Punished by Rewards free essay sample

The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes (1993), contends that rewards and punishments are â€Å"two sides of the same coin† (p. 50). Although rewards are certainly more pleasurable, they are â€Å"every bit as controlling as punishments, even if they control by seduction† (p. 51). According to Kohn, if we want youngsters to become self-regulating, responsible, caring individuals, we must abandon attempts at external control and provide students with opportunities to develop competence, connection, and autonomy in caring classroom communities One of the most important parts of being an effective teacher is motivation of the children you are teaching. When I was learning have to be an effective teacher in my methods classes, many of the techniques that I was taught included extrinsic motivation. When I began my student teaching I watched techniques my cooperating teacher used to motivation and noticed she did not use any of the techniques I had learned in my classes. We will write a custom essay sample on Punished by Rewards or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I found myself confused about how I would handle the matter of motivation when it came time for me to take control of the class on my own. I used candy and a treasure chest for rewards, but found that I only received motivation for a short time in return for these rewards. I knew that I would have to do more research and construct a new plan to motivate my student’s long term. I did some research and found that, extrinsic motivation refers to an individual’s involvement in an activity because an incentive or reward external to the activity has been offered. An extrinsically motivated child will choose to read a book or complete homework because they will get stickers when they have finished or not be allowed to watch TV if they do not finish. Another frequently used tactic to motivate children is threating to call the parent or some other authority figure if they do not get their work done. Another form of motivation is intrinsic motivation, this involves knowing that a person does what they do, not because someone else wants them to do it, or because I believe someone will respect or like me for doing it. What they do satisfies them regardless of what others may think. This true form of motivation reflects the genuine inclinations and feelings of the child, not the values or expectations of teachers or parents (Dr. Gabor Mate, 1999). Although the motivation literatures point out that intrinsic motivation is critical to student learning, the U. S. education system is organized and ran in a way that supports and promotes extrinsic motivation. Many parents and teachers believe that the external rewards such as money for good grades and bribes are the best way to motivate children. These well-intentioned, quick fix approaches to motivate send the message that there should be a tangible reward for doing schoolwork or behaving correctly. These techniques may work short-term, but long-term they will weaken the development of intrinsic motivation. Internal and external motivation does not necessarily reinforce one another. Extrinsic rewards can interfere with intrinsic motivation by turning an intrinsically attractive activity, such as reading for pleasure, into a means to an external goal, such as getting a pizza (Deci, 1995). Researchers studying motivation (Deci 1990; Ryan 1985; Nicholls 1983) generally agree on three points. First, motivation is an inherent natural capacity to learn that need to be elicited from within an individual rather than established form outside an individual. Second, teachers and parents must become aware that the long-term earning is to promote the development of motivation that arises for the child’s own nature and inclinations. Third, children must be intrinsically motivated to become self-regulated, independent, lifelong learners. One hypothesis that tested internal and external modification is the overjustofocation effect. The overjustification effect states that how individuals will feel toward performing certain tasks is determined by whether they are intrinsically or extrinsically motivated to perform the task (Deci, 1971). Using the self-perception theory’s prediction that when extrinsic motivations are present they will take precedent over intrinsic motivations, the overjustification effect reveals the importance of motivation on performance (Lepper, Greene, amp; Nisbett). In 1971, Deci suggested that in a situation where an individual was to receive a reward for an activity, and knew about the reward prior to participating in said activity, then the individual would attribute his or her behavior to the reward instead of the activity itself. Deci’s theory led to the hypothesis that once an activity is associated with the external reward; a person will be less inclined to participate in the activity in the future without a reward present. Two years after Deci’s study, a group of researchers again tested the overjustification hypothesis in a field experiment. Lepper, Greene, and Nisbett (1973) went to a nursery school and observed children’s intrinsic interest in various activities to confirm Deci’s theory. The children were then put into one of three conditions for the experiment. In the first condition, known as the â€Å"expected-award condition,† children were told they would receive a reward (a certificate with a seal and a ribbon) for partaking in the activity that they were previously doing out of pure intrinsic interest. †¢ In the second condition, the â€Å"unexpected-award condition,† the children were not told of the reward until after they finished the activity. †¢ In the third condition, also called the â€Å"no-reward condition,† the researchers did not tell or give the children any reward. This group thus served as the control group, since extrinsic rewards were not involved either before or after performance. The extrinsic reward phase ended with the researchers giving the children the certificates based on their condition group. In the following phase, the researchers let the children go about their activities, but this time without offering or giving any rewards. In accordance with the overjustification hypothesis, the children in the â€Å"expected-reward condition† had become less interested in their activities since the introduction of the extrinsic motivation. However, there was no change in the interest of the group who received the reward unexpectedly. This is because the children in this condition did not know about the reward until after the activity, and therefore attributed their behavior to an enjoyment of the activity. Similarly, those who did not expect or receive a reward had no extrinsic motivation, and showed no decline in interest as a result. Based off of the research I did and examples I found, I plan to base the motivation I provide to my students on intrinsic techniques and rewards. I will do everything I can to help to develop the children’s intrinsic motivation, so they can gain the tools needed to motivate themselves internally. This will be a skill, once mastered that will continue to benefit them and assist them to become successful in all aspects of their lives.

D-Day Essays - Operation Overlord, France, Operation Neptune

D-Day Essays - Operation Overlord, France, Operation Neptune D-Day D-Day is the most well-known, gruesome day in the history of WWII. Out of the five landings, the landing on Omaha Beach was, by far, the worst for the U.S. and The Allies. Paratroopers who had landed the night before came up behind the Germans and aided the U.S. and The Allies. Eventually they pushed through and invaded Hitler?s Europe. Even though D-Day was considered a massacre, the invasion aided the US?s ultimate victory. D-Day happened on June 6, 1944. It was one of the darkest days in the history of World War II, not only for the U.S., but also the Allies. D-Day was the invasion of Hitler controlled Europe, and the beginning of the fall of an empire. It consisted of airborne attacks and assaults on five beaches given the code names, Utah, Gold, Juno, Sword and Omaha. With 35,000 troops and 4,404 bombs weighing tow hundred and fifty pounds each, D-Day was called the worlds largest, greatest planned amphibious attack ever. As for the assaults on the beaches, four of the five went pretty well. The Germans did not put up much of a fight and the troops penetrated Europe quite easily. However, down the coastline, a vicious battle was happening and history was being made. The Germans were putting up much more of a fight and the opposing troops were fighting just to stay alive. But with land mines and heavy fire from German machine guns this was not an easy task. Right when the ramp was lowered on the U.S. boats, troops were shot like dogs. Some jumped over the side looking to swim to shore, but the weight of their gear pulled them to the bottom and they drowned. Those who made it to the beach scrambled for any cover that they could find. (Being shelled and shot at they needed a miracle to save them.) That miracle was troops that came from behind. Even though they had the back-up, 41% of the men on Omaha beach were killed. The night before the assaults there were planes flying low and fast over Europe. They weren?t dropping bombs, they were dropping men. Paratroopers who were to provide back-up for the troops on the beaches were jumping out of the planes and preparing for the next day. Over 2,000 troopers were dropped over various parts of Europe. A paratrooper is basically a soldier who is dropped by parachute into enemy territory. A paratrooper was a walking arsenal. He had everything that he needed to survive. He carried two fragmentation grenades, one smoke grenade, one antitank mine and one antitank Gammon bomb made of plastic explosives. He also had a weapon, either a rifle, carbine, pistol or submachine gun with ammunition. Other gear included a knife, light, razor, spoon, maps, compass, first-aid kit, food, entrenching tool, main and reserve parachutes, gas mask, jump knife, helmet and spare clothing. All of this gear totals up to weighing about 100 pounds, and he jumped with it all on him. Had it not been for these men, the U.S. and Allies probably would have never pushed through at Omaha beach. The troops came up behind the Germans and surprised them, which was a big help to them. By adding to their fighting force the U.S. and the Allies would push through at Omaha into Hitler?s Europe. With the beaches cleared and the men on land the U.S. and the Allies finally had a foothold to win the war and bring Hitler from power. Getting inland was a great victory for the U.S. and the Allies, and the beginning of Hitler?s road to defeat. After many more months of fighting the U.S. and its Allies would have ultimate victory. Hitler committed suicide, and his rein of terror was over. All concentration camps were evacuated and all seized land was returned. Yet if the U.S. and Allies hadn?t pushed through, this process would have been extremely delayed, who knows it may have never happened. D-Day is probably the most well known day in the history of World War II and still burns in the minds of the men who fought on that day. It is a day that should always be remembered. Think about what might have

Analysis of the Marketing Strategy of Apple Inc Dissertation

Analysis of the Marketing Strategy of Apple Inc - Dissertation Example The death of Jobs in 2011 has left Apple’s stakeholders, its many avid followers, and the business community in a state of uncertainty about the company’s future and its ability to sustain continuous innovation as it had under Jobs. The dissertation aimed to examine the marketing strategy and related systems that are responsible for the success of Apple, Inc. since 1997. The objectives included an assessment of the fundamental changes in Apple under Steve Jobs, the marketing systems and corporate strategy supporting its most successful products, the analysis of Apple’s competitive strategy compared with that of Microsoft, its longest running and most important competitor, and an analysis of the likely prospects of the firm moving forward. A review of academic literature was undertaken on market strategy and the related topics of strategic management and planning competitive strategy, innovation management and change management. Its purpose was to explore theoretical frameworks which may support an analysis of Apple’s case relating to these topics and market strategy in particular. The theories aided in the assessment of the secondary data gathered from reports and online sources dealing with Apple’s market performance in the period 1997 to 2011, with particular attention given to the market success of the iMac, iPod, iPhone and iPad in the period 2005 to 2011. Attention was focused on corporate strategy, specifically the Digital Lifestyle vision of Jobs which gave rise to the Digital Hub strategy in its innovation management. ... Steve Jobs provided the foresight, the inspiration and the motive force behind Apple’s recent successes, and there is every indication that given the leadership style of the new CEO Tim Cook that balances corporate and innovative strategies, Apple will continue to be successful into the future. Table of Contents Abstract 2 Chapter 1: Introduction 6 1.1 Background of Study 6 1.2 Steve Jobs & the Apple Story 7 1.3 Marketing & Strategy at Apple 8 1.4 Industry Dynamics 9 1.5 Research Aim 9 1.6 Motivation for this Research 10 1.7 Scope and Delimitation 10 Chapter 2: Review of Related Literature 11 2.1 Overview 11 2.2 Strategic Management 11 2.4.1 SWOT 13 2.4.2 PESTEL 14 2.3 Marketing Strategy 14 2.4 Competitive Strategy 18 2.5 Change Management 20 2.6 Innovation Management 23 2.7 Synthesis 26 Chapter 3: Research Methodology 28 3.1 Overview 28 3.2 Research Approach 28 3.3 Data Collection & Analysis 29 3.4 Research Validity and Reliability. 30 3.5 Limitations of the research methodol ogy 31 Chapter 4: Results and Analysis of Results 32 4.1 Overview 32 4.2 Fundamental changes undertaken by Steve Jobs, 1997-2005 32 4.3 Marketing systems and corporate strategy, 2005 to present 35 4.4 Discussion of Marketing strategy, Innovation management, and Change management 38 4.5 Competitor analysis of Apple vs. Microsoft 41 4.6 Future implications of the existing strategy of Apple 46 Chapter 5: Conclusions and Recommendations 50 5.1 Overview 50 5.2 Summary of findings 50 5.3 Conclusion 52 5.4 Recommendations 53 5.5 Directions for future research 54 Bibliography 56 Chapter 1: Introduction 1.1 Background of Study The year 2009 was marked by of one of America and the world's worst financial crises, which became known as the Credit Crunch or the Global Financial