Origins of Psychology and Research Methods Worksheet Essay

Part I: Origins of PsychologyThe seven major perspectives in modern psychology are psychoanalytic, behaviorist, humanist, cognitive, neuroscientific/biopsychological, evolutionary, and sociocultural. Psychoanalytic: The founder of the psychoanalytic school of thought is Sigmund Freud. He believed that many psychological problems result from the conflicts that occur between â€Å"acceptable† behavior and â€Å"unacceptable† unconscious sexual or aggressive motives. His theory was called Psychoanalysis. Freud relied more on deductive reasoning rather than on rigorous research methods, hence making his approach non-scientific. Also, he laid emphasis on the importance of unconscious processes and unresolved past conflicts. Behaviorist: The founder of the behaviorist school of thought is John B. Watson. Behaviorism perspective rejected the notion of the conscious and unconscious mind, but instead focused on the importance of observation and environmental influences on behavior. This school of thought first started with the Pavlov’s â€Å"classical conditioning†, which claimed that behaviors could be learned via conditioned associations Classical conditioning is a learning that occurs by which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response (Feist, 2008, p. 449). Another famous behaviorist, B.F Skinner, believed in the concept of â€Å"operant conditioning†, which demonstrated the effect of punishment and reinforcement on behavior. For instance, He claimed that if a behavior is reinforced, it increases the chances of that behavior to be repeated. Similarly, if a behavior is followed with punishment, the chances of that behavior to repeat itself diminish. Humanist: The two major figures of the humanistic perspective are Carl Rogers and Abraham Maslow. They believed that all individuals have the natural capacity to move towards self actualization. Also, they emphasized on the notion of free will (voluntarily chosen behavior) and self-actualization (a state of self-fulfillment) (John Wiley & Sons Inc., 2008). Cognitive: Cognitive psychologists are interested in investigating the  thought processes that occur in the brain. Also, they examine how the information is gathered, encoded and stored. Some of the concepts that are studied under cognitive psychology are perception, memory, imagery, concept formation, problem solving, reasoning, decision making, and language. Not only that, cognitive psychologists explain that a human mind works like a computer that sequentially takes in information(gathers), processes it( encodes), and then produces a response, hence called the information-processing approach. Neuroscientific/Biopsychological: This school of thought emphasizes on the role of biological factors on behavior. Psychologists who follow this school of thought explain behavior through the use of genetics and biological processes that occur in the brain. These psychologists combine the biological and the psychological aspects to explain behavior. Evolutionary: This school of thought examines concepts such as natural selection, adaptation, and evolution of behavior and mental processes. Evolutionary psychologists claim that an organism’s reproductive success is determined by the behavior that favors the process of natural selection (John Wiley & Sons Inc., 2008). Sociocultural: This school of thought emphasizes on the role of social interactions and cultural factors that influence behavior. Some factors include ethnicity, religion, occupation, and socioeconomic class and so on. Part II: Research MethodsResearch Methods MethodPurposeStrengthsWeaknessesProvide an exampleExperimentalIdentify cause and effectAllows precise control over variables and identifies cause and effectEthical concerns, practical limitations, artificiality of lab conditions, research and participant biases Manipulation and control of variablesDescriptiveObserve, collect and record data Minimizes artificiality, easier to collect data, allows description of behavior and mental processes as they occurLittle or no control over variables, cannot explain cause and effect, and researcher and participant biasesNaturalistic observation, survey, and case study. CorrelationalIdentify relationships and how well one variable predicts another. Helps clarify relationships between variables that cannot be examined by other methods and allows prediction.Researchers cannot identify cause and effectStatistical analysis of relationship between variables. Biological Identify causation as well as description and predictionShares many or all of the advantages of experimental, descriptive and correctional researchShares many or all of the disadvantages of experimental, descriptive and correctional researchStudies the brain and other parts of the nervous system. Compare and contrast: Experimental and Correlational methods. Experimental research method helps to explain cause and effect whereas the correlational method does not. An experiment comprises of an independent variable (manipulating variable), dependent variable (the variable on which the effect is examined), and experimental and control groups. Also, while conducting an experiment, the researcher must make sure that all the extraneous variables in experimental and control conditions are held constant so that it does not influence the results. Furthermore, the researcher must take into consideration errors (biases) such as experimenter bias, participant bias amongst others that could also influence the results. Also, one of the most important features of an experimental method is making sure that the sample is representative. In other words, representative sample comprises of assigning participants randomly to an experimental and control groups. This procedure of random assignment ensures that each participant has an equal chance of being assigned to any particular group. Correlation method, on the other hand, does not explain cause and effect. For instance, Correlation method gives us information on whether the variables being studied are related, but it does not provide any information on which variable influence which. For example, If A and B are two variables being studied, correlation method will give us information on whether A and B are related, but it would not tell us whether A causes B or B causes A. This  method is used when researchers want to examine the relationship (Correlation) between variables. This method is analyzed using a correlation coefficient, a numerical value that specifies the degree and direction of the relationship between the two variables. Correlation coefficients range from +1.00 to -1.00, where the sign (positive or negative) denotes the direction of the correlation, and the numerical value (from 0 to +1.00 or -1.00) indicates the strength of the relationship. Both Experimental and correlation are research methods w hich are used to conduct research in psychology. Part III: The Brain Psychologists are interested in studying twins because they want to examine whether traits such as aggression, intelligence, sociability are inherited or are influenced by environment factors. To investigate such issues, the researchers conduct twin studies, as they have a high proportion of shared genes. There are two types of twins: identical and fraternal. Identical twins (monozygotic- one egg) are twins that share 100 percent of the same genes. On the other hand, fraternal twins (dizygotic- two egg) are twins that share approximately 50 percent of their genes, just like any other pair of siblings. Therefore, twin studies provide researchers with a lot of valuable information on the effects of heredity on behavior. For instance, both identical and fraternal twins share the same parents, hence the same environment. So, if heredity does influence a trait or a behavior then identical twins should be more similar than fraternal twins. Also, Researchers are interested in studying families with children who have been adopted because it also gives them valuable information on whether genetic factors play a role in behavior. For instance, if the adopted children are more similar to their biological parents then it can be inferred that heredity does play a role in influencing a trait or a behavior. If on the other hand, the adopted children does not resemble the biological family and instead is more like the adopted family then it can be inferred that environmental factors and not genetics play a role. 1.What are the functions of neurotransmitters and hormones? How do they  influence the brain and behavior?Neurotransmitters help to understand some common medical problems. For instance, some of the neurotransmitters and their functions are listed below:Serotonin has effects on mod, sleep, appetite, sensory perception, temperature regulation, pain suppression, and impulsivity. Acetylcholine (ACh) has effects on muscle action, cognitive functioning, memory, rapid-eye-movement (REM) sleep, emotion. Dopamine (DA) has effects on movement, attention, memory, learning, and emotion. Norepinephrine (NE) (or noradrenaline) has effects on earning, memory, dreaming, emotion, waking from sleep, eating, alertness, wakefulness, and reactions to stress. Epinephrine (or adrenaline) has effects on motional arousal, memory storage, and metabolism of glucose necessary for energy release. Hormones are used by endocrine system. Hormones help to control the body’s response to emergencies. For instance, â€Å"in times of crisis, the hypothalamus sends messages through two pathways- the neural system and the endocrine system (primarily the pituitary). The pituitary sends hormonal messages to the adrenal glands, which release release cortisol. Cortisol is a â€Å"stress hormone† that boosts energy and blood sugar levels, epinephrine (commonly called adrenaline), and norepinephrine (John Wiley & Sons Inc., 2008).†2.What is neuroplasticity?Neuroplasticity is at the ability of the human brain to change its structure and function as a result of usage and experience. The human brain is adaptive hence neuroplastic. For example, the neuroplasticity in brain helps us learn a foreign language. References Feist, J., & Feist, G. J. (2008) Theories of Personality (7th ed). New York: McGraw- HillJohn Wiley & Sons Inc.. (2008). Visualizing Psychology (1st ed.). NJ: Author.

Social Entrepreneurship

There are substantial issues related to social entrepreneurship and how they are dealing with challenges including competition, structure, adapting to a changing economic and social environment, and employee retention and satisfaction. There is a perception by some small businesses that an unfair competition exists because a nonprofit may already be an established agency with resources of their own. They argue that social entrepreneurship may take a significant piece of a limited customer base that is shared by struggling small businesses. Differing views among scholars raise the issue of definition, mission, and validity of social entrepreneurships. In America, some believe that social entrepreneurship must remain in the private sector and operated as a substitute for social welfare. (Bacq & Janssen 2001) Others limit their focus to the social entrepreneur's role within the organization. Bill Drayton of The American Social Innovation School posits that the social entrepreneur's characteristics as a change agent are the central element of social entrepreneurship, while others insist that the organization must remain the primary focus. The mission-centric nature of social entrepreneurship is a point of contention as well. Scholars are divided over the necessity to link the social mission with the financial goals. Some believe that the commercial activities do not need to be connected to the social mission, so long as the revenues are used to fund the social activities. Adam Smith (1976) suggests that businesses, although may have good intentions, are easily dissuaded from the pursuit of social good. Dees and Anderson (2003) also acknowledge the risks of conflicts between having both a social mission and wealth creation objective, admitting that successful examples of such setups are rare in practice. In some instances, as observed by Dees (2012), the social mission can â€Å"be at odds† with profit motives. (Dees, 2012, p. 321). Dacin, Dacin, and Matear (2010, p. 45) also highlight that it is an â€Å"increasingly important concern that all forms of business face: how to weave social and economic concerns into the fabric of organization management, to the mutual satisfaction of stakeholders.† Additionally, Dees and Anderson (2003) suggest that the most significant challenge of operating a for-profit social enterprise is the complexity of combining two opposed objectives which are amplified by the pressures to compromise social mission in pursuit of financial performance. Regarding mission drift, scholars argue that the business model brings more tensions that benefit. They suggest that situations will inevitably arise due to the different objectives leading to a divergence of goals and values. Smith, Gonin & Besharov (2013) point to the â€Å"competing demands† and the â€Å"ethical dilemmas† that are likely to arise in such a situation. Seedco (2007) adds that even though social entrepreneurs have a strong commitment to the social goal, they may be quickly moved from this goal due to increasing financial problems (Seedco 2007).

Differentiate between fraud and abuse Essay

Fraud is any and all means a person uses to gain an unfair advantage over another person. In most cases, to be considered fraudulent, an act must involve: – A false statement (oral or in writing)  Ã¢â‚¬â€œ About a material fact – Knowledge that the statement was false when it was uttered (which implies an intent to deceive) – A victim relies on the statement – And suffers injury or loss as a result Abuse is to wrongly or improperly; misuse. – abuse alcohol – abuse privilege – abuse drugs – abuse authority Compare and contrast Sutherland’s theory of differential association with Cressey’s final hypothesis. What does Cressey mean by â€Å"non-shareable†? Cressey however, took his own studies in a different direction from Sutherland’s research. He was intrigued by embezzlers, whom he called â€Å"trust violators†. He was especially interested in the circumstances that led them to be overcome by temptation. Upon completion of his research, he developed what still remains as the classic model for the occupational offender. His research was published in â€Å"Other People’s Money: As Study in the Social Psychology of Embezzlement.† Non-shareable is a issue of concern which the individual directed affected believe that he cannot share with another person due to shame or guilt. Describe at least four proactive audit tests that could help detect a shell company scheme. †¢ Maintain and regularly update an approved vendor list †¢ Independently verify all vendors before payment †¢ Identifying shell company invoices – Lack of detail on the fraudulent invoice – Invoice that lacks detailed descriptions of the items billed – Mailing address may be an indicator of fraud – Consecutively numbered invoices over a period of time – Reviewing payables and sorting payments by vendor and invoice number †¢ Testing for shell company schemes – Investigate budget overruns and departments that regularly exceed their budget – Conduct horizontal analysis of expenses – Investigate unexplained increases in â€Å"soft† accounts – Investigate unexplained increases in quantity of items purchased †¢ Testing for shell company schemes – Monitor trends in average unit price – Investigate goods and services that would not normally be purchased – Compare vendor addresses to employee addresses – Run reports of average turnaround time for invoices to look for unusual payment patterns †¢ Verifying whether a shell company exists – Use the phone book to verify the vendor – Contact others in the industry – Conduct a site visit of the vendor †¢ Identifying the employee behind a shell company – Conduct a public records search of the company’s registration – Be alert for related names, addresses, phone numbers, Social Security numbers, and other identities. – Match vendor checks with payroll checks. – Conduct surveillance of mail drops to see who picks up the checks. Describe the five principal categories of check tampering schemes. Detail the methods used by perpetrators to affix a signature to the check. Check tampering is unique among fraudulent disbursements because it is the one group Of schemes in which the perpetrator physically prepares the fraudulent check. In most fraudulent disbursement schemes, the culprit generates a payment to himself by submitting some false document to the victim company such as an invoice or a timecard. The false document represents a claim for payment and causes the victim company to issues a check that the perpetrator then converts. These frauds essentially amount to trickery; the perpetrator fools the company into handing over its money. Check tampering schemes are fundamentally different. In these frauds the perpetrator takes physical control of a check and makes it payable to himself through one Of several methods. Check tampering schemes depend on factors such as access to the Companies check book, access to bank statements, and the ability to forge signatures or Alter other information on the face of the check. There are five principal methods used To commit check tampering: 1. Forged maker schemes 2. Forged endorsement schemes 3. Altered payee schemes 4. Concealed check schemes 5. Authorized maker schemes What internal controls can be implemented to minimize the ability to perpetrate a ghost employee scheme? Mandatory copies of employment picture I D’s and forms and a second level of inspection of them. An employment picture stapled into employment file. Quarterly justification of employment files against payroll w/ a physical inspection of any new employees file. A second level of sign off on all the need for all new employees. For example, if your company has a janitorial staff. in order to hire a new janitor, require copies of the usual I9 ID’s, be included into personal file. Have a signoff sheet for two levels of hiring authorization with clear printed and signed names, justifying the new employee. Have a picture of the new employee attached to the file (a good practice for all employment circumstances, anyway). A quarterly comparing of payroll to new employees. make sure payroll has to get the new documentation signoff sheet and sign it themselves after verifying the two previous sigs., prior to actually placing any new employee on the payroll. And that signoff sheet is then sent to an office manager†¦ who has to quarterly check against the new employee files New employee files are kept separate, until 90 days (or whatever your temp. time is) If employee is terminated prior to end of quarter, file is still held separate from other terminations until manager does quarterly check. I’ve been through a number of these, including one who hired a ghost and gave him the same name as a company vice president, just to confuse things more. Also watch out for time sheets being turned in after employee is not actually working there, but hasn’t been terminated on paper yet.

PDA SIM Essay Example | Topics and Well Written Essays - 750 words

PDA SIM - Essay Example Determining a product’s lifecycle can enable a manager to make decisions of whether to invest more in a project or discontinue an operation. The three products HandHeld Corporation offers are X5, X6, and X7 devices. I noticed that the X7 product had weak sales. As a new CEO working for this business I seek out the advice of my top executives. Teamwork and cooperation are variables that improve the corporate culture and help firms achieve synergy. Synergy is achieved when the whole becomes more important than the sum of its parts (Schermerhorn & Osborn, Hunt, 2003, p.173). My top advisor indicated that the X7 product was in its growth stage. At that point I decided that discontinuing the product was not the right move because investing more in R&D could help increase the demand for the product. I noticed that the market saturation of the product in the first year was only 3%. The X7 product line had negative profitability. The company lost nearly $8.5 million on the X7 this year. The costs were higher than the revenues. I wanted to increase the price by 25% to offset the -17% profitability deficiency, but since the customer care about price I decided to go another direction. The problem with the product was the existence of a high fixed cost of $35 million. If I was able to sell more units then I would have more total profits to offset fixed cost. I lowered the price of the product by 10%. I allocated 50% of the R&D budget to the X7 because it had the lowest market saturation out of the three products. The X5 which was the most saturated product received 20% of the R&D budget and the X6 received the remaining 30%. I increased the price of the X6 hand device by $25 because the customer’s are not worried about price. I decreased the price of the X5 by $25 in order to increase its demand. My score after round 1 was completed was a score of 558,204,736. The 2006 profits were $347,929,621. I was able to turn the X7 into a profitable

Personal Case Study Reflection Assignment Example | Topics and Well Written Essays - 1250 words

Personal Case Study Reflection - Assignment Example The other team members I lead are J.J (John), Su and Wang. Leadership and Communication (interpersonal communication) Proper communication is a very crucial skill in leadership. Communication is the core element of leadership since the leader is set in a position of dealing with human beings who naturally differ in behavior and emotional stability (Goldhaber, 1993). Different people communicate differently and to set a healthy interpersonal communication among them, the leader has to be knowledgeable of their distinct nature and handle them with relevant and appropriate skills to ensure that work continues in an atmosphere conducive for interpersonal relations (Agarwal, 2010). The leader must develop appropriate communication skills when dealing with his or her subjects. This promotes high productivity among the subject and even sets the working environment full of peace and tranquility (Goldhaber, 1993). In my groups first meeting, everyone maintained the state of tranquility since we were ball strangers and everybody was mindful about the exposure of their true personalities; but, in the second meeting, hell broke loose. Lack of communication; especially between Su and J.J, who seemed to be different in everything from the content of their ideas to the nature of their personalities. It appeared that at times they were both right but had different ways of how they presented their ideas and this led to further confusion. Effective communication involves should be maintained both between the management and the subjects and between the subjects themselves for proper interpersonal communication (Harvard business review on effective communication, 1999). As I reflect on what I had to go through to get the group working, I realized that the first and the most important element of leadership that the leader must struggle to have is the right communication skills for his or her subjects: the communication skills that will promote peace among the members. Motivational leadership and Goal setting I had to set the goals and ensure all the team members adhered to the conditions set to meet these goals. However, the team members needed motivation in order to execute the processes set to meet these goals. Wang’s personality and attitude was not good enough to get the team effective and efficient. On the other side, Su was effective and hardworking, but too had her limitations when it came to communication strategies. She was the emotional type who would rather please her emotions at the opportunity cost of her function. J.J or John was the worst in the group. He was non co-operative and controversial. He paralyzed the group’s progress with this negative attitude. All these had to be solved so fast before the time limitation. Because of the differences between Su and John, Wang’s non-contributory nature was making the group’s situation worse; and this is why I had to think fast and provide the necessary motivation she requir ed. If only she could emerge effective at the face of Su and Johns differences, they would realize the need for important contribution other than conflict and this really took the group extra miles. She effectively contributed on one occasion and surprised everyone with the great ideas she came out with – attributed to the motivation and the boost of self-confidence she attained when we had a private talk. Su and John started to resolve their conflicts and in the last meeting, they were all helpful as the group met for the final revision of the

IS THERE SUCH A THING AS DESTINY Assignment Example | Topics and Well Written Essays - 500 words

IS THERE SUCH A THING AS DESTINY - Assignment Example does not provide a precise description of destiny but establishes situations in the lives of the characters to show the influence of destiny in their lives (Niebuhr, 2004). According to the Christians’ perspective, destiny is the main determinant of a person’s past, present and the future predicaments. For example, most of the instances in the lives of human beings influenced by destiny include poverty, excessive possession of wealth, greediness, corruption, immorality, relationship and their influence in the society. Moreover, an individual’s future predicaments are also determined by destiny. For example, Christians believe that, ones actions and conduct on earth determines their future situations in terms of hell and heaven. This remains a fact in the majority of the Christianity believers and is regarded as the primary form of manifestation of destiny in the human life. Most of the actions and conducts of individuals on earth are highly influenced by destiny which determines their future position, which is life after death according to Christianity. While formulating the answer to the fascinating question on the destiny, study was conducted on the basis of the teachings of the bible. Evaluation of the different instances under which the lives of the characters in the bible was determined by destiny provides an excellent argument for the research. In addition, a literature review of the existing theologists and their attempts to identify the exact meaning of destiny as depicted in the bible contributed to the study (Nieburh, 2002). Furthermore, more supportive evidence on the topic was obtained by interviewing various Christians on their understanding of destiny and how it has influenced their live (Niebuhr, 2004). The results obtained clearly show that, based on the Christianity view, destiny is an occurrence that determines an individual’s past, present as well as future conditions. It cannot be determined by the person but dictates their

Economics 2 Essay Example | Topics and Well Written Essays - 750 words

Economics 2 - Essay Example Recognizing that economies are fast becoming more integrated and consolidated through the number of transactions conducted within borders, our company has started to look at the events in the global market which could affect our operations. It has began to recognize that the competition is global and that competitiveness should be enhanced in order to be at par with larger global players. This called for the installment of world best practices. How does a government budget surplus affect the economy? How does a government budget deficit affect the economy? During what periods in recent history have the U.S. run budget deficits and budget surpluses? A budget surplus indicates that a company is spending less than what it earns while a budget deficit represents the opposite. In the condition of a budget surplus, the economy is affected as consumption is seen to be lower than expected and the government often needs to stimulate spending by allowing consumers to have lesser taxes. On the other hand, a budget deficit implies that the government will need to borrow money in order to fund its expenditures. The government also often levies tax increase in order to finance its projects. In the United States, budget deficit have been observed from 1993 to 1996 while budget surplus occurs in 1998. Argue in favor of deficit spending on the part of the federal government. Then argue in favor of running government budget surpluses. List the positive and negative aspects of each. Then indicate which policy would be best at this time. A budget deficit is a very potent way in allowing consumers to save. It should be noted that during a budget deficit, customers anticipate that debt will be paid off through additional taxes in the future. Thus, in order to be able to pay these off, they will be motivated to save. On the other hand, budget surplus is recommended because the government will not need additional fund which is often acquired through borrowing from the

Reflective writing Essay Example | Topics and Well Written Essays - 1000 words - 1

Reflective writing - Essay Example In this paper, I have reflected upon my experience of participating in two group exercises with given situations and time frames; the cave rescue activity, and the recruitment exercise activity. I have also discussed how the activities helped me develop as a group member. Background of the report I was involved in two group exercises; in the first exercise that was a cave rescue exercise, there were six group members in total whereas in the second exercise, which was a recruitment exercise activity, there were seven group members. For both exercises, we were given certain characters and certain situations and the exercises were supposed to be executed in a limited time frame. The group members were given a chance to take notes after the completion of each exercise, using which, they would write the reflective accounts later. Theories John Burton’s Human Needs Model John Burton argues that denial of the fundamental needs of security, equal participation, identity, and recogniti on of an individual in a group makes the protracted conflict inevitable. Resolution of such conflicts necessitates the identification of the needs that are not being addressed and restructuring of the roles of the group members in such a way that needs of all are met (Dixit, 2004). Tuckman’s Teamwork Theory Tuckman proposed a model that recognizes the fact that groups are not functional or fully-formed when they form. The groups propagate through a set of defined stages namely forming, storming, norming, and performing, and gradually become task-focused. The following graph illustrates Tuckman’s teamwork theory by showing the link between task focus and group relationships. In any group activity, the optimal productivity is reached after development of the relationships among the group members. â€Å"The 4 Phases of Tuckman’s Teamwork Theory† (The Happy Manager, 2012a). STAR Team Model The STAR team model suggests that in order to optimize the groupâ€⠄¢s productivity, the group leader should place equal emphasis on the development of the group members’ strengths and the development of good relationships among them. The STAR team model provides content and substance to the situation, conditions, and stages of teamwork as shown in the figure below: STAR Team Model (The Happy Manager, 2012b). Analysis One thing that I learnt from the exercises was that there were more conflicts happening in the start than near the end of the exercises. The fundamental reason behind this was that the group members had started to understand one another’s personalities and behaviors and their adaptability had increased. â€Å"Research in human team performance suggests that experienced teams develop a shared understanding or shared mental model utilized to coordinate behaviors by anticipating and predicting each others needs and adapting to task demands† (Sycara and Sukthankar, 2006, p. 2). All models discussed in this paper inclu ding John Burton’s Human Needs Model, Tuckman’s Teamwork Theory, and the STAR Team Model commonly emphasize on the development of relationships among the group members as a pre-requisite of achieving optimal productivity in the group exercises, though the development of group members’ skills as well as their relationships requires time. â€Å"Coming together is a beginning; keeping together is progress; working together is success† (Henry Ford cited in Zuck, 1997, p. 375). Teamwork helps people understand one another in the best way. By the team we were done with both the exercises, we had not only finished our tasks but had also known one another much better than we did before. A very useful learning that I gained in this exercise was how to resolve conflicts. I have learnt that it is primarily one’s preferences that determine the extent to which one would be able to execute

The Lord of the Rings - The Fellowship of the Ring Essay

The Lord of the Rings - The Fellowship of the Ring - Essay Example He was not alone in his undertaking. A hero archetype always has supernatural help and Frodo got his from the Gandalf who helped keep him safe during his journey; he also had supernatural help from Elrond who healed him after he got stabbed by a Ringwraith. He proved himself a worthy hero many times during his journey, by surviving the stabbing from the Ringwraith, by surviving being skewered by the troll in the caves of Moria, and by resisting the growing influence of the ring. He could have chosen to take the ring for himself and give up destroying it all together, but he did not. He could have delivered the ring to Sauron so that he could relieve himself of the enormous burden and responsibility of being ring bearer, but he did not. He chose to trudge on through dangerous forests, rugged mountains, deep dark caves, while evading and surviving attacks from orcs, trolls, the Urukhai, goblins, Ringwraiths, and other villains sent by Sauron and Saruman. A hero archetype usually suffer s an unhealable wound. Frodo suffered such wound in the hands of a Ringwraith. As Elrond later said to Gandalf, Frodo’s wound would never really heal. And beyond the wound that he suffered, the trauma and the burden of his perilous journey will stay with him for years to come. Frodo’s experiences are universal to mankind because they portray very real and very human struggles. Beyond the wizards, the elves, the orcs, the goblins, and other mythological characters in the movie, is our personal struggle between good and evil. We constantly face moral and ethical dilemmas in our lives, and there is no real need to go through cataclysmic events in order to overcome these dilemmas. Frodo’s need to destroy the ring can relate to humanity’s struggle to destroy evil. This struggle is often seen in our wars, our fight against terrorism and tyranny, our battles with power-grabbing and scheming

Inclusive Education and its implications for the teaching practice Essay

Inclusive Education and its implications for the teaching practice - Essay Example This paper will focus on the topic of inclusive education with an aim of creating an understanding on the subject and to build on the existing body of knowledge on the same. The discussion will further delve into the topic by trying to establish the reasons why some groups of students experience unequal outcomes when participating in education and training. In addition to that, the discussion will also highlight how an understanding of inclusive education can shape teaching practices for excluded groups of students. Inclusive education is the educational approach or philosophy that entails provision of education and training to all students, irrespective of the socially constructed biases or perceived differences, to facilitate equal achievement of educational outcomes (Nvpie, n.d). Inclusive education aims at catering for all the needs and interests of the different types of learners found in the classrooms. In this regard, inclusive education takes care of individual learner differ ences of the learners in order to encourage participation in education and to enhance educational outcomes for all the groups involved. Learners need to feel that their unique needs and learning styles are attended to and valued by all the stakeholders involved in the planning and provision of education and training. ... Studies have indeed shown that many students register higher educational outcomes when exposed to the richness and diversity of the general education curriculum following appropriate strategies and inclusion. In this respect, inclusion leads to enhanced learning within the classroom for all the groups of students including those with special needs and those without special needs. There are several approaches to understanding inclusion and exclusion and these have been expressed in a number of related terms such as mainstreaming, integration and full inclusion, among others. Mainstreaming refers to the actual physical placement of learners with disabilities with their peers without disability (SEDL, n.d); the assumption is that their disabilities can be accommodated within the regular classroom with minimal modifications. However, the special educator bears the primary responsibility for education of the disabled students in the regular mainstream classes; the disabled student must ea rn his or her opportunity to be mainstreamed through performance by keeping up with the pace of the entire regular class. In this regard, only students with mild disabilities can be allowed to interact with the non-disabled ones in the regular education classroom and to participate in the normal core curriculum content areas; the rest of the disabled students’ interactions with the non-disabled students are limited to recess times and meal times. Integration on the other hand is a legal term that has its foundations in the civil rights or racial desegregation legislation of the 1960s (SEDL, n.d); it refers to the actual assimilation of different

Japanese culture Essay Example for Free

Japanese culture Essay 1. Briefly discuss the Japanese business practices. Business traditions and practices are greatly influenced by the culture in which they function. The values of a culture help to define the underlying structure and philosophy of business. Many traditions and practices within a culture are often integrated into the countrys businesses.   Japanese culture greatly affects its business practice on all levels. It is a unique country with many distinct cultural traditions. As a result, cultural traditions tend to be uniform and community is central to daily life. Culturally, the Japanese are rather introverted in their ways, focusing on their own culture and traditions. A strong sense of community, family, and being part of a larger group and business family are central to the Japanese culture. The ritualistic traditions that are characteristic of the home environment typically spread to the social and work sphere of life. The Japanese culture maintains a very formal style of interactions. Even introducing oneself in Japan is formal in nature. Exchange of business cards is an obligatory custom at business meetings. The exchange of gifts is an accepted custom in Japan.   The Japanese bow is part of Japanese culture that expresses honor and greetings to a guest. Thus Japanese are well behaved in their business practices and try to do a lot of good stuffs which can influence the international relations. They believe in a business where trust exists. The do their level best to be recognized as nice people in the business market. 2. What is the appeal of the Japanese market for world business? The Japanese government and business leader’s marks deep changes in their market from closed to open while acknowledging its competitive nature (Shetty and Kim, 1995). They argue that all firms should understand their market and do provide the quality products and services demanded by the consumers. Large firms should offer lifetime employment, and employees may be reluctant to accept employment with foreign firms that do not. Furthermore, the firms must consider employment with a foreign company less desirable than employment with a domestic firm. It suggests that long-term relationships and mutual commitments in the market will encourage practices such as bidding and close parent company-supplier ties. â€Å"Japan appeals that the three factors to compete successfully in the world market is quality, followed by the ability to hire qualified employees and the attitudes of top corporate management.† (Shetty and Kim, 1995) Japanese focus on quality of products and services, keeping good personnel, hiring local staff, strong corporate head office with limited interference, reputation of the business, brand image, latest technology and strengthening value chain. These are some of the major deciding factors that help a firm to gain profits in the market. Besides, Japanese, have understanding of respect, they are persistent, they have perseverance and ability to develop strong global network. To increase the world business, the market should value advanced technology and innovation and should willing to try new products or technologies. Finally, establishing manufacturing and distribution facilities is a visible sign of a firms commitment. So the market must take care of it. But the main theme is that the market should value personal, harmonious, and long-term relationships with distributors, customers, suppliers, and employees. 3. Briefly discuss the major business trends and opportunities in Japans economy. Japan is the worlds second-largest and Asia’s largest economy. United States is the largest economy.   This is the only member of G8 from Asia. It is also a member of the UN Security Council on a temporary basis. In Japan the wages are highest in the world. From 1960s to1980s, there was a swift economic growth with a growth rate of 10%, 5% and 4%. The economy of Japan was in the state of turbulence in the late 1980s. The reason was falling stock and real estate prices.   By 1989 the situation turned worst. The Tokyo Stock Exchange crashed. During 1990s the country’s economic growth remained slow. The economy trend of Japan is a slightly uneven but it is continuously focusing on increasing the GDP. Japan has lot of business opportunities and it supports business activities. Eco-towns are being promoted in order to build a resource recycling-type economic society, which limits waste while encouraging recycling. Japan has developed a robust way of dealing with the pollution and completely self-sustainable industrial parks with zero emissions (JETRO). â€Å"The Kawasaki Foundation for Promotion of Industry (Kawasaki Small and Medium-Sized Business Support Centre) and KSP (Kanagawa Science Park) are providing various types of venture support, including assistance for businesses, help in establishing new enterprises, and educational research.† (JETRO)   Government is providing assistance from operations management consultation to assistance with publicity. 4.  Briefly discuss the different modes of entry to Japanese market. These are some common modes of entry in the Japanese market. A) It is possible to directly go to Japan and establish a firm. B) Local distributer and partners for the companies.   These are good way of entering to the market at the early stage of the business. c) Specialized business consultant can be hired. The market is matured. This forces the marketer to focus more on keeping the cost low and at the same time performance and features should be maintained. The quick increase in revenue is not possible in the Japanese market. Understanding of Consumer behavior is very important.   In approach ‘A’ one need to justify the stagnant revenue to the investors. After some years of experience in Japanese market, the revenue may grow with steady rate. Plan ‘B’ is a convenient way to enter the market. The reason is that here one is utilizing Japanese resources. However success largely depends on finding right distributor and partners, with good market connections, commitment on financial and operations. 5.  Ã‚  Compare and contrast the Japanese and the American commercials. The difference of American and Japanese advertisements appears to be in the degree and not in kind. The advertisement appeals of these two different countries are different. It is based on general employment of the traditional and respect of elders in Japan. Japanese appeal is based on moral values. The general usage of status is different. American advertisements have consumer based appeal. American advertisement is based on western values. The product merit appeals are higher in American advertisements as compared to the Japanese advertisements. The difference also exists in use of youthful or modernity appeals. Japanese advertisement is based on relationship model. 6.  Briefly discuss the Japanese way of product development The Japanese approach to product development emphasizes continuous technological improvement. It is also aimed at making a successful product and providing better solutions for the consumer needs. They have clear competitive vision of product development. They know what types of investments are required to maintain their market positions. Japanese manufacturers invest their resources into technology development, product development, productivity improvement and quality control and thus making the international market becomes more competitive. They focus on high-quality, high-performance products which are relatively inexpensive against those of the same level offered by European and American competitors and thus their products can be easily available to common man in the market. Japanese identify customer needs and develop new products and roadmaps for technological development on the basis of the same. They use modern technologies for keeping the cost low. They hire trained and skil led people and invest in technology and development of human resources. They emphasize on quality and minimization of the production cost.

Moscow Dynamo Football Essay Example for Free

Moscow Dynamo Football Essay Many people would argue that sport helps bring people together and helps overcome divisions of race, nationality, class and religion. The Soviets drew upon this ideal in 1984 when they called the Moscow games, the friendship games. As well as bringing people together, sport can just as easily raise political consciousness and force people apart. The collective passion for Barcelona F.C is interlocked with politics, as is the connection between sport and nationalism in Wales, Scotland, and Northern Ireland. Supporting this view, George Orwell comments on the visit of the Moscow Dynamo Football team to Britain in 1945, sport is an unfailing cause of ill-will andif such a visit has had any affect on Anglo-Soviet relations, it could only be to make them slightly worse than before. (Atyeo, 1979, P.372) Governments have been known to use major sporting events to try and divert the attention of the masses away from certain political and social problems that country might be encountering as well as trying to improve their national image. For example, in the nine months leading up to the Moscow Olympics, drunks, hooligans and dissidents were rounded up and headed out of Moscow to try to prevent any sort of dissent, which could mar their public relations. Certain groups use the prominence of sport, which has been increased in recent years thanks to sport becoming a global television spectacle, to make a political point. In most cases, the choice of sport to make the political point is arbitrary, as it is the prominence of the sport in the public eye which is the critical factor. The 1972 Munich Olympics saw the killing of 10 Israeli athletes by eight armed Palestinian gunman, and the 1968 Mexico Olympics saw a protest by the student movement about the cost of hosting the games, which was a huge financial burden on the poor country, result in the army opening fire on the demonstration, killing 260 and injuring 1,000. Although politics does not only cite sport when dissidents intervene. There are a number of groups and individuals that have used sport and its prominent position in the public eye to raise political consciousness about what may be happening in that country. For example, the 2003 cricket world cup saw the wearing of a black armband by two of Zimbabwes players in protest against the Mugabe regime. The two players, Henry Olonga, the first black man to play for his country, and Andy Flower, in most cricket fans opinion, Zimbabwes greatest ever player, were almost universally praised for their dignified statement about the human rights abuses in their homeland. Ian Chappell, former captain of Australias cricket team and one of the many who applaud Flower and Olonga for their brave stance commented that; you realise when you go through life that there are occasions when you have a louder voice. If theres something youre moved about, thats the time to speak out for those who do not have a louder voice. The World Cup also saw the boycott by England of their opening match in the competition against Zimbabwe, for which they first cited moral, political and security concerns, then changed it to concerns about player safety as the reason for boycotting the game. A decision they might have latter regretted as the points gained for winning that match would have taken them into the super-six stage of the competition and maybe further. Theyre many people who believe that England made the right decision in boycotting this match, but there are also people who did not. David Coltart, who believes that politics has no place in sport, puts forward some arguments for going ahead with the match. He comments, paradoxically, holding the matches in Zimbabwe opens up a tiny piece of democratic space for those fighting tyranny. He also notes if no further matches take place (in Zimbabwe), there will be no further reason for the regime to behave better. Kate Hoey, writing for Sky Sports online, who disagreed with Coltart, argues that the match shouldnt have been played because the message that will be sent out worldwide is that Zimbabwe is a normal functioning country, which is patently untrue. She feels sport and politics must unite against the Mugabe regime and thus the England team needed to pull out of the match to raise worldwide awareness about the human rights abuses dictator Mugabe is undergoing. This view coincides with Ian Chappells view about the need to speak out for those without a louder voice. It is not only the players who sometimes feel the need to tackle political issues, the broad fact is that sports bodies on occasion have to confront inter-state political issues. (Allison, 1983, P.33) This was no more evident when the International Olympic Committee (IOC) excluded South Africa from the Olympic movement, not because of governmental pressure, but because the social and economic system in South Africa does not allow sport to be practiced there in accordance with the IOCs own rules as laid down in the Olympic Charter. The Welsh Hockey associations decision to not send a team to Argentina in 1985 because of the ill feeling that could still have been left over after the Falklands War is another example of a sporting body taking into account political situations before making a decision. There are so many examples of sport being influenced by politics over the years and so much theoretical evidence linking the two to say sport can remain uninfluenced by politics and politicians. Whether or not sport should remain uninfluenced by politics is of much wider debate. Events in Zimbabwe have highlighted many peoples opinions that sport and everyone involved in it has a responsibility to make sure important political issues such as the Mugabe regime are not ignored and that something is done to try and resolve them. But whatever view you may have on whether it is right for sport to get involved with politics, it becomes apparent that sport and politics cannot be mutually isolated (Allison. 1983, P.29) however much the sports enthusiast would wish them to be. Bibliography Books  Allison,L. The Politics of Sport, (Manchester University Press, 1983)  Whannel, G. Blowing the Whistle: The Politics of Sport, (Pluto, 1986)  Houlihan, B. The Government and Politics of Sport, ( Routledge, 1991)  Lapchick, R, E. The Politics and Race of International Sport, (Greenwood Press, 1975)  Voy, R. Drugs, Sport and Politics, (Leisure Press, 1991)  Atyeo, D. Blood, Guts and Violence, (Paddington Press, 1979)

Knowledge and Perception of Cervical Cancer Research

Knowledge and Perception of Cervical Cancer Research METHODOLOGY Study design and setting A cross-sectional study was conducted from May to June, 2015 among regular undergraduate female Debre Berhan University students. The university is found in Debre Berhan town which is 130 kilometer from Addis Ababa. The university has approximately 20,000 students pursuing regular and extension undergraduate and graduate studies. Of them 10,560 are regular undergraduate students.   Official university statistics show that 37.5% of the students are females and most of the undergraduate students living in university residential halls during the semester sessions. The University has two Institutes, eight colleges and 33 departments. Study variables The outcome variables were knowledge and perception of cervical cancer. Sociodemographic characteristics, reproductive history and sources of information were among the independent variables. Sampling size calculation The 584 sample size was calculated using single population proportion by open epi software considering the following assumptions; the number of female regular undergraduate students in the university =3,962, proportion of the university students who had knowledge on risk factors of   cervical cancer=50.6% (14), 95% confidence interval, 5% reliability,1.5 design effect and 10% non-response rate. Sampling procedure Two stage cluster sampling technique was used for the study.in the first stage , of the twenty nine departments, nine departments were selected by using simple random sampling technique and the sample size was allocated proportionally to each selected departments, based on the number of students. In the second stage, the study participants were selected from each year of study and sections of the selected departments by simple random sampling technique using computer method proportionally to the number of students in each year of study and sections. A list of the students was obtained from each department. Data collection procedure A self-administered questionnaire containing open and closed ended questions was prepared initially in English after reviewing deferent literature then translated into Amharic by an expert and again retranslated to English. Before the actual data collection process, tool was pre tested on 27 female Public Health students of Debre Berhan University. Then necessary modifications were made according to the results of pretest study. Six data collectors were recruited to facilitate the data collection process and were trained for two days. During the data collection process, the data facilitators introduces themselves to the participants and handed over a letter from each college/department which asked for support of the data collection process and showed the ethical clearance. Measurement Participants knowledge about cervical cancer was assessed by using a 20 points scale questions about the etiology, mode of transmission, symptoms, risk factors and prevention methods. A knowledge score was calculated for each participant based on the number of questions correctly answered in the knowledge section. A score of 1 was assigned to every correct answer and a score of zero to incorrect responses. Knowledge questions was scored and pulled together and the mean score was computed to determine the overall knowledge of the participants. Participants scored above the mean were considered as having good knowledge and below average as having poor knowledge. Statistical analysis Data was entered into an Epi info 3.5.4 and imported to SPSS version 20 for analysis. Results were summarized using descriptive summary measures for continuous variables, frequency and percent for categorical variables. To identify the effect of independent variables on knowledge and perception of cervical cancer, both the bivariate method and the multivariate logistic regression techniques were used. Then variables with p value ≠¤ 0.2 in the bivariate analysis was included in the multiple logistic regressions. Odds ratio and 95% confidence interval was used to identify the presence and strength of association and level of significance at the 0.05.

Essay --

CIMB Group Holdings Berhad CIMB Group Holdings Berhad is a dominant ASEAN universal bank, one of the largest investment bank in Asia and also one of the world's largest Islamic banks. CIMB Group provided services in consumer banking, wholesale banking, Islamic banking and asset management. Its corporate banking and treasury markets business offers one of the most comprehensive and integrated product and services that suites universal banks in ASEAN. CIMB Group in Malaysia headquartered in Kuala Lumpur. It is first known as Bian Chiang Bank and was established in Kuching, Sarawak, Malaysia in 1924 by Wee Kheng Chiang where the bank's activities were mainly related to business financing and the issuance of bills of exchange. Currently, the group has over 43,000 employees located in 18 countries, covering ASEAN and major global financial centres. Its products and services are complemented by partnerships and alliances with many well-known companies such as Principal Financial Group, Bank of Tokyo-Mitsubishi UFJ, Sun Life Assurance, Allianz Insurance, Thai Life Insurance, Sri Ayudhya General Insurance, and Mapletree Investments. Dutch Lady Dutch Lady Milk Industries Berhad (Dutch Lady Malaysia) was incorporated in 1963. It is the first milk company that listed on Bursa Malaysia in 1968. The Company’s factory is located in Petaling Jaya and has over 600 employees. Its holding company is Royal FrieslandCampina, a Dutch multinational corporation and one of the largest milk companies in the world. Dutch Lady Malaysia manufactures and sells quality dairy products and fruit juices not just for the home, but also for the export market. The company's dairy products have high consumer demand and are represented by familiar brands such as D... ...was incorporated in Malaysia on 15 April 1995 as a private company which under the name of Ampney Holdings Sdn Bhd. Amway is one of the world's largest direct selling companies in Malaysia. The Amway business has grown to provide opportunities for more than three million people and marketing around 450 products. In addition, the main activity of Amway is investment holding and it now operates in over 80 countries. Amway can consider as the global leader in the direct sales business sector, and it was the most experienced and supportive partner. The Amway company began the business as a low-cost business opportunity. Today, Amway is the leading direct selling company in Malaysia with a core distributor force of 221,000 from all corners of the nation and a high sales turnover for the financial year ended 31 December 2010 that making Amway a household name in Malaysia.

The USA Patriot Act Essay -- US Government Terrorism protection Essays

The USA Patriot Act   Ã‚  Ã‚  Ã‚  Ã‚  The United States of America is a country that is based upon a principle of balancing the rights of an individual, while still preserving public order. The U.S. Constitution (specifically the Bill of Rights) guarantees every American certain Individual rights. Some of these rights include; freedom from unreasonable search and seizures, a right to due process of law, and protection against cruel and unusual punishment (The 4th, 5th and 8th Amendments). Historically the criminal justice system has preserved these rights of peopled accused of crimes. However on September 11, 2001, the United States became the victim of the largest terrorist attack the World has ever seen. According to Schmalleger in 2003, that attack cost almost three thousand people their lives, and an estimated two trillion dollars in damages. However since September 11 2001, several critics have claimed that the United States of America no longer protects these rights. They argue that the United a nd Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism (USA PATRIOT ACT) Act of 2001, violates the rights of suspected terrorists, and those of every single American. Supporters of the USA PATRIOT Act argue that the bill has been vital in arresting suspected terrorists, and it has helped deter future terrorist attacks.   Ã‚  Ã‚  Ã‚  Ã‚  The Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism ACT of 2001, was signed into law on October 26, 2001, shortly after the September 11th attacks. The act was passed in a direct response to the attacks, as a way for Law Enforcement to combat and deter terrorism. Schmalleger (2003) on page 8 summarizes the USA PATRIOT ACT. ?A federal law (Public Law 107-56) enacted in response to terrorist attacks on the World Trade Center and the Pentagon occurring on September 11, 2001. The Law, officially titled the Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act, substantially broadens the investigative authority of Law enforcements agencies throughout America and is applicable to many crimes other than terrorism.?   Ã‚  Ã‚  Ã‚  Ã‚  Shmalleger (2003) in pages 300-301 further listed specific sections of the act that law enforcement can use to investigate terrorist activities. ?Title II-Enhanced Sur... ...ost-9/11 calm.   Ã‚  Ã‚  Ã‚  Ã‚  HoustonChronicle.com. Retrieved August 25, 2003, from http://www.chron.com/cs/CDA/ssistory.mpl/nation/2056725 Associated Press (2003, August 20). Ashcroft mounts Patriot Act defense.   Ã‚  Ã‚  Ã‚  Ã‚  MSNBC.com. Retrieved August 25, 2003,   Ã‚  Ã‚  Ã‚  Ã‚  http://www.msnbc.com/news/954389.asp?0sl=-12 Associated Press (2003, July 21). Patriot Act Complaints Reviewed.   Ã‚  Ã‚  Ã‚  Ã‚  WiredNews.com. Retrieved August 25, 2003,   Ã‚  Ã‚  Ã‚  Ã‚  http://www.wired.com/news/print/0,1294,59709,00.html Schmalleger, F. (2003). Criminal Justice Today: An Introductory Text for the 21st Century. Taylor, G. (2003, July 21). Communities Shun Patriot Act.   Ã‚  Ã‚  Ã‚  Ã‚  www.washingtontimes.com. Retrieved August 25, 2003,   Ã‚  Ã‚  Ã‚  Ã‚  http://dynamics.washtimes.com/print_story.cfm?StoryID=20030720-115938-   Ã‚  Ã‚  Ã‚  Ã‚  3269r Taylor, G. (2003, July 24). FBI chief praises the Patriot Act.   Ã‚  Ã‚  Ã‚  Ã‚  www.washingtontimes.com. Retrieved August 25, 2003,   Ã‚  Ã‚  Ã‚  Ã‚  http://dynamic.washtimes.com/print_story.cfm?StoryID=20030723-111557-   Ã‚  Ã‚  Ã‚  Ã‚  2975r Ward, J. (2003, June 18). Ashcroft defends Patriot Act in visit.   Ã‚  Ã‚  Ã‚  Ã‚  www.washingtontimes.com. Retrieved August 25, 2003, http://dynamics.washtimes.com/print_story.cfm?StoryID=20030617-10458- 2731r

The Benefits of Distance Learning Essay -- Teaching Learning Education

The Benefits of Distance Learning I. Easy access for both students and teachers II. Knowledge of instructors and classmates A. Posting of bibliographies III. One-on-one contact between instructor and student A. Phone contact B. Web-site email C. Chat areas IV. Students learn just as easily as in the classroom V. Access to other students through online communication A. Personal emails B. Classroom and group discussion boards C. Online course chat rooms VI. Learning of proper etiquette required for posting discussions VII. Learning computer tools A. Classroom and group discussion boards B. Chat rooms C. Web-site email D. Coffee shop chatting areas VIII. Accessibility for student and instructor assistance A. Technical Support B. Student and Academic Advisors C. Financial Aid Representatives IX. Convenience for students and instructors with everyday issues A. Careers B. Families C. Disabilities X. Overall availability and accessibility of higher-education to everyone A. Students C. Instructors The structure for this outline was determined by the experience as a current student attending an online university, a distance learning program. The outline starts...

Job Satisfaction and Dissatisfaction of Teaching Personnel at Udm

CHAPTER I THE PROBLEM AND ITS BACKGROUND INTRODUCTION Teachers play a vital role in building a nation. They are arguably one of the most important groups of professionals for our nation’s future. It is disturbing to find out that many of today’s unsung heroes like teachers are dissatisfied with their jobs. Ask anyone in the street how to motivate teachers and they will blatantly answer to increase their salaries. Ask what factors might have created dissatisfaction among teachers and probably they will enumerate factors like behavior of students, class size, curriculum, and the government policies in education.According to Herzberg Motivation-Hygiene Theory, the factors causing satisfaction are different from those causing dissatisfaction, the two feelings cannot simply be treated as opposites of one another. The opposite of satisfaction is not dissatisfaction, but rather, no satisfaction. Similarly, the opposite of dissatisfaction is nodissatisfaction. While at first gl ance this distinction between the two opposites may sound like a play on words, Herzberg argued that there are two distinct human needs portrayed.First, there are physiological needs that can be fulfilled by money, for example, to purchase food and shelter. Second, there is the psychological need to achieve and grow, and this need is fulfilled by activities that cause one to grow. Many factors have been examined in an attempt to find which one promotes motivation. In the study conducted by Poling (1990), he pointed out that Pay incentives have been found to be unsuccessful in increasing motivation.In a similar study, Castillo and Cano (1999), concluded that teachers motivation is based on their freedom to try new ideas, achievements and intrinsic work elements. Whereas, schemes such as merit pay were predicted to be counterproductive. They explained that true job satisfaction is derived from the gratification of higher order needs than lower order needs. Educators’ decision t o leave and remain in the teaching profession is associated with his level of motivation and job satisfaction.The elusive nature of job satisfaction construct advanced the measurement and theoretical development to job satisfaction (Castillo, 199). Job satisfaction is an intangible notion that has been increasingly challenged and refined since the Herzberg, Mauser and Snyderman study in 1959. Although, the foundation of job satisfaction and job motivation was introduced by Maslow in his hierarchy of needs. Maslow (1954) asserts that human motives emerge sequentially to satisfy the following needs: physiological, safety, social, self-esteem and self-actualization.Individual need satisfaction is influenced by both the importance attached to the various needs and the degree to which each individual fulfil each needs. A teaching profession is the one of the most important profession at all. Teachers devote a lot of their energy, time and interest to educate new generations. Like any oth er professions, teaching has some specific particularity and pitfalls. In this study, I looked into the motivating and hygiene factors that affect the performance of the faculty of Universidad de Manila.There is a need to conduct this study because Faculty members are the frontrunners of the nation’s future generations. It is quite disturbing to know that there are certain factors that affect the job performance of the faculty members based on the evaluation conducted by the Faculty and Employees Performance Evaluation Office of Universidad De Manila The topic was chosen to determine the factors, both motivating and hygiene that pleases and displeases the faculty members of Universidad De Manila. And identify those factors that affect in the job performance of the faculty members.The purpose of this study is to properly identify the motivating and hygiene factors in relation to the job performance of the faculty members, which will be beneficial for the organization in enrich ing and improving whatever is necessary for the organization’s growth. STATEMENT OF THE PROBLEM This study will determine the motivating and hygiene factors in relation to job performance of the faculty members of Universidad De Manila (UDM). Specifically, the study will answer the following questions; 1. What is the profile of the faculty members of the Universidad De Manila in terms of: 1. Age 1. 2 Gender 1. 3 Marital Status 1. 4 Academic Rank 1. 5 Length of Service at UDM 2. What is the motivating and hygiene factors that UDM faculty members have in terms of : A. Job Motivator Factors 1. Achievements 2. Growth 3. Recognition 4. Responsibility 5. Work Itself B. Job Hygiene Factors 1. Interpersonal Relations 2. Policy and Administration 3. Salary 4. Supervision 5. Working Conditions 3. What is the job performance rating of the UDM teaching personnel? 4. Is there a significant relationship between UDM teaching personnel demographic profile and overall job performance? 5.Is th ere a significant relationship between UDM teaching personnel’s’ motivating and hygiene factors in relation to job performance? 6. Is there a significant difference between UDM teaching personnel’s’ motivating and hygiene factors in relation to job performance? HYPOTHESIS The following null hypothesis was formulated and tested at 0. 05 levels of significance: 1. There is no significant relationship between UDM teaching personnel demographic profile and overall job performance? 2. There is no significant relationship between UDM teaching personnel’s’ motivating and hygiene factors in relation to job performance? . There is a significant difference between UDM teaching personnel’s’ motivating and hygiene factors in relation to job performance? THEORETICAL FRAMEWORK Theories of job satisfaction included discrepancy theory(Locke, 1969), equity theory (Mowday, 1992) and the motivator-hygiene theory (Herzberg, Mauser and Snyderman , 1959). The discrepancy theory was the result of the difference between an actual outcome a person receive and some other expected outcome level which may cause job satisfaction/ dissatisfaction. (Lawler, 1973).Inputs and outputs were the basis of the equity theory. Employees evaluated their inputs/outputs by comparing them with that of other individuals. Equity existed if the ratio of the inputs and outputs was similar to the inputs and outputs of other workers. Conversely, there is inequity if the ratio of the inputs and outputs was unequal to the inputs and outputs of other individual. Equity were associated with job satisfaction while inequity with job dissatisfaction (Mowday, 1992). This study is anchored on the two-factor theory of Herzberg.Herzberg, Mauser and Snyderman (1959) pointed out that job satisfaction is not a unidimensional concept but that is composed of two independent factors: 1. Motivational factors itself can lead to job satisfaction; 2. Maintenance factors (hyg iene factors) must be sufficiently present in order for motivational factors to come into play and when not sufficiently present can block motivation and can lead to job dissatisfaction. Model of Herzberg’s Two – Factor Theory Job Motivator Factors Achievements Growth Recognition Responsibility Work Itself Satisfaction No SatisfactionJob Hygiene Factors Interpersonal Relations Policy and Administration Salary Supervision Working Conditions No Dissatisfaction Dissatisfaction The premise of the motivator-hygiene theory was that jobs had specific factors which were related to job satisfaction and dissatisfaction. The five factors that facilitate job satisfaction were achievement, recognition, work itself, responsibility, and advancement. The factors identified as determinants of job dissatisfaction were policy and administration, supervision, salary, interpersonal relations and working conditions.Herzberg reasoned that because the factors causing satisfaction are differen t from those causing dissatisfaction, the two feelings cannot simply be treated as opposites of one another. The opposite of satisfaction is not dissatisfaction, but rather, no satisfaction. Similarly, the opposite of dissatisfaction is no dissatisfaction. While at first glance this distinction between the two opposites may sound like a play on words, Herzberg argued that there are two distinct human needs portrayed. First, there are physiological needs that can be fulfilled by money, for example, to purchase food and shelter.Second, there is the psychological need to achieve and grow, and this need is fulfilled by activities that cause one to grow. CONCEPTUAL FRAMEWORK The conceptual framework of the study was based on Herzberg two factor theory, also known as the Motivator-Hygiene Theory which focuses on the factors that affect the job performance of faculty members of Universidad De Manila. The hygiene factors are related to the environment external to the job. The environment in cludes interpersonal relations with others, policy and administrations, salary, supervision and working conditions.Many persons who feel dissatisfied draw their dissatisfaction to conditions surrounding their jobs rather than work itself. The other category is the motivating factors, which are found to be effective in motivating people in superior performance. These factors include achievements, growth, recognition, responsibility and work itself. All of these should be working together, to complement and supplement one another. The basic requirement should be provided to the workers as well as the challenge to perform to the maximum capacity and stimulate them to grow to the peak of their performance.This research determined what people or faculty member in particular actually want and what factors made them perform better or lesser on their respective field of teaching. PARADIGM OF THE STUDY CRITERION VARIABLE Job Performance VARIATE Achievements Growth Recognition Responsibility Work Itself Interpersonal Relations Policy and Administration Salary Supervision Working Conditions OTHER FACTORS Age Sex Civil Status Academic Rank Status of Employment Number of Years employed in CCM Figure I â€Å"The motivating and hygiene factors in relation to job performance of Universidad De Manila faculty† SIGNIFICANCE OF THE STUDYThe findings of the study will be beneficial to the following: Government Officials. This study would enable government officials to look into the plight of the faculty members and how they could plan programs and guidelines to improve the life and working conditions of the faculty members of Universidad De Manila. Administrators. The result of this study will be beneficial to the Administrators of Universidad De Manila because it could help them in analysing and identifying the factors that affect the job performance of the faculty members of Universidad De Manila that could possibly guide them in their pursuit of academic excellence.Facul ty Members. The outcome of this study is for the improvement of the quality of life of every faculty member of Universidad De Manila. This will enable them to realize their true value and worth as an educator and envoy of knowledge. Students. The outcome of this study will help the students, since they will be the principal recipient of the enhanced job performance of the faculty members. It will aid them in understanding and appreciating their teachers. Future Researchers. The result of this study could serve as a source of secondary information to future researchers.It may provide them a clearer view of the factors that affect the job performance of faculty members. SCOPE AND LIMITATION This study is limited to the motivating and hygiene factors that affect the job performance of Universidad De Manila. The focus of the study is limited to the motivating and hygiene factors that may possibly influence or affect the job performance of the faculty members of Universidad De Manila. Th e target respondents are one hundred faculty members (100), 100 survey questionnaires were given but only 60 was retrieved for the reason that some faculty members are not available at the time of data gathering.This studycovered the direct association of the variate motivating and hygiene factors with the criterion variable job performance. The direct association of the other factors such as age, sex, civil status, academic rank and length of years employed in Universidad De Manila with the variate and criterion variable were sought. DEFINITION OF TERMS The following terms are operationally defined for clearer and better understanding of the study: Age – this refers to entitled period of life or existence as a person.Civil Status – the indicators of this concept are 1) single 2) married Academic Rank – the level of position of faculty members. Motivating Factors – these are the factors that intrinsic in nature and are essential for employees fulfilment. These include achievements, growth, recognition, responsibility, and work Itself. Hygiene Factors – these are the factors that are extrinsic in nature and can be a great deal for achieving organizational objective. These include interpersonal relations, policy and administration, salary, supervision, and working conditions.Job Performance – refers to the quantity and quality of tasks performed by faculty members of Universidad De Manila. Job Satisfaction – set of favourable and unfavourable feelings with which employuees view their work. Behavior Of Students – attitude or manner of students that affects the performance of the teachers. Class Size – number of students per class. Curriculum – list of subjects that serve as guide to students as they pursue their respective degrees. Government Policies In Education – guidelines set by the CHED, DEPED and other governing body of academic Institutions.Chapter II REVIEW OF RELATED STUDIES AN D RELATED LITERATURE This chapter presents a summary and critical analysis of literature conducted by both local and foreign researchers, which were considered related and applicable to the present study. The researcher establishes related studies both local and foreign studies that were conducted in relation to the job motivation and job satisfaction in relation to job performance of the teaching personnel in the Philippines and in other countries as well. FOREIGN STUDIESAs cited by Dutka, 2002, in her study, The Relationship Between Job Satisfaction And The Organizational Climate For Women Higher Education Administrators At Five Institutions wherein sheexamined women higher education administrators' job satisfaction levels and the relationship between their job satisfaction and perceptions and of satisfaction with the organizational climate. The literature suggests women higher education administrators' may be dissatisfied but few studies explore the influence of the organizationa l climate on job satisfaction.The findings reported here revealed women higher education administrators' dissatisfaction with the organizational climate overall, and underscore the importance of the climate for career development. Equally important are the findings about advancement opportunities. Both factors affect women higher education administrators' job satisfaction, which may influence attrition as well as individual and organizational effectiveness.This study is related to the present study because it elucidates the relationship between the job satisfaction and the organizational climate for women Higher Education administrators, which will be of value to administrators in planning and evaluating the factors that affects job motivation and job satisfaction of teaching personnel, which may somehow affect the individual and organizational effectiveness, which gave the researcher insights in the conceptualization of this study. MichalinosZembylas, Elena Papanastasiou) Recent na tional and international studies on job satisfaction and motivation among teachers in Cyprus carried out in a number of countries have drawn attention to the degree of job satisfaction among teachers. In general, it has been found that context seems to be the most powerful predictor of overall satisfaction. However, given that most of the international studies on teacher satisfaction have been conducted in developed countries, one realizes the need in the available literature for similar research in developing countries as well.This paper examines job satisfaction and motivation among teachers in Cyprus – a small developing country in the Eastern Mediterranean. An adapted version of the questionnaire developed by the â€Å"Teacher 2000 Project† was translated into Greek and used for the purposes of this study that had a sample of 461 K-12 teachers and administrators. The findings showed that, unlike other countries in which this questionnaire was used, Cypriot teachers chose this career because of the salary, the hours, and the holidays associated with this profession. The study analyzes how these motives influence the level of satisfaction held by the Cypriot teachers.Teacher morale, job satisfaction, and motivation According to Linda Evans Model of the interraction of the motivation process with the processes of individuals’ attainment of job satisfaction and high morale. This study is related to the present study because it shows how a company used performance appraisal as a tool for evaluating individual job performance. It also illustrates the interraction of the motivation process with the processes of individuals’ attainment of job satisfaction and high morale, which gave the researcher insights in the conceptualization of this study.Cetin (2006) refer to job satisfaction as the actual satisfaction of the individual with intrinsic and extrinsic reinforces. Job satisfaction is therefore seen as the achieved correspondence soug ht by the individual in relation to intrinsic and extrinsic environmental factors leading to a work contentment. Smith, Kendall and Hulin (1969) state that there are five dimensions that represent the most important characteristics of a job about which people have affective responses.The description of these are the work itself, pay, promotion opportunities, opportunities and co-workers This study is related to the present study because it explains the factors, both extrinsic and intrinsic that are sought by individual in order to attain work contentment, which gave the researcher insights in the conceptualization of this study. (Kessuwan* and Muenjohn†  2010) The results suggested that the employees had a moderate level of job satisfaction with the whole job situations (overall job satisfaction).With a closer look, it indicated that the highest satisfaction occurred in the areas of the work itself, supervision, and coworkers. The employees were highly satisfied with the work i tself because they found that their job was interesting, challenging, and enjoyable and had enough authority and freedom to perform their job. Supervision also made employees were highly satisfied because of the high competency in doing job of supervisor and the good encouragement, opportunity to express opinions, support, fairness, and interest in the feelings of subordinates provided by supervisor.The employees were also highly satisfied with coworkers because their coworkers were highly competent in doing their job. They received good cooperation and supports form their coworkers and there were no bickering and fighting at work. However, the employees were moderately satisfied with other worked-related variables, including pay, fringe benefits, opportunity for advancement, contingent rewards, and communication. Asking from the employees perspectives, it appeared that the employees rated pay as the most important factor influencing their job satisfaction followed by fringe benefit s and coworkers.However, the employees at the managerial and non-managerial levels perceived different degrees of importance. The non-managerial employees perceived pay, fringe benefits and coworker as the most three important would be because these motivational factors could fulfill their basic needs according to the Maslow’s Hierarchy of Needs (Moorhead and Griffin, 1998). On the other hand, the employees at the managerial level rated coworkers, opportunity for advancement, and work itself as the most important factor influencing their job satisfaction.This might be because a good work group or effective team could easily helped them achieved the best results. Similarly, the work itself allowed them to apply their abilities and skills and embody a diversity of tasks, freedom, and performance feedback. Regarding the relationships between the personal variables of the employees and their job satisfaction, it appeared that there were very little relationships between these two variables. The current research was conducted within one multinational company and therefore would not represent employee’s attitude for the whole industry.Also, theories in motivation and job satisfaction proposed a number of factors affecting employee job satisfaction but only eight work-related factors were identified in this study. Finally, quantitative research was employed to assess employees attitude toward their job in the current study. A number of researchers suggested qualitative research should be considered to get an in-depth attitude from respondents. This study is related to the present study because it discusses about the theories in motivation and job satisfaction and how it affects each other, which gave the researcher insights in the conceptualization of this study.LOCAL STUDIES A study on the human factors of the employees in the Greater Manila Area was conducted by Donato. She found out that age, employment status, educational attainment, income, marital status, and working experiences affected the job performance of employees. Better employment, attainment of a higher academic degree, greater income, successful marital relations, and growth professional experience tend to increase one’s satisfaction in life. She also found out that the employees were more satisfied than the government employees in spite of the difference of the privileges in favour of the private employees.This study is related to the present study because it showed how age, employment status, educational attainment, income, marital status and working experiences affect the job performance of employees. It also shows that government employees were more satisfied than the private employees in spite of the difference in the privileges, which gave the researcher insights in the conceptualization of this study. According to Manabat studied the sources of job satisfaction of supervision in selected industrial firms in Metro Manila, as theorized by Herzberg.The f indings of this study showed that achievement, advancement, recognition, and responsibility were three manifested major sources of satisfaction of middle managers and interpersonal relations with superiors. Failure to gain recognition, company policy, and administration were the major sources of dissatisfactions. This study is related to the present study because it elaborates that achievement, advancement, recognition and responsibility were the major sources of satisfaction,which gave the researcher insights in the conceptualization of this study.Quitlong, in her study, found out that the demographic characteristics such as civil status, job status, eligibility, position, educational attainment, income, and length of service; problems; attitudes; and morale did not show significant relationship with their job satisfaction. This study is related to the present study because it identifies the factors that has no significant relationship in the job satisfaction and job performance su ch as civil status, job status, et. al. , which gave the researcher insights in the conceptualization of this study.Villanueva, in his study of job commitment and satisfaction of technology and home economics teachers in selected secondary schools in the division of city schools, manila, found out that teachers are committed on their job and they are performing what is expected of them to the best of their ability. They also believed that they maximize the utilization of school resources, maximize the use of time and submit reports promptly. They claim to have adopted different measures to improve their teaching competencies and see to it that their class met the minimum, if not the maximum standard of instruction.They complied with the requests of their superiors and were willing to accept additional responsibilities when requested to do so. This study is related to the present study because it classifies the perceptual assessment of teachers in relation to their job satisfaction a nd commitment, which gave the researcher insights in the conceptualization of this study. RELATED LITERATURE According to Kant and Rozenweig, highly motivated individualsgenerally make better workers, achievers and implementors. Their performance greatly depends upon the satisfaction of their needs, wants and climate.This is related to the present study insofar as motivating factors are concerned. It explains that highly motivated individual generally makes a better workers, achievers and implementors, And that performance greatly depends upon the satisfaction of the needs wants and climate which the present study had sought in this present study. Jean Piaget’s theory of environmentalism which she related to effectivity. She said that â€Å"to be an educator implies a fundamental belief of environmentalism. The educator must be an environmentalist.It is through the environment that the most fundamental educational process-learning takes place within the child but is influenc ed by some of the values, attitudes and beliefs of educators in the particular organization. Educators must try to influence the learning process by providing the appropriate climate needs. † This theory of Piaget is somewhat related to the present study because in this theory of environmentalism, teachers is the subject implied, and the present study discusses about the motivating and hygiene factors in relation to job performance of Universidad De Manila Faculty Members.Both used teachers or educators as their subject. Quinn, Robert in his â€Å"Quality of Employment Survey† stated that the quality of work environment determines to a large extent of satisfaction of the people. It would be high when certain specific dimension of satisfaction exist, such as financial reward, comfort, challenge, resource adequacy and harmonious relations with co-workers. This is related to the present study because it discussed about the quality of work environment is the determinant of the extent of work satisfaction of the people.Ramoso in his study on motivational factors affecting performance to teachers in Carmen, Nasipit and Buenavista Districts of the Division of Agusan de Norte. She found out that the most favored motivational factors related to the quality of teachers’ performance were principal’s trust, production emphasis and morale. She said that when teachers felt their school administrators have trust and confidence in them, they were motivated to exert effort thus providing improving the quality of their performance.This is related to the present study because the motivational factors affecting teachers were discussed as well as the quality of teacher’s performance. Ramoso specified the factors affecting the performance of teachers in Carmen, Nasipit and Buenavista Districts of Agusan Del Norte. Joseph Reitz stated that as workers grow older, they tend to be slightly more satisfied with their jobs. This is due to a number of reas ons such as lower expectations and better adjustment to their work situation because of their experience with it.Younger workers tend to be less satisfied because of higher expectations and less adjustment. This is somewhat related to the present study because it deals with the workers satisfaction. The reasons of their satisfaction were also specified. Deci mentioned that people hold positive attitude toward their organization and they experience a high level of job satisfaction when the organization provides them with rewards which they desire. He further assumed that satisfied workers will perform better than unsatisfied workers. He further suggested that satisfying workers is an effective means of motivating them.This is related to the present study because it talk over that people hold a positive attitude toward their organization and they experience a high level of job satisfaction when the organization provides them with rewards which they desire. It was also assumed that sat isfied workers will perform better than the unsatisfied one. Gil stated that the poorer the attitude a teacher has towards his profession, the more unsatisfactory will be his teaching performance. This is related to the present study insofar as attitude has a relationship to one’s performance at work.However, this study has a different setting and it involves elementary school teachers, while the present study has its focus on college professors. In a research that was undertaken by Tsai Min Yen, a teacher. She found out the relationship between job performance and personality traits of faculty members of Nan Tai College of Commerce and Technology. She found out that faculty members performed satisfactorily with various activities related to school work such as administration, organization, consultative and guidance.She further concluded that the satisfaction a faculty member feels in his job is substantially influenced by his personality traits. This is related to the presen t study because it talks about the relationship between job performance and personality traits of faculty members which this present study has also been discussing. This research had concluded that the job satisfaction a faculty feels in his job is substantially influenced by his personality traits. Myers pointed out that motivation tends to be related to the kind of supervisor relationship experienced.He suggests that if a school superintendent develops good interpersonal relationship, the principal in the school system will tend to be more highly motivated. The interpersonal relationships which promote high motivation in a school organization are those which are work-oriented and which free individuals to become self-actualized in their work. This is related in the present study because it pointed out that motivation tends to be related to the kind of supervisor relationship experienced. Myers also suggested that if a school superintendent develops good nterpersonal relationship, the principal in the school system will tend to be more highly motivated. Penley and Hawkins showed that a supervisors receptiveness or willingness to listen to subordinates ideas, problems and concerns will improve the motivation of subordinates. Though such receptiveness, supervisors develop knowledge of areas in which they need to provide additional training or explanation in order to build expectancy that the workers can perform tasks. When employees have a sense of mastery and reward in their jobs, they perform better.This is related to the present study because it showed that a supervisor s receptiveness or willingness to listen to subordinates ideas, problems and concerns will improve the motivation of subordinates. Chapter III METHODOLOGY This chapter discusses the research design used in the study, samples and sampling techniques, instrumentation, data gathering procedures, and statistical treatment of data gathered by the researcher. RESEARCH DESIGN Any scientific process begins with description of an event or events from which theories may be developed to explain phenomenon.In this study, the researcher will use the descriptive research design since this involves observation and description of the behavior of the teaching personnel at Universidad De Manila. Under this design, a descriptive – correlational method will be employed in anylizing the data that will be collected through survey questionnaire. According to Calderon (1993:62), descriptive research is a purposive method of gathering, analysing, classifying, and tabulating data about prevailing conditions or situation.Similarly, Aquino (1992:3) describes descriptive method of research as a process of systematically describing a situation or area of interest factually and accurately. It gives a clear statement of what is existing at the present understanding. Correlation studies are based on quantitative measures on two or more variables. Since the study is correlational in nature, the s tatistical relationship between the level of motivation and the level job satisfaction will be looked into and it give an indication of how one variable may predict the other.However,  the correlation of the variables does not imply causation; that is, simply because two events are in some way correlated (related) does not mean that one necessarily causes the other. SAMPLE AND SAMPLING TECHNIQUES In determining the sample of the study, the researcher will be using a non-probability sampling technique specifically the purposive sampling. Purposive Sampling, according to Blay(2005:12) is a process of choosing the respondents based on the criteria set by the researcher. With this type, the sample is â€Å"hand-picked† for the research.Using purposive sampling allows the researcher to home in on people or events, which have good grounds in what they believe, will be critical for the research. In this study, respondents will be selected in terms of their status in the University . The researcher’s respondents of this study will be the teaching personnel of the Universidad De Manila. The distribution of the respondents will be as follows Category| Male| Female| Total| Permanent| 17| 13| 30| Temporary| 3| 2| 5| Part –time| 15| 10| 25| TOTAL| 35| 25| 60| INSTRUMENTATIONThe research instrument that the researcher will be using in this study will be divided into two parts: the profile of the respondents survey and the job satisfaction and dissatisfaction questionnaire. The variables that would be measured in the profile of the respondents consists of age, gender, civil status, civil status, number of years employed at UDM and status or academic rank. In determining the level of motivation and level of job satisfaction of the respondents the researcher will use a questionnaire adapted from the study of Jesse F. Seegmiller entitled â€Å"job Satisfaction of Faculty and Staff at the College of Eastern Utah†.The questionnaire consists of the Fac ulty Job Satisfaction/Dissatisfaction scale (Seegmiller,1977) which assessed the dimensions of the Herzberg motivator – hygiene theory. This section consisted of a 51-item five points Likert scale with responses varying from 1 (very dissatisfied) to 5 (very satisfied) which is categorized into three parts – the motivator factors, hygiene factors and the overall job satisfaction. DATA GATHERING PROCEDURES The researcher will ask the permission of the Vice President for Academic Affairs for the conduct of the study.After securing permit, the questionnaires will be distributed to the selected faculty members and the data obtained will be treated statistically using the percentage, mean, standard deviation and the Pearson Correlation Coefficient. The frequency distribution and the percentage will be used to describe the demographic profile of the respondents while the mean and the standard deviation will be used for the overall job satisfaction and the level of job satisfa ction in terms of the job motivator factors and job hygiene factors.In order to establish the significant relationship between the variables of the study, Pearson correlation coefficient will be computed. Also, the researcher will determine if the relationships among the factors are significant and the t test will be computed at 0. 05 levels with a degree of freedom of n1+n2 – 2. STATISTICAL TREATMENT The following are the statistical tools the researcher will be using in the study: 1. The Frequency Counts and Percentages In answering question number 1 of the statement of the problem, the researcher will make use of the frequency count and simple percentage to describe the respondents’ profile. 2.The Weighted Mean. Since the adapted questionnaire is a Likert Scale form, it is deemed proper to describe variables such as level of job satisfaction and level of motivation in terms of a single value that would described the whole set of data and that value is the weighted m ean. The weighted points for each item will be obtained by multiplying the scale value of the responses and the total number of respondents indicating it. The total weighted points is the sum of all the points for each scale value. Weighted mean of each item will be computed by dividing the total weighted point by the total number of responses as shown in the formula: W.M = S V x TWPN Where: SV = Scale Value TWP = Total Weighted Points N = Total Number of respondents 3. In order to find out the relationships of the level of motivation to the level of job satisfaction, the Pearson Correlation Coefficient, r, will be utilized by the researcher. A correlation is a number between -1 and +1 that measures the degree of association between two variables (level of motivation and level of job satisfaction). A positive value for the correlation implies a positive association A negative value for the correlation implies a negative or inverse association.Below is the interpretation of the corre lation coefficient that the researcher will use, -1. 0 to -0. 7 strong negative association. -0. 7 to -0. 3 weak negative association. -0. 3 to +0. 3 little or no association. +0. 3 to +0. 7 weak positive association. +0. 7 to +1. 0 strong positive association. The correlation coefficient will be computed using the formula The variables X and Y will refer to the level of motivation and level of job satisfaction, with mean XBAR and YBAR respectively and standard deviations SX  and SY  respectively. To tell whether or not the relationship is significant, the value of r will be tested at 0. 5 level of significance. The formula for computing the appropriate  t value  to test significance of a correlation coefficient employs the t distribution: t=rn-21-r2 Legend: 4. 21 – 5. 00 Highly satisfied 3. 41 – 4. 20 Slightly to moderately satisfied 2. 61 – 3. 40 Not sure of the opinion 1. 81 – 2. 60 Slightly to moderately dissatisfied 1. 00 – 1. 80 Highl y dissatisfied Chapter IV PRESENTATION, ANALYSIS and INTERPRETATION OF DATA 1. What is the Profile of the Respondents Table 1. 1 The Distribution of Age of the Respondents Age| Frequency| Percent| | | | 1 – 30 years old| 19| 31. 7| 31 – 40 years old| 22| 36. 7| 41 – 50 years old| 11| 18. 3| 51 years old and above| 8| 13. 3| Total| 60| 100| Table 1. 1 shows the distribution of the respondents according to age. Faculty members aged 31-40 years old have the highest percentage of 36. 7%, which is 22 out of 60 respondents, followed by the faculty members aged 21-30 years old having 31. 7%,which is 19 out of 60 respondents, then the faculty members aged 41-50 years old with 18. 3%,which is 11 out of 60 respondents and lastly, faculty members aged 51 and above with 13. %, which is 8 out of 60 respondents. Table 1. 2 The Distribution of Respondents According to Gender Gender| Frequency| Percent| Male| 35| 58. 33| Female| 25| 41. 67| Total| 60| 100. 00| Table 1. 2 illust rates the distribution of the respondents according to gender. Most of the respondents are males, 35 out of 60 respondents, which is 58. 33%, while female faculty members are 25 out of 60 respondents, which is 41. 67%. Table 1. 3 The Distribution of Respondents According to Marital Status Marital Status| Frequency| Percent| Single| 24| 40| Married| 36| 60| Total| 60| 100| Table 1. shows the distribution of the respondents according to marital status. Majority of the respondents are married having a 60% rating, which is 36 out of 60 respondents, and the remaining 24 out of 60 respondents, which is 40% are single. Table 1. 4 The Distribution of the Respondents as to Status Status| Frequency| Percent| full time| 35| 58| part time| 25| 42| Total| 60| 100| Table 1. 4 illustrates the distribution of respondents according to status of employment. 35 out of 60, which is 58% of the respondents are full time, while 42%, which is 25 out of 60 were part time faculty members. Table 1. 5The Distr ibution of Respondents as to the Length of Service at Universidad De Manila | Frequency| Percent| 1 – 5 years| 28| 47| 6 – 10 years| 17| 28| 11 – above| 15| 25| Total| 60| 100| Table 1. 5 shows the distribution of respondents according to the length of service. The respondents who have been in the university for 1-5 years had the highest percentage of 47%,which is 28 out of 60 respondents, followed by the respondents who have been in the university for 6-10 years with 17 out of 60 respondents, which is 28%, and the faculty members who have been in the university for 11 years and above with 25%, which is 15 out of 60 respondents. . What is the level of job satisfaction UDM faculty members have in terms of Table 2. 1 Job Motivator Factors of the Respondents as to Achievement Achievement| Mean| Verbal Interpretation| 1. The actual achievement of work-related goals. | 4. 08| Slightly to Moderately Satisfied| 2. The immediate result of your work. | 4. 23| Very Satisf ied| 3. Personal goals attainment| 4. 32| Very Satisfied| 4. The extent to which you are able to objectively evaluate your accomplishment. | 4. 18| Slightly to Moderately Satisfied| 5. Students follow the practices being taught. | 3. 0| Slightly to Moderately Satisfied| Over-all Weighted Mean| 4. 14| Slightly to Moderately Satisfied| Table 2. 1 shows the job motivator factors of the respondents according to achievement with an over-all weighted mean of 4. 14 which is interpreted as slightly to moderately satisfied. Personal goal attainment ranks first among the job motivator factors on achievement with a mean of 4. 32, while item 2 on immediate result of your work with a mean of 4. 23 comes next. The item number 4, extent to which you are able to objectively evaluate your accomplishment is the third with a mean of 4. 8, followed by the item number 1, actual achievement of work-related goals with a mean of 4. 08 and lastly, the item number 5, the students follow the practices being t aught with a mean of 3. 90. Table 2. 2 Job Motivator Factors of the Respondents as to Growth Growth| Mean| Verbal Interpretation| 1. Opportunities for increased responsibility in education. | 4. 02| Slightly to Moderately Satisfied| 2. Participation in in-service education. | 3. 98| Slightly to Moderately Satisfied| 3. Opportunities to grow professionally through formal education. | 4. 10| Slightly to Moderately Satisfied| 4.Opportunities to attend professional conferences, workshops, etc. | 3. 53| Slightly to Moderately Satisfied| 5. Opportunities provided for growth in education compared with growth in other fields. | 3. 68| Slightly to Moderately Satisfied| Over-all Weighted Mean| 3. 86| Slightly to Moderately Satisfied| Table 2. 2 shows the job motivator factors of the respondents according to growth with an over-all weighted mean of 3. 86. All the factors fall under the slightly to moderately satisfied, where item number 3, opportunities to grow professionally through formal ed ucation falls on the first rank with 4. 2 mean. The item number 1, opportunities for increased responsibility in education comes second with a weighted mean of 4. 02. Participation in in-service education, which is under item number 2 is the third among the job motivator factor with a mean of 3. 98. Item number 5 or the opportunities provided for growth in education compared with growth in other fields falls fourth among the factors with a mean of 3. 68. Item number 4 or the opportunities to attend professional conferences, workshops, etc is the last among the job motivator factors with a mean of 3. 53. Table 2. 3Job Motivator Factors of the Respondents as to Recognition Recognition| Mean| Verbal Interpretation| 1. Recognition of your accomplishment by co-workers| 3. 77| Slightly to Moderately Satisfied| 2. Recognition of your accomplishment by superior| 3. 85| Slightly to Moderately Satisfied| 3. Your recognition compared to that your co-workers| 3. 65| Slightly to Moderately Satis fied| 4. The recognition you get from administration for your ideas. | 3. 57| Slightly to Moderately Satisfied| 5. Publicity given to your work and activities. | 3. 35| Not sure of opinion| Over-all Weighted Mean| 3. 4| Slightly to Moderately Satisfied| Table 2. 3 shows the job motivator factors of the respondents according to recognition with an over-all weighted mean of 3. 64. One out of five factors were given a rating of not sure of opinion. This is the item number 5, publicity given to your work and activities which had a mean of 3. 35. The remaining four items got a slightly to moderately satisfied rating. First of which is the item number 2, recognition of your accomplishments by superior with a mean of 3. 85. Second is the item number 1, recognition of your accomplishments by co-workers with a mean of 3. 7. Third is the item number 3 which is your recognition compared to that of your co-workers with a mean of 3. 65. Fourth is the item number 4, the recognition you get from a dministration for your ideas with a mean of 3. 57. Table 2. 4 Job Motivator Factors of the Respondents as to Responsibility Responsibility| Mean| Verbal Interpretation| 1. The authority you have to get the job done. | 4. 13| Slightly to Moderately Satisfied| 2. Committee responsibilities| 4. 00| Slightly to Moderately Satisfied| 3. The total amount off responsibilities you have on a job. | 4. 0| Slightly to Moderately Satisfied| 4. Your responsibilities compared with those of your co-workers. | 3. 73| Slightly to Moderately Satisfied| 5. Responsibilities outside your major areas of interest. | 3. 82| Slightly to Moderately Satisfied| Over-all Weighted Mean| 3. 94| Slightly to Moderately Satisfied| Table 2. 4 illustrates the job motivator factors of the respondents according to responsibility. All the factors on this category have been rated slightly to moderately satisfied. Item number 1 or the authority you have to get the job done is on the first with a mean of 4. 3. Item number 2 and 3 follows with a mean of 4. 00, while the responsibilities outside your major areas of interest is on the third with a mean of 3. 73. item number 5 or the responsibilities outside your major areas of interest is the last among the job motivator factors as to responsibility. Table 2. 5 Job Motivator Factors of the Respondents as to Work Itself Work Itself| Mean| Verbal Interpretation| 1. Work and association with college-age students| 4. 13| Slightly to Moderately Satisfied| 2. The interesting and challenging aspects of teaching. | 4. 57| Very Satisfied| 3.The general type of work you do. | 4. 32| Very Satisfied| 4. Your level of enthusiasm about teaching. | 4. 55| Very Satisfied| 5. Your work load and work schedule. | 4. 03| Slightly to Moderately Satisfied| Over-all Weighted Mean| 4. 32| Very Satisfied| Table 2. 5 shows the job motivator factors of the respondents as to work itself wherein, the interesting and challenging aspects of teaching comes first among the said factors with a mean of 4. 57. The level of enthusiasm about teaching is second with a mean of 4. 55 followed by the general type of work you do with a mean of 4. 2. The work and association with college-age students with a mean of 4. 13 is the fourth, while your work load and work schedule is the last factor with 4. 03 mean. The first three factors had a verbal interpretation of very satisfied, while the other two factors are slightly to moderately satisfied. Table 2. 6 Job Hygiene Factors of the Respondents as to Interpersonal Relations Interpersonal Relations| Mean| Verbal Interpretation| 1. Friendliness of your co-workers| 4. 37| Very Satisfied| 2. Cooperation from faculty in your department| 4. 23| Very Satisfied| 3.Cooperation from faculty outside your department| 3. 98| Slightly to Moderately Satisfied| 4. Professional relationship on the job| 4. 32| Very Satisfied| 5. Overall institutional relations including faculty, students and staff| 4. 07| Slightly to Moderately Satisfied| Over- all Weighted Mean| 4. 19| Slightly to Moderately Satisfied| Table 2. 6 illustrates the job hygiene factors of the respondents as to interpersonal relations. The friendliness of your co-workers, professional relationship on the job and cooperation from faculty in your department had a very satisfactory verbal interpretation with a mean of 4. 7, 4. 32 and 4. 23, respectively. While the overall institutional relations including faculty, students and staff, and overall institutional relations including faculty, students and staff fall under the slightly to moderately satisfied with a mean of 4. 07 and 3. 98 respectively. Table 2. 7 Job Hygiene Factors of the Respondents as to Policy and Administration Policy and Administration| Mean| Verbal Interpretation| 1. Your involvement in making decisions| 3. 75| Slightly to Moderately Satisfied| 2. The extent to which you are informed about matters affecting you. | 3. 3| Slightly to Moderately Satisfied| 3. The procedure used to select faculty f or promotion to positions| 3. 23| Not sure of the opinion| 4. The extent to which administrative policies and procedures are made available to the faculty. | 3. 35| Not sure of the opinion| 5. The extent to which administrative policies and procedures are actually followed. | 3. 25| Not sure of the opinion| Over-all Weighted Mean| 3. 46| Slightly to Moderately Satisfied| Table 2. 7 presents the job hygiene factors of the respondents as to the policy and administration with an overall mean of 3. 6 which is interpreted as slightly to moderately satisfied. Three out of six factors had a mean that falls under the not sure of the opinion while the other three are slightly to moderately satisfied. Table 2. 8 Job Hygiene Factors of the Respondents as to Salary Salary| Mean| Verbal Interpretation| 1. The method used to determine your salary| 3. 15| Not sure of the opinion| 2. The range of salaries paid to instructors at CCM| 3. 08| Not sure of the opinion| 3. Your salary compared to that of people with similar training in other institutions. | 3. 22| Not sure of the opinion| 4.The amount of your salary. | 3. 15| Not sure of the opinion| 5. The earning potential of the faculty compared to that of the administration. | 3. 20| Not sure of the opinion| Over-all Weighted Mean| 3. 16| Not sure of the opinion| Table 2. 8 presents the job hygiene factors of the respondents as to salary with an overall mean of 3. 16 which is interpreted as not sure of the opinion. The respondents are not of their opinion when it comes to job hygiene factors as to salary. Table 2. 9 Job Hygiene Factors of the Respondents as to Supervision Supervision| Mean| Verbal Interpretation| . The level of understanding that your superiors and you have of each other. | 3. 98| Slightly to Moderately Satisfied| 2. Competence of your superior to give leadership. | 3. 98| Slightly to Moderately Satisfied| 3. The sensitivity of your superior to your needs| 3. 83| Slightly to Moderately Satisfied| 4. The willing ness of your superior to delegate authority. | 3. 95| Slightly to Moderately Satisfied| 5. The fairness of your superior. | 4. 00| Slightly to Moderately Satisfied| Over-all Weighted Mean| 3. 95| Slightly to Moderately Satisfied| Table 2. presents the job hygiene factors of the respondents as to supervision with an overall mean of 3. 95 which is interpreted as slightly to moderately satisfied. All the factors that falls under this category of job hygiene had a slightly to moderately satisfied interpretation. Table 2. 10 Job Hygiene Factors of the Respondents as to Working Condition Working Condition| Mean| Verbal Interpretation| 1. Your work schedule compared to that of people with similar training in other professions. | 3. 63| Slightly to Moderately Satisfied| 2. Your office facilities. | 3. 03| Not sure of the opinion| 3.The adequacy of instructional equipments. | 2. 92| Not sure of the opinion| 4. The number of course preparations required. | 3. 57| Slightly to Moderately Satisf ied| 5. Your work schedule compared to that of your co-workers. | 3. 73| Slightly to Moderately Satisfied| Over-all Weighted Mean| 3. 38| Not sure of the opinion| Table 2. 10 presents the job hygiene factors as to working condition with an overall mean of 3. 38 which is interpreted as not sure of the opinion. The office facilities as well as the adequacy of instructional equipment fall on the lowest mean of 3. 3 and 2. 92 respectively, while the work schedule compared to that of people with similar training in other profession, the number of course preparations required and the work schedule compared to that of your co-workers got a slightly to moderately satisfied interpretation. Table 2. 11 The Level of Job Satisfaction of the Respondents in terms of Job Motivator Factors JOB MOTIVATOR FACTOR| MEAN| VERBAL INTERPRETATION| RANK| Achievement| 4. 14| Slightly to Moderately Satisfied| 2| Growth| 3. 86| Slightly to Moderately Satisfied| 4| Recognition| 3. 4| Slightly to Moderately Sati sfied| 5| Responsibility| 3. 94| Slightly to Moderately Satisfied| 3| Work Itself| 4. 32| Very Satisfied| 1| Over-all Weighted Mean| 3. 98| Slightly to Moderately Satisfied| | Table 2. 11 shows the level of job satisfaction of the respondents in terms of job motivator factors. The overall mean is 3. 98 which is interpreted as slightly to moderately satisfied. Among the factors, only the work itself got a very satisfied interpretation with a mean of 4. 32. The remaining factors got a slightly to moderately satisfied interpretation. Table 2. 12The Level of Job Satisfaction of the Respondents in terms of Job Hygiene Factors JOB HYGIENE FACTOR| MEAN| VERBAL INTERPRETATION| RANK| Interpersonal Relations| 4. 19| Slightly to Moderately Satisfied| 1| Policy| 3. 46| Slightly to Moderately Satisfied| 3| Salary| 3. 16| Not sure of the opinion| 5| Supervision| 3. 95| Slightly to Moderately Satisfied| 2| Working Conditions| 3. 38| Not sure of the opinion| 4| Over-all Weighted Mean| 3. 63| Slight ly to Moderately Satisfied| | Table 2. 12 represents the level of job satisfaction of the respondents in terms of job hygiene factors with an overall mean of 3. 3. salary got the lowest mean of 3. 16 which is interpreted as not sure of the opinion. Aside from salary, the working condition, being second to the lowest got a mean of 3. 38 which fall under the interpretation of not sure of the opinion. The other remaining factors got a mean interpretation of slightly to moderately satisfied . 3. What is the job performance rating of the UDM teaching personnel? Table 3. 1 The Job Performance of the UDM teaching Personnel FACULTY| MEAN| INTERPRETATION| Full Time| 4. 46| Very Satisfactory| Part Time| 4. 51| Very Satisfactory| Overall – Mean| 4. 481| Very Satisfactory|Table 3. 1 presents the job performance of the fulltime and part time UDM teaching personnel with an overall mean of 4. 481 which is interpreted as very satisfactory. The job performance rating was taken from the Perfor mance Evaluation Rating given by the Dean and Students. Both the full-time and the part-time got the rating of very satisfactory. 4. Is there a significant relationship between UDM teaching personnel demographic profile and overall job performance? Table 4. 1 Significant Relationship of the Profile of the Respondents and their Job Performance Profile| x2 (p – value)| Significant Level ( 0. 5)| Decision| Age of the Respondents| 0. 488| Insignificant| Accept Ho| Gender| 0. 382| Insignificant| Accept Ho| Marital Status| 0. 393| Insignificant| Accept Ho| Status of Employment| 0. 343| Insignificant| Accept Ho| Length of Service at UDM| 0. 213| Insignificant| Accept Ho| Table 4. 1 presents the hypothesis test on the relationships of the profile of the respondents and their job performance. As to the profile, the table reveals the chi-square value for the age of the respondents as 0. 488 which is insignificant at 0. 05 level of probability, thus the null hypothesis is accepted.There is no significant relationship between age of the respondents and the performance of the respondents. As to gender, the p-value is 0. 382 which is insignificant, thus the null hypothesis is accepted. This means that in terms of Gender, there is no significant relationship between the gender and the job performance of the respondents. Marital status, as revealed by the table, is not significantly related to the job performance of the respondents which has a p-value of 0. 393. The status of employment is not significantly related to the job performance of the respondents as shown in the above table, the p value of 0. 43 is insignificant at 0. 05 level. Lastly, as to the length of service at UDM, the computed p-value of 0. 213 is insignificant at 0. 05 level of significance, thus the null hypothesis is accepted. There is no significant relationship between the length of service and job performance of the teaching personnel of Universidad De Manila. 5. Is there a significant Relationsh ip between UDM teaching personnel’s motivating and hygiene factors as to job performance? Table 5. 1 Significant Relationship of the Motivating Factors of the Respondents and their Job Performance JOB MOTIVATOR FACTORS| x2 (p – value)| Significant Level (0. 5)| Decision| achievement| 0. 75| Insignificant| Accept Ho| Growth| 0. 72| Insignificant| Accept Ho| Recognition| 0. 54| Insignificant| Accept Ho| Responsibility| 0. 11| Insignificant| Accept Ho| Work Itself| 0. 48| Insignificant| Accept Ho| Table 5. 1 shows the significant relationship between UDM teaching personnel’s motivating factors and their job performance. Using ? = 0. 05 as the level of significance criterion, the results are statistically insignificant because the p-value of the tests such as 0. 75(achievement), 0. 72(growth), 0. 54(recognition), 0. 11(responsibility), 0. 48(work itself) is greater than 0. 05.In other words, we can accept the null hypothesis. It can be gleaned that the job motivator factors such as achievement, growth, recognition, responsibility, and work itself has no significant relationship to the job performance of the UDM teaching personnel. Table 5. 2 Significant Relationship of the Hygiene Factors of the Respondents and their Job Performance JOB HYGIENE FACTORS| x2| Significant Level (0. 05)| Decision| | (p – value)| | | Interpersonal Relations| 0. 837| Insignificant| Accept Ho| policy| 0. 996| Insignificant| Accept Ho| Salary| 0. 046| Significant | Reject Ho| Supervision| 0. 395| Insignificant| Accept Ho|Working Conditions| 0. 884| Insignificant| Accept Ho| Using ? = 0. 05 as the level of significance criterion, table 5. 2 revealed that the p value of 0. 837(Interpersonal Relations), 0. 996(policy), 0. 395(Supervision) and 0. 884(Working Conditions) are statistically insignificant since the values are greater than 0. 05, thus the null hypothesis is accepted while 0. 046(salary) is statistically significant since it is less than 0. 05. The above table revealed that factors such as interpersonal relations, policy, supervision and working conditions are not significantly related to the job performance of the respondents.On the other hand, only the factor salary has a significant relationship with the job performance of the UDM teaching personnel. 6. Is there a significant difference between UDM teaching personnel’s motivating and hygiene factors and job performance? Table 6. 1 Differences in the Motivating Factors and Job Performance of the Respondents Job Motivator Factors| Sources of Variation| Sum of Squares| df| Mean Square| F| p – value| Decision| Achievement| Between Groups| 9. 453| 38| 0. 25| 0. 80| 0. 73| Accept Ho| | Within Groups| 6. 555| 21| 0. 31| | | | | Total| 16. 007| 59|   | | | |Growth| Between Groups| 20. 479| 38| 0. 54| 0. 70| 0. 83| Accept Ho| | Within Groups| 16. 120| 21| 0. 77| | | | | Total| 36. 599| 59|   | | | | Recognition| Between Groups| 27. 934| 38| 0. 74| 0. 83| 0. 70| Accept H o| | Within Groups| 18. 665| 21| 0. 89| | | | | Total| 46. 599| 59|   | | | | Responsibility| Between Groups| 15. 621| 38| 0. 41| 0. 85| 0. 68| Accept Ho| | Within Groups| 10. 179| 21| 0. 48| | | | | Total| 25. 799| 59|   | | | | Work Itself| Between Groups| 9. 017| 38| 0. 24| 0. 83| 0. 70| Accept Ho| | Within Groups| 6. 039| 21| 0. 29| | | | | Total| 15. 056| 59|   | | | |Using the level of significance criterion at 0. 05, the results of the above table are statistically insignificant because the p-value, using the ANOVA, are greater than 0. 05. In other words, the null hypothesis is accepted. This means that achievement, growth, recognition, responsibility, and work itself has no significant difference in the job performance of the UDM personnel. Table 6. 2 Differences in the Hygiene Factors and Job Performance of the Respondents Hygiene Motivator Factors| Sources of Variation| Sum of Squares| df| Mean Square| F| P -value| Decision| Interpersonal Relations| Between Groups| 1 0. 83| 38| 0. 28| 0. 71| 0. 83| Accept Ho| | Within Groups| 8. 415| 21| 0. 40| | | | | Total| 19. 197| 59|   | | | | Policy and Administration| Between Groups| 22. 938| 38| 0. 60| 0. 81| 0. 72| Accept Ho| | Within Groups| 15. 581| 21| 0. 74| | | | | Total| 38. 519| 59|   | | | | Salary| Between Groups| 42. 203| 38| 1. 11| 0. 98| 0. 54| Accept Ho| | Within Groups| 23. 861| 21| 1. 14| | | | | Total| 66. 064| 59|   | | | | Supervision| Between Groups| 29. 698| 38| 0. 78| 1. 57| 0. 14| Accept Ho| | Within Groups| 10. 432| 21| 0. 50| | | | | Total| 40. 130| 59|   | | | |Working Conditions| Between Groups| 27. 549| 38| 0. 72| 0. 84| 0. 68| Accept Ho| | Within Groups| 18. 059| 21| 0. 86| | | | | Total| 45. 607| 59|   | | | | Using ? = 0. 05 as the level of significance criterion