turnover. Low staff turnover means that the company spends less on hiring new employees and training and this translates to high returns on investments.

Reduces absenteeism in the places of work

Employee motivation makes the workers develop a passion for their work. They are aware that if they perform better, they might be motivated more than the previous time and this promotes the desire to do better. Desiring to do more requires the employee to be available at the place of work both physically and emotionally. If there is no motivation, the employees may not as well have the desire to attend their work and if they do, they don’t give out their best. The opposite is also true, motivated employees have fewer chances of missing in their places of work and more likely to contribute to great ideas for the benefit of the company. By keeping the employees motivated, the levels of absenteeism may reduce to zero.

Increased productivity

The management in an organization controls the direction of the business, but the actions of the employees are what matters as they determine the rate of production directly. Poorly motivated employees don’t give their best to the production process and this means that there is a decrease in the levels of production. The cumulative effects of the levels of motivation to the employees have a significant effect on the nature of production in a company. In the event that the employees are working slowly, goofing off, arriving late and leaving early in their places of work and take extended breaks, the bottom line of production will be greatly affected. The employees who are offered profit sharing options, are well remunerated and constantly reminded of their significance to the company are less likely to engage in poor behaviors that affect the production process such as taking long breaks, goofing off and arriving late at the places of work. The motivation of employees, therefore, plays a crucial role in increasing the productivity of a company.

Promotes an open and honest culture within the organization

Most of the employees are never honest in answering questionnaires that are meant to evaluate the company’s performance. Instead, they tend to lie to please the administration in that they have no business to do with the company. They don’t have the best interests for the company and thus are not interested in its performances. For such employees, their primary goal is to get their remuneration and thus doesn’t concern themselves with anything to do with the company. Due to this, they may lie to the administration to keep their jobs safe. Lack of motivation drives away the interests of the employees from the company and make them feel alienated by the company and thus they can’t provide their best.

The motivation of employees is known to work wonders, it is the vice versa as it allows the employees to develop a sense of belonging to the company as their interests are put in the front line. With their needs being advocated, the employees feel they belong to the company and develop a positive attitude that requires them to act as if they are the owners of the company and thus they have to give their best. The employees, therefore, may be open to the administration pointing out issues in the company that are not adding up and that needs to be rectified. In case they are issued with questionnaires they fill them according to their knowledge and experiences and not based on complete lies. Therefore, motivation promotes an open and honest culture as it encourages them to speak out about any concerns, they know that their opinions are valued and that they are able to put their ideas forward without confrontation as it is for the interest of the organization.

Improves the company’s reputation and recruitment of employees

A good reputation is the dream of every company as it helps in selling the company out to the public. If the employees feel that they are not motivated and are hence not happy performing at the highest caliber, it will be difficult for them to talk about the positivity of the company that they are working for, instead, they would talk ill about how they are mistreated. However, if the employees are happy and feel motivated when doing their work, there is an increased chance that the type of new employees attracted by the company is likely to be of better quality. A company that motivates its employees tends to have a better reputation and is an organization that most people would like to work to enjoy the benefits provided. Motivated employees tend to talk a lot of positivity to their friends regarding the company and this enhances the image and improves the reputation of the company.

On the other hand, finding employees may be a challenge for most of the companies. A culture that enhances employee motivation causes the other employees to share their positive experiences in the firm with the people they know. Through the positive talks about the company, the company’s reputation is improved and thus will motivate a higher quality of potential employees to apply to work in the company. Having a large number of people who want to work for the company implies that a pool of potential employees is created and the company has the privilege of choosing the quality they want. The bigger the pool, the less likely that the company will end up hiring unqualified personnel. Hiring employees that are highly qualified for the first time reduce a great deal for the company rewarding training expenses and thus helps increase the returns on investment.

Reduces the rate of staff turnover

Hiring new employees can be an expensive deal for every business and therefore companies try their best to maintain their trained staffs. However, not all companies are able to retain the employees for a long time due to poor motivation and relation with the employees. An organization that is able to retain its skilled staff will also be able to minimize its rate of staff turnover. Reducing the rate of staff turnover has an overall impact on increasing the returns since there are fewer resources that are directed towards the hiring of new employees. The best way to improve the retention culture is to develop a corporate culture that nurtures motivated and engaged employees.

Business organizations develop good or bad reputations at the places of work and if the company is able to attain a good reputation, it will have a stream of people who want to work with the company. Similarly, the people who are employed to the company may be hesitant to leave the company as they may lack a replacement. If a company has a bad reputation, very few will seek employment and a large number of the employed workforce will be seeking a way out, and this may leave the company with a lesser workforce increasing the rate of staff turnover. Motivation is, therefore, a crucial element in the retention of employees as it makes them develop a sense of belonging and self-worth.

Job and need satisfaction

The main reason for a person seeking employment is the desire to fulfill their personal needs. Getting employed in a company that has the culture of motivating its employees, leads to most need satisfaction as the employee is recruited to a place where they feel appreciated and wanted hence may not abandon the company. Through sticking to one company fulfills the need for a job and at the same time helps the employee satisfy their needs. When the needs of the employees get satisfied, the employee is happy as their job satisfaction is the key concern and as well the key to the other essential consequences. The motivation of employees, therefore, helps in increasing the needs and job satisfaction among the employees.

References

Koster, D. (2017). Motivation in the workplace.

Lăzăroiu, G. (2015). Employee motivation and job performance. Linguistic and Philosophical Investigations, (14), 97-102.

Salleh, S. M., Zahari, A. S. M., Said, N. S. M., & Ali, S. R. O. (2016). The influence of work motivation on organizational commitment in the workplace. Journal of Applied Environmental and Biological Sciences, 6(5S), 139-143.

Temminck, E., Mearns, K., & Fruhen, L. (2015). Motivating employees towards sustainable behaviour. Business Strategy and the Environment, 24(6), 402-412.

A New Education Law

Student’s Name

Institution Affiliation

Course Name and Code

Professor’s Name

Date

A New Education Law

The chosen school law is the Every Student Succeed Act (ESSA). The ESSA bill was introduced to the senate on April 30, 2015, by Lamar Alexander. On December 10, 2015, the bill was signed into law by President Barack Obama. The ESSA was intended to update and replace the No Child Left Behind Act (NCLB), which was signed into law by President George W. Bush on January 8, 2002. Although NCLB was revised in 2007, its prescriptive requisites became more unworkable for educators and schools with time. With this in mind, the Obama administration in 2010 collaborated with educators and families to establish better legislation to ensure that each student is sufficiently prepared for success in college and careers. This new legislation was ESSA. The ESSA did not do away provisions that relate to the periodic standardized evaluations given to students. Also, the ESSA represents good news for schools in the country as it builds on significant areas of progress in modern days made possible by the efforts of communities, educators, students, and parents across the nation (US Department of Education n.d).

The ESSA has had significant impacts on public schools today. Firstly, the law has clear expectations from the education Stakeholders where states are required to engage in and provide evidence that is based on facts and consultations with a variety of other stakeholders in making major state-level decisions (Adler-Greene, 2019). This today has resulted in the unity and collaborations of education stakeholders from Principals, teachers, and support persons to other staff in providing quality education. The law has been of great benefit in that it has put states and school districts in charge. With it, there are new opportunities and flexibility, which enables the states to balance many decisions. Among the decisions allowed are that the states are permitted to design their school ratings and choose the criteria for determining the lowest performing rates. Consequently, this has led to an increase in the number of high school graduates. This has been translated to an increase in the number of students joining public colleges than before.

Also, With ESSA, public schools have been able to get more funds to finance school activities. This has been achieved through ESSA’s extended flexibility for funds that are invested in technical and career education as well as money directed towards transportation for students attending higher-performing schools (Office of Elementary & Secondary Education, 2020). The funds have helped in increasing the capacity of schools, states, and local communities. This has benefited all learners to have accessibility to a well-rounded learning and improved learning environment. Under the new budget, ESSA is funded at $17.5 billion for 2022 financial year, an increase above $ 1 billion in 2021 financial year. The funds have been utilized to improve accessibility to better school psychological services and improve public school safety (Aragon et al., 2016). Overall, with the impacts stated above, it can be inferred that ESSA provides a strong basis to expand educational opportunities and improve educational outcomes

References

Adler-Greene, L. (2019). Every Student Succeeds Act: Are schools making sure every student succeeds? Touro L. Rev., 35, 11.

Aragon, S., Griffith, M., Wixom, M. A., Woods, J., & Workman, E. (2016). ESSA: Quick Guides on Top Issues. Education Commission of the States.

Hess, F. M., & Eden, M. (Eds.). (2021). Every Student Succeeds Act (ESSA): What it means for schools, systems, and states. Harvard Education Press.

Office of Elementary & Secondary Education. (2022). What is the Every Student Succeeds Act? Retrieved 5 October 2020, from https://oese.ed.gov/families/essa/.

U.S. Department of Education. (n.d.). What is ESEA? Retrieved from http://blog.ed.gov/2015/04/what-is-esea/

CHAPTER TWO

Literature Review: Learner Analytics and Visualization Techniques

2.1 The Concept of learner analytics and Visualization Techniques

The concepts of learner analytics and visualization techniques have gained increased importance within the academic sphere. This segment of the paper reviews the two main concepts and underscores their importance in learner analytics. In recent year, study has begun to grow on the need for better measurement, tracking, and visualizations of information about learners. Research on learning analytics in many areas has developed so that it has been able to describe the number of activities to assist in the understanding and optimization of learning and the environments where learning occurs. It is necessary to organize information categorically so as to facilitate the human in directing information (Calude & Maurer, 2011). Visualizations that use different organizational views entailing the same information can be a remarkably effective aid.

When it comes to co-located learning in a learning environment like the classroom, the learners find it way easier to cooperate with their teachers effectively. This is not the case in a digital environment or in an online classroom whereby both learners and teachers are separated by a substantial space but joined through technology. Thus, it is harder for teachers to assess the progress of learners and also be aware of what the learners require. Teachers would also find it harder to develop effective communication with their learners since such a plan does not support physical feedback from the learners. The learners also have difficulties in ensuring that what they are assigned to do meet the requirements of the teachers. However, there has been progress when it comes to learner analytics. This has evolved and has been able to describe various elements for instance tracking, visualization and analysis of data that has been obtained from learners. This data has been effective in analysis the behaviour of students.

With the increase in availability and also access to information, developments of a wide variety of visualization and data retrieval tools have been developed. This growth has been beneficial in learner analytics, especially to learners. Such tools are operated by users to identify data and knowledge that is relevant to the task at hand. This has helped users in the process of assessing, analyzing and visualizing information presented to them. Furthermore, it enables the users to internally consider the possible relationships among various diverse groups of data mentally (Leung 2011, p. 51).Sense-making activities in many cases usually result to accumulation of large amount of data, knowledge and information. This information is represented in form of external visual representations such as diagrams, graphs, documents and sketches. (Lytras, 2010).

The concepts of visual analytics and data visualizations have not been clearly distinguished previously. This is as a result of varied information that details how visualization tests have a relationship with visual analytics. Main objectives of information visualization involved creating effective interaction techniques for a given class of data and method of producing view. Visual analytics is more than visualization. It is a fundamental way to integrate visualization, human factor and data analysis (Green, 2009). The problem arises when coming up with a solution is hard to achieve if the goal is to combine best –fit automated analysis algorithms and visual and interaction techniques. Visual analytics aims to give higher priority to data analytics from the start and through all interactions.

The learning from users’ behaviour and effective use of visualizations should play a pivotal role in the analytical process. Learning analytics in many cases seeks to advance brilliant combination of analytical approaches and advanced visualization techniques, which may play a crucial role when it comes to semantic analysis. In cases that the information is semantically rich, there is an increased chance that the information could be visualized in a variety of ways or levels. This is usually the choice of the visualization developer who decided upon how they would need the information to be presented (Olej, Obrsalova, & Krupka, 2011).

2.2Learner Analytics Tools and Resources

At this point, it is certain that learner analytics tools play instrumental roles in relative procedures. This section reviews the various learner analytics tools and resources that are currently in the market. Studies conducted have been able to show that visualizations enable understanding and realization of patterns. There are several tools relevant to learner analytics. One such tool is SAM (Student Activity Meter) (Lytras, 2010). This tool is used to visualize the time spent on learning activities and material utilized in learning environments that are online. Under SAM, several types of visualizations exist which promote collaboration and understanding among learners. An example of such visualizations includes systems that are utilized in order to increase the awareness of resources that are used. These can be through the use of a time-line that provides a chronological account on the use of resource (Lytras, 2010). There is also second level that functions to classify data into indicators of a higher level. An example words counts are used to detail participation rates and are also related to a model.

SAM is tasked with the role of visualizing and analysis of activities that go on and resource are utilized. SAM utilizes the first as it shows the activities that learners attempt in a given period of time. It applies the second characteristics by use of basic statistics resulting from time utilization. There also other systems which visualize learner analytics that are used by SAM. CAMera is another such example used in visualizing the activities of a user and shows clear metric events. It utilizes the CAMera schema that entails capturing the interactions of a user through the use of tools and resources. SAM also uses computer based data even though in this case it focuses on higher-level indicators (Zimmermann & Cunningham, 2001). SAM as a tool is used not only by the teachers but by the learners in their individual learning environments. Teacher objectives are usually contained under SAM. Under SAM, the following objectives for teachers are supported.

Knowledge and understanding of the learning progress is one of the teacher’s objectives. This is a situation whereby the teachers are aware of what and how learners are doing so as to assess their progress. SAM provides visual overviews for the time that learner spend and the resources that these learners use .Comprehensive analysis of virtual learning cannot be achieved due to lack of face-to-face communication (Shrum & Glisan, 2009).Thus, relative visualizations provide reliable indicators for awareness. The visualizations can also be applied by teachers to find patterns and be able to identify potential problems. Information on learner time tracking is also used which allows teachers to assess their initial stage estimates. This allows them to determine how time is spent by students who take part in various activities. Such information is also used in statistical researches regarding the process of learning. From this, popular learning materials are determined which lead to resource discovery.

Learner goals are also targeted under SAM objectives. This involves self-monitoring whereby self-reflection and understanding is realized. Furthermore, time tracking can help the learner understand his/her time allocation in comparison to their peers and support occasionally to reveal how much time is spent to the teacher. One of the objectives of SAM is to visualize when, on which resources and for what period of time students have been working when compared to their peers. Thus, when it comes to such goals, particular emphasis is placed on resource proposal that provides resourceful learning material used by peers. This is very advantageous in learning that is self-regulated (Pozzi & Persico, 2010).

Back office software is also used in learner analytics. The creation of this tool shows that different interfaces and clients could be created in the process. It is used in collaboration with Moodle. Clients can interact with Moodle, increasing markedly in capacities, from being a monolithic platform to an interoperable application. Moodle is a web services layer that consists of a set of contracts that make use of certain functions defined in Moodle external libraries (Ewall, 2007). It is able to provide data on how learners are progressing which is quite helpful to teachers. The data is presented in a table for clarity in addition to use of bars for comparisons. One main characteristics of Moodle is that it is more advanced when compared to other tools.

Since the wide usage of the web and other technologies, the manner of teaching and learning has been changing. This development is no longer just due to technological changes that support new models of learning but also to new motivations, trends and learning models. Thus, when talking about learning analytics tools and resources, constant development must be considered. The idea for the basis of learner analytic tools use is that they can interact with various systems in the same instance, performing the same actions in several places (Shrun & Glisan, 2009).

There are various changes that take place in learning process. As a result, technology is tasked with the responsibility of providing solutions to these changes, for instance coming up with new tools used for learner analytics. Thus, application of external tools is easier to implement which interact with the LMS. It becomes easier to improve the functions of tools such as back office which lead to flexibility. Allowing opportunity of learning to the use of technology is encourage since it is advantageous in developing new ways of learning (O’Neil, 2008).

Single management systems can include course administration. This part provides the main features associated with courses such as creating, modifying, deleting and viewing important course details. The aim is to facilitate the users’ administration without accessing the platform. (Khosrowpou, 2006). User administration is also a control system within the back office tool. The client permits total control of Moodle users through an easy and intuitive interface. Client management is the part of the tool. It allows the choosing of protocols that will be used to connect with the platform within the tool. There is also the log administration that controls the activity in the Moodle, so that they view the logs happening in a course, a date or made by a user. This way, both teachers and students can be able to track their progress as the course continues. In addition to this, roles can be created, modified or deleted during the process (MacArthur, Graham, & Fitzgerald, 2008).

Jigsaw has also been identified as a learner analytical tool. It utilizes analytical systems that are visual to as to support investigative research. Jigsaw main objective is to maximize pixel use to take advantage of both the user’s high acuity central primary point and extensive peripheral field. Its two main goals are to move quickly through large document collections, permit investigators to operate efficiently and support hypothesis formation together with collection of information. This enhances credible decision making especially based on the defined hypotheses. In many case, it works with large collections of text documents or other reports and with the entities, which have been obtained from them. Jigsaw utilizes several windows effectively with representations carefully designed for investigative problems that are complicated.

The user is thought to be in an ‘information cockpit’ with multiple monitors located in front of and above the user. However, although Jigsaw has some linking and brushing to integrate the windows, it does not have the stable interaction Wire Vis employs (Richards & Lassonde, 2011). Human Capital Management rules put expectation Jigsaw users in a way that they would be less in motion but rather in need of cognitive effort. This is not the case in WireVis whereby cognitive effort would not be required for instance in window management connection. This is certainly an issue worthy of additional review and evaluation. Jigsaw is operational and straightforward in nature. The model provides a point of view for investigating these goals in that light. The interface of this tool permits direction integration with involves representations of reports and entities, changing details and focus. As with Wire Vis and other tools that have been described, simplicity and intuitiveness also seek to attain cognitive goals.

Finally, when it comes to making comparisons, Jigsaw uses a unique approach, employing an increasing, question-based planning to present in various aspects of information that are used for investigation and possible relationships, as compared with Wire Vis top-down visualization of the entire data set and its context. Undoubtedly, both approaches are reasonable and could be present in a general tool for complex problem solving, and will be subject to future study. Nonetheless, the Jigsaw tool would be an effective tool for learner analytics in diverse situations (Ewall, 2007).

2.3 Effectiveness of Learner Analytics

Learner analytics has been instrumental in assessing the learning process in different ways. Findings have provided a basement upon which objective decisions regarding viable improvements have been made. Successful assessment can be attributed to relative tools and resources. This section of the paper details the effectiveness of learner analytics as well as the tools that are used in this process. SAM was applied in an extensive online free course learning analytics so as to get feedback on the effectiveness of the method. A multi-method strategy is usually followed using a structured questionnaire, review of documents, case studies and semi-structured focus group discussions (Rogers, 2002).

In organizational and academic research, SAM should be introduced in a manner appropriate to the skill level and professional knowledge base. There should be a concern with learner satisfaction, learning outcomes and experiences by the learner for instance, the nature of interactions. These strategies would allow determining the effectiveness of the design, growth and establishment of learner analytics. Attention should also be placed on the importance of collection of information that may be utilized by the teacher or instructor (O’Neil, 2008). Any obstacles or barriers are also realized during this stage. From this, adjustments and correction can be made to ensure success in the end. Formative assessment is also done as to gather information during the early stages so as to determine if the efforts produce the intended outcome.

The learning and knowledge analytics (LAK) online course was organized in order to evaluate setups and demographics involved. Moodle was used extensively for communication and collaboration in academic and organizational learning. Evaluating this tool in this varied viewing elicited dynamic discussions. These discussions arose as a result of the outcomes that were expected and the methods to be used. The client activities of the Moodle system were visualized in SAM. Registered participants were up to 270 for the course and were primary researchers engaged in the learning analytic field and teachers who are concerned in learning analytics.

An online survey was also used and it was composed of two paths. The main objective of the case study was to get more details on the SAM in a comprehensive course and the perceived usefulness of SAM by learning analytics experts. Two dozen individuals, between the ages of 27 and 62 years old took part in the survey. A dozen of them are teaching courses, and the rest have been involved in teaching courses for more than 10 years. This was a complete test that would be able to inform the research being conducted and provide conclusive results.

Learning and Knowledge Analytics (LAK) teachers recognize the teaching subject as slightly different. Provision of providing feedback to students becomes the main concern. The LAK teachers are majorly interested in finding students who are doing as expected of them. The idea of locating the best student becomes less importance when weighted against Agricultural researchers. Usage of the documents is a perquisite by LAK and other Agricultural researchers. Knowing how and when online tools have been utilized and knowing if sources that are independent are used is rated a bit lower. Therefore, they are also concerned with document application within Moode (Smith & Sadler-Smith, 2006). Student application is also rated high. Collaboration and communication is also more important for LAK teachers. The time tracking issue is almost rated equal in both circumstances. Comparing with the goals set by the teachers the recognition and the support is also the most vital within this tool.

As far as the LAK teachers are concerned it is the duty of SAM to deal with provision of teacher feedback during learning to students. This is related to the capability of visual analytics. The time spending issue in many instances is less prioritized. The open questions, which detailed how to implement each of the visualization, provided practical insights on the use of SAM. For instance, one teacher would use the line chart in order to identify the likelihood and intensity of participation. Furthermore, another teacher can learn about sequential time that a course takes place. The classroom activity status in this case is verified by the line chart. Thus, the teacher would expect it to be amended if few students take part and few share little, while a large number is at the centre. Determining the effectiveness of SAM would be able to underscore the variables that impact on the learning program (Zimmermann & Cunningham, 2001).

When it comes to most of the other issues pertaining to the process of learning, the teachers cannot come up with a decision that they agree on as a whole. The second part of the survey was based upon both the teachers and the learners. When queried to assess the contributions of each visualization, inconclusive answers were produced. There is no statistical evidence that shows that both learners and the teachers would rate the visualizations differently (Cress, Dimirova, & Specht, 2009).

The learner analytics is used by the student for comparisons with peers. Three learners use the corresponding coordinates for comparison with the rest of the class for self-reflection so as to measure progress and growth motivation. In this scenario, a single person did not understand how the corresponding coordinate worked. This individual preferred the bar graph that showed the group he fitted in most. The bar graph indicated the rate of growth motivation and progress. It was based on the individual liking, which was not the intention of the study. The bar chart was perceived as redundant by one teacher, which arises as a result of the addition of the histograms within the parallel coordinates.

The recommendations to improve learner analytics in both academic and organizational learning have certainly proven to be useful. Eight of those participating wanted to continue using SAM in the field while four were not sure of their final decision. An open debate about how each individual liked SAM was asked. From the results, three mentioned the simplicity and the quantity they can see using the tool. Two of them enjoyed the rapid application at which the tool could be used. Two participants also liked the precise, accurate information based on circumstances that the tool provided. Furthermore, they also enjoyed the insightful outcomes of the tool.

Technology, as opposed to individual user simulation should be utilized when it comes to automation of the measurement process. This would lead to the reduction of the time to be used during the learning analytics process. The best practices in such cases is to establish a common set of relevant key performance indicators that are monitored and also measured on a regular basis for the learning organization. Current technology and also establish methods of data collection instruments should be utilized in order to produce results that are more detailed. For instance, it may involve collection of data from learners and teachers two to three months post-training. In the end, the data collected will be more effective

References

Claude, C., Maurer, II. (2011). Rainbow of computer science: dedicated to Hermann Maurer on

the occasion of his birthday. Berlin: Springer.

Ewall, K. (2007). A visual analytics environment for collaborative sense-making, Information

Visualization. Houston.

Green. T. M. (2009). Building and applying a human cognition model for visual analytics,

Information Visualization. Chicago: Oxford.

Khosrowpour, M. (2006). Emerging trends and challenges in information technology

management. IIershey: Idea Group.

Leung, H. (2011). Advances in web-based learning – ICWL 2011. Berlin: Springer.

Lytras, M.D (2010). Technology enhanced learning : quality of teaching and educational reform: First International Conference, TECH-EDUCATION 2010, Athens, Greece, May 19-21. Berlin: Springer.

MacArthur, C. A., Graham, S., & Fitzgerald, J. (2008). Handbook of writing research. New-York : Guilford.

Olej, V., Obrsalova, I., & Krupka, J. (2011). Environmental modeling for sustainable regional

development : systems approaches and advanced methods. Hershey: Information

Science Reference.

O’Neil, H. F. (2008). What works in distance learning : sample lesson based on guidelines.

Charlotte : IAP.

Pozzi, F., & Persico, D. (2010). Techniques for fostering collaboration in online learning

communities : theoretical and practical perspectives.IIershey : Information Science

Reference.

Richards, J. C, & Lassonde, C. A. (2011). Writing Strategies for All Primary Students :

Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3. San

Francisco: Jossey-Bass.

Rogers, P. L. (2002). Designing instruction for technology-enhanced learning. IIershey: IRM

Press .

Shrum, J. L., & Glisan, L. W. (2009). Teacher’s handbook : contextualized language instruction.

Boston: Heinle Cengage.

Smith, P. J., & Sadler-Smith, E. (2006). Learning in organizations : complexities and diversities.

London: Routledge.

Zimmennann, W., & Cunningham, S. (2001). Visualization in teaching and learning

mathematics : a project. Washington DC: Mathematical Association of America.

Matching: (1 pts. each – 20 pts. total) Match the definitions, laws or corresponding term or names.

___ 1) Measurement of location east and west on Celestial Sphere. A. Newton

___ 2) The ancient Greek that developed the geocentric model of the Solar System. B. 12 hr, 0º

___ 3) Name of the scientist that first mathematically explained gravity – F = Gm1m2/r2 C. Einstein

___ 4) Copernicus promoted heliocentrism by reviving the theory initially proposed by this Greek mathematician. D. Counter Clockwise

___ 5) Direction of the rotation of the Celestial sphere. E. Right Ascension

___ 6) All planets travel in this type of orbit. F. Elliptical

___ 7) Units of wavelength. G. Declination

___ 8) Was the first to use a telescope to make detailed astronomical observations – Sunspots, Venus’ phases, Jupiter’s moons H. 23hrs 56mins

I. Solar eclipse

___ 9) First to introduce the concept of elliptical orbits. J. 23.5 °

K. Gravity

___ 10) Always happens on the 21st of March each year. L. Circular

___ 11) Occurs when the Moon blocks the Sun casting a shadow on Earth. M. 24 hours

___ 12) Direction of the rotation of the Earth. N. M, nm, km, etc.

O. Ecliptic

___ 13) Length of a Solar day. P. Kepler

___ 14) Position of the Autumnal Equinox on the Celestial Sphere. Q. Geocentric

___ 15) Length of a sidereal day. R. Aristarchus

S. Lunar eclipse

___ 16) Occurs when the Earth creates a shadow on the Moon. T. Clockwise

___ 17) Name of the Sun centered solar system model. U. Heliocentric

___ 18) The attractive force between objects due to mass. V. Blackbody radiation

___ 19) Created the theory of General Relativity to explain gravity. W. Vernal Equinox

___ 20) All bodies above absolute zero emit this type of radiation. X. Ptolemy

Y. Galileo

Z. Sidereal

True / False: (1 pt. each – 15 pts. total) Determine whether each statement below is True or False. In each case, circle your answer.

TRUEFALSE 21)Seasons are opposite of ours in the Southern Hemisphere.

TRUEFALSE 22)Red light has a higher frequency than violet light.

TRUEFALSE 23)Newton’s 1st law states a body remains at rest unless acted upon by a net force.

TRUEFALSE 24)Sound can propagate in vacuum.

TRUEFALSE 25)The phases of the Moon always move from left to right.

TRUEFALSE 26)3.0 x 108 m/s is the speed of electromagnetic radiation in a vacuum.

TRUEFALSE 27)p3 = a2 is a statement of Kepler’s 3rd law.

TRUEFALSE 28)Earth’s orbit around the Sun is circular.

TRUEFALSE 29)A star emitting blue light is colder than a start emitting red light.

TRUEFALSE 30)Parallax can be used to measure the distance to astronomical objects.

TRUEFALSE 31)Units of frequency are Hz (Hertz).

TRUEFALSE 32)We see the same constellations in the sky throughout the seasons because we don’t rotate around the sun.

TRUEFALSE 33)A scientific theory can be 100% correct – falsifiability doesn’t apply.

TRUEFALSE 34)Galileo’s theories led to him being placed under house arrest because they were thought to be heresy by the Catholic Church.

TRUEFALSE 35)Epicycles are used to explain retrograde motion in the heliocentric model of the solar system.

Multiple Choice: (1 pt. each – 26 pts. total) Circle the option that best answers the question.

36)Modern scientific model includes which of the following?

Observation.

Predictions.

Theories.

All of the above.

37)In which of the following locations would you have the greatest weight?

Mountain Everest.

Near the Center of Earth.

On the very massive planet Jupiter.

Your weight doesn’t change.

38)Why can parallax not be explained by the geocentric model of the Solar System?

Because it can only be observed if the Earth is rotating – violating the geocentric model.

Only can be explained by Einstein’s theory of General Relativity.

Earth is stationary – so there’s no parallax.

None of the above.

39)How are frequency f, wavelength ʎ, and speed v of a wave related?

f/ʎ = v

They are all independent.

fʎ = v

Both a.) & c.)

40)What characteristics of star can be obtained from a blackbody curve?

Age of the star.

Temperature of the star.

Size of the star.

Both b & c

41)If I have a gravitational force F between two bodies at a distance r, and I increase the distance to 2 r – what is the new force?

¼ F

½ F

4 F

2 F

42)What are the coordinates for the Summer Solstice?

18 hr, – 23.5º.

6 hr, 23.5º.

12 hr, 0 º.

0 hr, 0º.

43)Kepler’s 2nd law states that a line connecting the Sun and planet will sweep out equal areas in equal times which means –

Planets move at different speeds in their orbits.

Have circular orbits

Have retrograde orbits

None of the above.

44)Newton’s 3rd law states that –

All forces act in pairs

All forces act in parallel directions

All forces act in equal and opposite directions.

Both a & c

45)If we were to scale the width of the Milky Way galaxy to be the size of a football field (110 yards) what would be the diameter of our entire Solar system?

A quarter

A silver dollar

The tip of a blade of grass on the 30 yard line

A dime

46)What is correct explanation for the retrograde motion of Mars for example?

It is actually an illusion, and is caused by the difference in the orbital speeds of our two planets as we rotate around the Sun.

Can only be explained by using deferents and epicycles.

Mars actually stops and reverses its direction

None of the above.

47)What are the correct units of the Gravitational constant – G?

Nm2/kg2.

NM.

N2m/kg.

None of the above.

48)What is the temperature of boiling water on the Kelvin scale?

100 K

273 K

0 K

373 K

49)If the mass of two planets m1 and m2 were each

doubled to 2 m1 and 2 m2 what now is the force of

gravity between them now compared to the force F

between them before this change?

4 F.

2 F

decreases to 1/4 F.

Increases to 8 F.

50)I observe two blackbody curves of two stars with peak wavelengths of 450 nm, and 800 nm – which is colder?

Star with peak wavelength of 800 nm.

Star with peak wavelength of 450 nm.

Temperature is not reflected by peak wavelengths.

Depends on the time of year.

51) What is the name of the process that splits light into its component spectrum when it is passed through a prism?

Mirror

Diverging lens

Dispersion

Spectroscope

52)Why did ancient societies study the motion of the Sun, planets, and the stars?

To know when to plant and harvest crops.

For navigation of ships.

To develop a calendar system to track important historical events.

All of the above.

53)Looking at the electromagnetic spectrum what can be deduced about the relationship between wavelength, frequency, and energy?

Shorter wavelength, higher frequency, higher energy

Shorter wavelength, lower frequency, lower energy

Longer wavelength, lower frequency, lower energy

Both a.) & c.)

54)What planet and its phases did Galileo observe that provided indisputable evidence for the Heliocentric model of the solar system?

Uranus.

Jupiter.

Venus.

The Moon.

55)How are positions of the stars or constellations located on the Celestial Sphere?

Latitude and longitude.

Latitude and declination.

Right ascension and longitude.

Right ascension and declination.

56)Why do we experience the seasons?

Earth is titled with respect to the Sun by 23.5º.

In the summer the Sun is above the horizon for a longer time than winter.

Sun’s rays are striking the Earth at a smaller angle than during the winter.

All of the above.

57)I am observing a heading away from Earth at –-+ 0.01c How is it’s observed spectrum shifted?

Blue shifted.

Green shifted.

Red shifted.

All of the above.

58)Which of the following is a correct statement for a longitudinal wave?

Amplitude is parallel with the direction of propagation

Wavelength is greater for sound waves than light waves

Amplitude is perpendicular to the direction of propagation.

Amplitude is the inverse of wavelength.

59)Which of the following statements are part of the Copernican revolution?

The Sun rotates around the Earth.

The Earth and all planets rotate around the Sun.

The distance to the stars are very close in comparison to our distance from the Sun.

All of the above.

60)How much of the Moon’s surface is illuminated at any given time?

100%

50%

12.5%

25%

61)When I see person wearing a blue colored shirt – why do I see yellow?

Shirt is reflecting blue light and is absorbing the other colors of the visible spectrum.

Shirt is absorbing blue light.

Shirt is emitting blue light.

Depends on the material that the shirt is made of.

Word problems – choose any 4 total of 7 (1pt. each) + 3 extra credit problems (4.5 pts total) – for full credit show all your work

62) Using the scale of a football field explain the size of our solar system with respect to our galaxy.(1 pt.)

63 )Based on the Doppler effect explain why an approaching star appears to have a blue shifted spectrum while a receding star has a red shifted spectrum. (1 pt.)

64)I have a sound wave with a frequency of 4500 Hz and a wavelength of 2.0 x 10-2 m what is the wave speed? (1 pt.) (hint – fʎ=v)65)Calculate the time it takes for light to arrive at the Earth when transmitted from our Sun (1 pt.) (hint – c = 3.0 x105 km/s, and distance to the Sun = 150 X 106 km).

66) What is the electromagnetic spectrum? (Draw a simple diagram showing the regions of the spectrum from radio waves to gamma rays and the relationships between wavelength, frequency, and energy (1 pt.)

67) Describe the fundamental differences between the geocentric and heliocentric solar system models. Secondly briefly explain how the heliocentric model explains the observation of retrograde motion of the planet Mars for example. (1 pt.)

68) I have two different stars of the same volume that are at temperatures of 1200 K and 6000 K – which star has a bluer peak wavelength in its blackbody spectrum? Secondly calculate the ratio of the energies between the hotter start compared to the cooler star(1 pt.) (hint – E= σT4)

69) Extra credit problem – I am observing a star that is approaching the Earth emitting a light of 695 nm. The true wavelength of this emission is 700 nm. What is the direction of the star? Show all your work. (1.5 pts) (hint – ʎ’/ʎ = 1 + v/c)

70) Extra credit problem – I am on a planet named Zeus with a mass of 8 x 1024 kg, and a radius of 8.0 x 106 m. My mass is 80 kgs calculate my weight on planet Zeus using Newton’s law of gravity. Show all your work. (1.5 pts) (hint – F = G m1m2/r2, and G = (6.67 x 10-11 Nm2/kg2))

71) Extra credit problem – Explain our modern view of gravitational forces using Einstein’s theory of General Relativity. Show all your work. (1.5 pts)

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Maternal Child Nursing Case Study Assignment

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Patient History

S.W is a 16-year-old girl. From the records, little is known about her medical background before the onset of her pregnancy which means that little is known about any underlying conditions which may be important in predicting any pregnancy complications. S.W is a member of the First American community and is 36 weeks pregnant, meaning that she is about four weeks from delivering the baby. From her age, and the fact that she has to be accompanied for prenatal visits, during which she is always quiet and evades eye contact, it can be inferred that this is S.W’s first pregnancy. S.W’s pregnancy has been relatively normal. She has gained 23 pounds during her pregnancy and which the prenatal health specialists considered to be normal which implies that she had a BMI of between 25.0-29.9. This shows that she was overweight for a 16 year-old-girl before the onset of her pregnancy. 16-year-olds of normal weight have a BMI of between 17 and 24. The laboratory tests showed no peculiarities and her blood pressure was normal during her previous prenatal visits. S.W had an ultrasound 16 weeks ago and there were no indications of fetal abnormalities. On this day, S.W has arrived with her family and the mood is more serious indicating a problem with the pregnancy.

Present Plan of Care and Future Recommendations

The present care plan has involved talking to the members of the family that accompany S.W and asking her about her condition because S.W herself is timid during her prenatal visits. The midwife begins S.W’s medical history at the point when she attends her first prenatal care and most of the plan of care has involved assessing S.W’s labs, blood pressure and conducting occasional ultrasounds to assess the fetus’ condition.

This plan of care is significantly dangerous particularly for a girl as young as S.W who is condition makes her vulnerable to a pregnancy complication (Hanson, 2012). Pregnant teenagers have developmental needs, physical care needs, and educational needs which should be addressed in an ideal care plan (Montgomery, 2003). The midwife should have ensured that S.W is comfortable in expressing herself the minute she walked into her premises for her first visit. Because teenagers are at high risk for pregnancy complications, they should receive regular tests for blood pressure, weight gain, and height. Their dietary practices should also be assessed. Furthermore, teenagers should also be provided with educational support at various stages of the pregnancy with a focus on their most immediate needs.

Nursing Intervention

The nursing intervention will be anchored on the five-step framework of assessment, diagnosis, outcomes, implementation, and evaluation for a comprehensive intervention program. A proper nursing intervention would involve a combination of physical, educational, and emotional intervention (Montgomery, 2003). The nurse should thus make S.W feel comfortable enough to talk and find out the teenager’s medical history. In this way, the nurse can learn the physical or emotional reasons for her current condition. This is a crucial part of the assessment stage as it can reveal emotional distress, domestic violence, substance abuse, and other realities which will need special interventions (Montgomery, 2003). The nurse then performs a diagnosis by sending blood and urine for testing, monitoring the patient’s blood pressure of both the mother and the fetus, and conducting other diagnostic measures that could indicate a pregnancy complication. Once the diagnosis is complete the nurse should assess the results of the diagnosis and implement the right intervention for the teenager. If the teenager is suffering from a physical affliction, the nurse should ensure that the teenager has received the appropriate medical care. The nurse also has a significant role in providing educational and emotional support for the teenager and the mother. The nurse should advise the teenager and the mother to increase the frequency of their prenatal visits since complications such as preeclampsia tend to emerge during this stage for young mothers. Additionally, the nurse should ensure that the mother and the pregnant teenager have received help in case of issues such as domestic violence and other forms of abuse. The nurse also has to ensure that the pregnant teenager and the mother receive nutritional advice.

Primary and Secondary Diagnoses

From the case study, the primary diagnosis is a case of an emergent pregnancy complication such as preeclampsia which emerges during this stage of the pregnancy among pregnant teenagers (Cavazos-Rehg, 2015). Pregnant teenagers with attributes similar to S.W are particularly at risk for this complication. The secondary diagnosis is emotional or psychological trauma as evidenced by S.W’s timidity when she visits the hospital. Pregnant teenagers are vulnerable to emotional and psychological stressors because of their condition and hence they are more likely to develop mental health and emotional problems.

Conclusion and Recommendations

S.W is an example of the plight of pregnant teenagers from marginalized. The below quality care she receives at the community midwife’s facility exposes her to physical and emotional vulnerabilities which could affect her health and that of the fetus. A proper nursing intervention involves taking care of the physical, emotional, and educational needs of the pregnant teenager in order to provide comprehensive care. Nursing practitioners should be keen on such at-risk teenagers who are exposed to danger because of the intersectionality of their physical state and the social factors that affect them. Health officials should find ways of educating and equipping informal health practitioners who deal with such marginalized persons on the best intervention methods for pregnant teenagers who are almost always in a precarious condition.

References

Cavazos-Rehg, P. A., Krauss, M. J., Spitznagel, E. L., Bommarito, K., Madden, T., Olsen, M. A., … & Bierut, L. J. (2015). Maternal age and risk of labor and delivery complications. Maternal and child health journal, 19(6), 1202-1211.

Hanson, J. D. (2012). Understanding prenatal health care for American Indian women in a Northern Plains tribe. Journal of Transcultural Nursing, 23(1), 29-37.

Montgomery, K. S. (2003). Nursing care for pregnant adolescents. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 32(2), 249-257.

Lit Review

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Introduction

There is an increase in the population of students with reading disabilities in the modern world. The increased numbers raise concern because reading is a basic skill that helps them through the careers. Students with reading disabilities deserve attention because they can improve their skills through various methods. Reading skills are essential in any individual’s life because they enhance success. They help an individual to attain basic knowledge that will help them during their secondary phase of life. This creates the need to enhance reading skills among individuals with reading disabilities. These people need to heighten and also maintain their motivation. There are various techniques that assist students with reading disabilities to acquire reading skills. Flashcards, reading racetracks and SMART Board technology are among the various techniques that help individuals to attain reading skills. A flashcard is a collection of cards that has information such as numbers or words on each or both sides. Flash cards are efficient in classroom drills and also enhance private study. An individual may write a question on one side and the answer on the other. Flashcards can bear information such as vocabulary, formulae and historical dates. They enhance memorization since they involve spaced repetition. Reading racetracks helps to increase fluency (Erbey, Mclaughlic, Everson and Derby, 2011). A comparison of various articles reveals various techniques that improve reading skills.

The effects of using flashcards with reading racetrack to teach letter sounds, sight words and math facts to elementary students with learning disabilities by Rachel Erbey, T. F. Mclaughlin, K, Mark Derby and Evanson Mary is an article that discusses how flashcards and reading racetrack affect teaching phonics, addition facts and sight words. It also states that despite the presence of ever changing technology, individuals still need basic knowledge such as reading to succeed in life. Students who struggle to attain reading skills during their earlier phases of their education usually face difficulties in the secondary stages and adulthood. Phonetic awareness is among the vital elements needed to enhance reading skills among low progress readers. Teaching reading skills is essential to students with inadequate ability in sight word reading. Basic skills in math calculations are also essential for success in life. After attaining basic operations concepts, the students should learn how to memorize facts and give fast and accurate responses to various facts. This helps students to enhance high level mastery of math concepts. Phonics, fluency, phonetics awareness, text comprehension and vocabulary are areas within reading instruction, which help to nurture successful readers. Reading racetracks, which are drills and practice processes, help to attain skills in four of the above areas. Reading racetracks include instructions on a track that has twenty eight cells, which separate information. It has a start and finish, and two images of automobiles, so the students read the information around the track in a set time. This increases fluency and accuracy in a systematic and entertaining way. Racetracks are also significant among students with various disabilities. A combination of flashcards and racetracks enhances sight word recognition among students with learning disabilities.

Vocabulary Learning: An Electronic Word Card study by Marina Dodigovic is an article that also discusses the significance of learning vocabulary to enhance language skills. However, it gives a description of a technology-supported learning study of vocabulary that involves students in preparation programs within various universities. The study design involves comparison of two flashcards activities, which are technology supported. The first one is where students acquire vocabulary from electronic cards designed by teachers. The second is where students design their cards. There is a third activity that involves comparison but excludes the cards. It uses a within sample design that pretests the vocabulary of students when the academic year begins. After identifying the essential vocabulary, the students and instructors create interactive flashcards using WordChamp, which is an online device. At the end of the semester, they also made comparisons to analyze the progress of the student. The authors of the article claim that self-designed cards are not effective.

Comparison of the Effect of Smart Board Technology and Flash Card Instruction on Sight Word Recognition and Observational Learning is an article that also discusses reading skills. This article compares the effectiveness of flashcards and SMART Board interactive whiteboard technology in teaching reading skills among young adults. Both techniques are effective in enhancing reading skills, but the SMART Board technology has a higher effect among students (Mechling, Thompson, and Gast, 2008).

A Comparison of Two Flashcard Drill Methods Targeting word Recognition by Robert J. Volpe, Christina M. Mule, and Amy M. Briesch discusses two instructional methods within the flashcard drill. The instructional methods are the incremental rehearsal and the traditional drill and practice. The article compares the efficiency of both techniques and social validity. The two methods have minimal differences in efficiency, and also an equal number of students prefer either of the two methods.

Effectiveness and Efficiency of Flashcard Drill Instructional Methods on Urban First Grades’ Word Recognition, Acquisition, Maintenance, and Generalization by Lindsay Nist, Laurice M. Joseph analyzes various instructional methods. It compares the efficiency and effectiveness of instructional methods through methods such as traditional drill and practice flashcard technique, an incremental rehearsal and a ratio of known to unknown interpersal word technique. The incremental rehearsal is an effective method among groups of students while the traditional drill enhanced reading performances.

Motivate Student with Disabilities Using Sight- Vocabulary Activities by Michelle Morgan and Karen B. Moni analyzes twenty ways of using sight-vocabulary activities among students with disabilities. The article also presents various ways of giving these students motivation to learn. Sight vocabulary is essential among these students because it helps them learn how to read and write. It also increases and maintains their zeal to take part and also persist in learning. The article describes various games such as vocabulary charts, word banks, waterfalls of words, setting the scene and vocabulary mobiles. The authors also suggest a sequence that introduces functional sight vocabulary.

All the articles seek to determine the most effective technique that assists students with disabilities to acquire reading skills. The authors of the articles carried out various researches to determine the necessary areas in reading instruction. This creates a basis for their discussion and also helps readers to relate to the information provided in each article. The articles analyze different techniques but all the authors compare the efficiency of each method to that of the flashcard technique. All the articles have different research methodology, but all the results point out the efficiency of the flashcard method. Erbey, Mclaughlic, Everson and Derby (2010) discuss about the efficiency of the flashcard and the racetracks. They give descriptions of the processes involved in each method. The racetracks are designed by the instructors although there are instances when the students design their racetracks. Learning vocabulary is essential in acquiring reading skills. They also claim that the racetrack is suitable for beginners because it does not have complicated procedures. Students usually enjoy the two methods, so they acquire the skills faster and also improve their fluency. These authors also claim that the two techniques also enhance math skills. Racetracks are also significant to students with reading disabilities. Dodigovic (2013) also agrees that vocabulary learning is essential for those who want to acquire reading skills. They also mention that math skills are vital for success in life. Math is a significant topic for every student because it is applied in various aspects of their daily lives. Students use math skills to determine the grades, so basic skills such as addition and subtraction are significant. Flashcards enable them to understand and memorize essential formulae. Students also require flashcards to internalize the meaning of various vocabularies used throughout their learning period. Flashcards and racetracks do not require any form of technology to use them. Unlike Erbey, Mclaughlic, Everson and Derby’s article Dodigovic’s article focuses on use of technology to enhance learning various vocabularies. The teachers note down vocabularies and formulae for the students to use. She discusses flashcards that are technology supported while Erbey, Mclaughlic, Everson and Derby discuss those which are manual. She also points out that both teachers and students design the cards. She also mentions a third technique where students pretest their skills at the beginning of the year and later compare to the results at the end of each semester. She also points out that the self-designed cards are not efficient. This proves that Erbey, Mclaughlic, Everson and Derby had accurate results concerning the accuracy of the teacher designed flashcards and racetracks. Teachers have adequate knowledge on the aspects in reading that may trouble students, so this factor makes their cards more efficient. Mechling, Thompson, and Gast (2008) also discuss efficient ways of acquiring reading skills. They acknowledge that technology based training is more efficient than the use of flashcards. Students may not have extensive knowledge on the appropriate words that enhance their studies. They may fill their cards with words that are easy to memorize and ignoring the most essential ones. They compare the SMART Board interactive whiteboard technology to the flashcard. They give a detailed description of how the technique works, and also why it is the most efficient in acquiring reading skills. Technology also enhances learning. It might have complicated processes of learning but the end result is worth the effort. Volpe, HYPERLINK “http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=gqEdMnADO8OQlXhvEqE0aA__.ericsrv005?_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Mule+Christina+M.%22” o “New Search for Author Mule, Christina M.” Mule, Briesch, Joseph and Burns (2011) also discuss aspects of acquiring reading skills. They differ from the rest because they analyze both group reading and individual reading. They also compare two flashcard drills unlike the other articles where the authors compare two different techniques. The authors compare the incremental rehearsal to the traditional drill and practice to determine the efficiency of the two methods. They also determine the social validity of the two methods to determine the one that students like to use. An equal number of students prefer either of the two methods since the differences between the two methods is minimal. The authors inform readers that reading skills can also be acquired through groups; the skills do not need to be taught to individuals to improve them. Students fancy working in groups, so teaching the skills in groups is also a way of helping students with disabilities. Lindsay and Laurice also provide information on various ways of acquiring reading skills. They discuss traditional drill and practice flashcard technique, an incremental rehearsal and a ratio of known to unknown interpersal word technique. The incremental rehearsal is most efficient among groups of students. It does not enhance individual improvement. The traditional drill enhanced individual performance in reading skills. Unlike the above authors, Morgan and Moni (2007) analyze twenty techniques of improving reading skills. Morgan and Moni describe various sight-vocabulary activities that help students with reading disabilities. They also analyze other techniques that do not involve flashcards and racetracks. They believe that students need motivation to improve their reading skills. They also believe that the students need a variety of skills to help them keep up the spirit to improve their skills. Using only two or three techniques may be boring especially when they are part of the daily routine. Teachers should use different techniques on a daily basis to prevent students from getting bored. The process should involve some fun moments to ensure that the students get the motivation to develop and maintain their skills. They also provide details of the processes involved in introducing functional sight vocabulary. The authors point out the benefits of the methods mentioned in their articles to ensure that teachers used the most appropriate technique when teaching students. The articles also enlighten readers on the value on reading skills and when students begin to learn various skills.

Conclusion

Individuals who want to succeed in life must acquire basic reading skills. These skills are vital when an individual reaches the secondary stages in their lives. There are different techniques that enhance reading skills. Flashcards and racetracks are the most common techniques among students with reading disabilities. Flashcards have information on either side while racetracks have data on each cell on the track. These methods are efficient and also entertaining. Sight vocabulary can also be introduced through games such as setting the scene and waterfalls of words. Researchers carry out various studies to determine the most effective techniques of teaching reading skills. Reading skills involve various elements such as phonetic awareness, fluency, Phonics, text comprehension and vocabulary. These areas are essential because they are the basic areas that help to improve the lives of students with reading disabilities. Technology-based techniques such as the SMART Board interactive whiteboard technology also improve reading skills among students. Social validity data also helps analysts to make conclusions on the most accepted methods of learning. Reading skills are essential in everyday life because people have to understand comprehensions, essays and articles to understand what the text is talking about. They also require basic math skills in life to determine the amount of money they have or how much they will require for a transaction in places such as banks and supermarkets. Learning disabilities are not permanent. Students with these reading disabilities can acquire the skills through various techniques and processes. Teachers should show determination to these students to give them the motivation they require to improve their reading skills.

References

Dodigovic, M. (2013). Vocabulary Learning: An Electronic Word Card study. Ebsco Host

Connection, 20(1), 13. Retrieved from HYPERLINK “http://connection.ebscohost.com/c/articles/85448501/vocabulary-learning-electronic-word-card-study” http://connection.ebscohost.com/c/articles/85448501/vocabulary-learning-electronic-word-card-study

Erbey, R., Mclaughlic, T.F. Everson, M. and Derby, M.K. (2011). The effects of using flashcards

with reading racetrack to teach letter sounds, sight words and math facts to elementary students with learning disabilities. International Electronic Journal of Elementary Education, 3 (3). Retrieved from HYPERLINK “http://www.iejee.com/3_3_2011/3_3_213_226.pdf” http://www.iejee.com/3_3_2011/3_3_213_226.pdf

Mechling, L.C. Thompson, K. L. and Gast D. L. (2008). Comparison of the Effect of Smart

Board Technology and Flash Card Instruction on Sight Word Recognition and Observational Learning. HYPERLINK “http://www.abledata.com/abledata.cfm?pageid=183977&top=0&perid=163218” Journal of Special Education Technology, 23(1), 34-46. Retrieved from HYPERLINK “http://www.abledata.com/abledata.cfm?pageid=160377&ksectionid=160164&atlitid=193746” http://www.abledata.com/abledata.cfm?pageid=160377&ksectionid=160164&atlitid=193746

Morgan, M. and Moni, K. B. (2007). Motivate Students With Disabilities Using Sight-

Vocabulary Activities. Intervention in School & Clinic, 42(4), 229. Retrieved from HYPERLINK “http://connection.ebscohost.com/c/articles/24186415/motivate-students-disabilities-using-sight-vocabulary-activities” http://connection.ebscohost.com/c/articles/24186415/motivate-students-disabilities-using-sight-vocabulary-activities

Lindsay N. and Laurice M. J. (2008). Effectiveness and Efficiency of Flashcard Drill

Instructional Methods on Urban First-Graders’ Word Recognition, Acquisition, Maintenance, and Generalization. National Association of School Psychologists, 37(3), 294-308. Retrieved from HYPERLINK “http://www.nasponline.org/publications/spr/abstract.aspx?ID=1882” http://www.nasponline.org/publications/spr/abstract.aspx?ID=1882

Volpe, R. J., Mule, C. M., Briesch, A. M., Joseph, L. M. and Burns, M. K. (2011). A

Comparison of Two Flashcard Drill Methods Targeting word Recognition. Journal of Behavioral Education, 20(2), 117-137. Retrieved form HYPERLINK “javascript:popUpPublisher(‘http%3A%2F%2Fdx.doi.org%2F10.1007%2Fs10864-011-9124-y’);” http://dx.doi.org/10.1007/s10864-011-9124-y

Benefits Of Nursing

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Benefits Of Nursing

The Dillard nursing program is one of the best decisions I ever made in my life since it has helped me a lot in growing into who I am today and becoming a good nurse. There are very many benefits associated with choosing to become a nurse, studying, and becoming a nurse. Some of these benefits include flexibility, personal satisfaction, traveling and working in many locations, career mobility, second career choice, many nursing specialties, and the advantage of working in many different patient populations. All these benefits are very important to anyone who desires to become a nurse and therefore they are not just benefits but very good options for any nurse. This paper discusses the mentioned benefits.

Nursing is a career that has one of the best flexibility choices and abilities. First of all, nurses are always on demand, and therefore it is very difficult for a nurse to fail to get a job. Therefore, when a nurse has these options, it becomes flexible and it is up to them to decide where they want to work based on the conditions of the different places where jobs are available. There are also the options of working full time, temporary and part-time. This means that a nurse can choose what is best for themselves and through this, they have even more flexibility.

Personal satisfaction in any field is a very important aspect of a job. When a patient goes to a hospital most of the time, they tend to interact with the nurse more than they interact with a doctor. The nurse can be explained to be the link between the doctors and the patients. Staying with the patients this much and even developing friendships makes it a very fulfilling job. Because of this, nursing is considered one of the most respected jobs in the whole world, and entering into this profession means gaining a higher status in society and that alone provides personal satisfaction.

Another benefit and advantage of the nursing profession is the ability to work almost anywhere in the world. In the world, there is no country without a hospital and therefore a nurse can decide to work literary anywhere where they feel it’s good for them. A nurse has the option of working in the city, in rural areas, and also in the suburbs. Therefore, it depends on the choice of the nurse. Another benefit of nursing is the nursing mobility advantage. When a person becomes a nurse, they have so many routes they can take within tehri careers which are unlimited. For example, being an RN, a nurse can decide to work in the judiciary as a nurse legal consultant, in wound care or trauma care as well as in other fields. This is a wide variety of choices. Nurses can also continue with their education and become educators among so many other options nurses have and can take part in and therefore these are all benefits of nursing.

Nurses have the option of working with different kinds of patients whom they like. For example, a nurse might decide to work with children and they go to work with children. A nurse might decide to work with cancer patients and they go to work with them. All of these options are an advantage to the nursing profession which is very important. Therefore, a nurse can decide where they want to go and they go to work in that department because their choice led by whatever leads them to make it ends up almost every time a good decision because whatever they choose to do, they do it with all their heart.

These benefits helped me make a decision to pursue nursing to a great extent. However, the most important thing that made me become a nurse was the desire to help the patients, interact with them and show mercy through service. This is because my father was very sick at some point and I could not help him. Therefore, I am looking forward to helping more people. I have experienced benefits like deciding where I want to work and the category of patients I want to work with. At first, I wanted to work with children and I worked with them a lot. However, I shifted to cancer patients and I might still change after some time. I enjoy almost all the benefits and it is a good career. I am grateful for being part of the Dillard nursing program as it helps me a lot in my nursing career and I have even made friends and through this, I continue to learn how to be better each and every day and serve my patients, thanks to Dillard nursing program.

Reference

DNP: 5 Reasons to Earn a Doctor of Nursing Practice | SAU Blog. (n.d.). Online.arbor.edu. Retrieved December 4, 2021, from https://online.arbor.edu/news/dnp#:~:text=More%20Career%20Opportunities%20One%20benefit%20of%20earning%20the

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