Oxbow Lakes - Information and Examples

Oxbow Lakes s Rivers flow across wide, river valleys and snake across flat plains, creating curves called meanders. When a river carves itself a new channel, some of these meanders get cut off, thus creating oxbow lakes that remain unconnected but adjacent to their parent river. How Does a River Make a Loop? Interestingly, once a river begins to curve, the stream begins to move more rapidly on the outside of the curve and more slowly on the inside of the curve. This then causes the water to cut and erode the outside of the curve and deposit the sediment on the inside of the curve. As the erosion and deposition continue, the curve becomes larger and more circular. The outer bank of the river where erosion takes place is known as the concave bank.   The name for the bank of the river on the inside of the curve, where sediment deposition takes place, is called the convex bank. Cutting off the Loop Eventually, the loop of the meander reaches a diameter of approximately five times the width of the stream and the river begins to cut the loop off by eroding the neck of the loop. Eventually, the river breaks through at a cutoff and forms a new, more efficient path. Sediment is then deposited on the loop side of the stream, cutting off the loop from the stream entirely. This results in a horseshoe-shaped lake that looks exactly like an abandoned river meander. Such lakes are called oxbow lakes because they look like the bow part of the yoke formerly used with teams of oxen. An Oxbow Lake Is Formed Oxbow lakes are still lakes, generally, no water flows in or out of oxbow lakes. They rely on local rainfall and, over time, can turn into swamps. Often, they ultimately evaporate in just a few years after having been cut off from the main river.   In Australia, oxbow lakes are called billabongs. Other names for oxbow lakes include  horseshoe lake, a loop lake, or cutoff lake.   The Meandering Mississippi River The Mississippi River is an excellent example of a meandering river that curves and winds as it flows across the Midwest United States toward the Gulf of Mexico. Take a look at a Google Map of Eagle Lake on the Mississippi-Louisiana border. It was once part of the Mississippi River and was known as Eagle Bend. Eventually, Eagle Bend became Eagle Lake when the oxbow lake was formed. Notice that the border between the two states used to follow the curve of the meander. Once the oxbow lake was formed, the meander in the state line was no longer needed; however, it remains as it was originally created, only now there is a piece of Louisiana on the east side of the Mississippi River. The length of the Mississippi River is actually shorter now than in the early nineteenth century because the U.S. government created their own cutoffs and oxbow lakes in order to improve navigation along the river. Carter Lake, Iowa Theres an interesting meander and oxbow lake situation for the city of Carter Lake, Iowa. This Google Map shows how the city of Carter Lake was cut off from the rest of Iowa when the channel of the Missouri River formed a new channel during a flood in March 1877, creating Carter Lake. Thus, the city of Carter Lake became the only city in Iowa west of the Missouri River. The case of Carter Lake made its way to the U.S. Supreme Court in the case Nebraska v. Iowa, 143 U.S. 359. The court ruled  in 1892 that while state boundaries along a river should generally follow the natural gradual changes of the river when a river makes an abrupt change, the original border remains.

6 Brand New Ways to Use One English Worksheet to Nail Down Your Grammar Skills

6 Brand New Ways to Use One English Worksheet to Nail Down Your Grammar Skills 6 Brand New Ways to Use One English Worksheet to Nail Down Your Grammar Skills To be good at English, international students should work hard all the time because before going to an English speaking country, they need to learn the language first. Given this fact, their almost every English studying class passes with the help of worksheets. But what happens with these worksheets after the class? Students throw them away, as they do not see any reason to do the same task again It seems boring for them! But what if you can substitute a heap of worksheets with only one to gain different goals? Learning English as a second language becomes easier if you do it interactively. There are some ways to use an already analyzed card to train different skills and not to be bored with it. Let’s have a look at these interesting and, above all, useful ways to reuse one English worksheet to nail down your grammar skills. 1.  Ã‚   Extend the Sentence Here you use the material from the worksheet, but now your task is to extend sentences making them complex or compound without changing the tense. Completing such a task, you are practicing the particular grammar tense and, moreover, recollecting the material about complex and compound sentences. Thus, there is one more additional benefit of such a task. 2.  Ã‚   Assort Synonyms Once again, you use the same worksheet, but this time you read each sentence and mull over the synonyms to the main verb that could extend the sentence without changing its main idea. Completing this exercise, you are to use your word-stock to assort as many synonyms as possible. To motivate yourself more, do this task as a competition with your friend, who also wants to learn English. After such a contest the winner could be awarded, for example, with a tasty goodie. 3.  Ã‚   Make a Short Story Read every sentence and imagine a situation where this sentence would be suitable. Then, choose the sentence you like the most and tell a story you’d like to develop to your family members or friends. This particular task involves improving some skills: on the one hand, you improve your speaking skills using a fixed grammar tense, on the other hand you develop creativity and imagination that are also very important not only on grammar classes. 4.  Ã‚   Change the Type of the Sentence One more exercise can be devoted to the types of sentences. You have to   know three of them: affirmative, negative and interrogative. You read the written sentence and change it into other types. If the sentence is affirmative, the task is to make it negative and interrogative. If it is negative, you make it affirmative and interrogative. 5.  Ã‚   Change the Voice of the Sentence The voice in the English grammar is a tricky unit that should be practiced for a long time to be understood. You read a sentence, if it is used in active voice, make it passive, if it is in passive, make it active. 6.  Ã‚   Make a Themed Story It is perfect if there is a holiday in your area in the nearest time. But if it isn’t, you may choose any holiday you like. The task is to read all the sentences and unite them into a complex story about your favorite holiday. This task can also be organized as a competition with your friend, or a group mate. If your partner is from another county, you may tell about your national holidays, for example. The funniest story could land a prize. Thus, you can see that you mix up creativity, desire and an analyzed grammar worksheet, it is possible to â€Å"cook† a brand new task. Do not get sloppy! There is no need to peruse the internet or to submerge into the heap of books finding extra exercises to practice any grammar topic. Solution is nearer than you think. Enjoy your English classes! If you need certified writing assistance, we will easily write an English research paper for you, on any topic.

Rules of Engagement Essay Example | Topics and Well Written Essays - 500 words

Rules of Engagement - Essay Example According to the online encyclopedia, Wikipedia, ‘In military or police operations, rules of engagement (ROE) determine when, where and how force shall be used.’ The rules of engagement are designed so as to ensure that uncontrolled violence is prevented, civilian casualties are minimized and the conflict does not escalate. However, restrictive rules of engagement undermine the ability of the military or police to resolve a conflict, as, according to many critics of the war, was the case in the US invasion of Vietnam (1959). The US president at the time, Lyndon Johnson, in order to contain the conflict set down strict rules of engagement that hindered the forces from striking or utilizing force in certain areas. This was done in order to thwart the perceived threat of Soviet or Chinese intervention and to gain support at home. President Johnson wanted the conflict to be restricted to South Vietnam, although aerial bombings in North Vietnam were allowed at certain point in the war. He believed the war was a counter-insurgency battle and the rules of engagement thus were justified. The Secretary of Defense, Robert Mcnamara, authored the rules of engagement. He saw the Vietnamese invasion as a ground war and thus saw little use of the US air force. Thus, the rules of engagement he designed restricted the aerial fighting the most. Mcnamara too saw the entire conflict as a counter-insurgency battle and thus tailored the rules of engagement to be such that most military strategies and moves were to be self-defensive. It was not until the Gulf of Tonkin incident in the August of 1964 that U.S. air strikes were allowed to be more aggressive. It is no surprise that the rules of engagement set down by the civilian suits in the government were not very popular with the military strategists. General William Westmoreland was a key architect of the military strategy. In order to avoid further disaster, he forbade any unit smaller then 750 men from

Review Righteous Dopefiend by Philippe Bourgois and Jeff Schonberg Essay

Review Righteous Dopefiend by Philippe Bourgois and Jeff Schonberg - Essay Example homeless who are always hustling for the drugs over food and shelter and evaluate the way in which this segment of society functions to create their own culture and system, specifically with the desire to have more heroin available for their use. Throughout the book, the author’s relay different segments of the homeless population to show the different functions and roles that are a part of the community. Different stories are told about the heroin users and how they work to create an aspect of society that is based on using illegal drugs. This is followed by ethnographic figures that take place through a series of photographs to show the lifestyle and conditions of the individuals that are a part of the community. Through the documents that were taken, was the ability to capture a space in society that is often regarded as morally wrong and which doesn’t account for the social truth and realities that the righteous dopefiend’s carry in culture. The main argument that the author present is to represent the homeless and the righteous dopefiend’s in a different light. The authors’ state in the beginning that the observations taken from the homeless are not regarded as one that is morally objective. Instead, the photographs and stories are an anthropological representation of culture and society. It is the authors’ desire to create a different viewpoint of the homeless that are addicted to heroin, not from a righteous or morally fit viewpoint, such as society views. Instead, the book is based on observing how the culture and society of homeless addicts functions. The book remains neutral and is not objective in observations and instead shows how the individuals survive and what they regard as important in their lives. The author combines this with evaluations from the segments of society, such as the difference between the younger addicts and the older generations. The main thesis that the authors’ are able to provide through these

Teaching Philosophy Statement Essays -- Education Teachers Essays

Teaching Philosophy Statement In the movie The Matrix, Morphis says to Neo â€Å"I can only show you the door, I can’t open it for you.† The door that Morphis is talking about is this incredible vast knowledge that is unknown to Neo. What better person to show, to teach, to inform Neo than his teacher, Morphis. You see, I see myself as Morphis, the teacher, whenever I step into a classroom. As I look across the room, there isn’t just one â€Å"Neo†, but there are thirty or forty Neos. This is an extreme job for someone that understands how hard it is to open that door. I have always heard throughout my life that the key to life is knowledge; the key to success is knowledge. These are two different subjects that can be touched upon. Knowledge is powerful, I do understand that; and it can also take you places. When kids are in high school, they don’t care about school; they care about what they look like and who their friends are. They care about other people’s opinion upon themselves, not what they think about themselves. This is what I know about the teenage years. It’s a vast change from having your mother buy your clothes, to worrying about whether or not you will be going to the prom. My subject area that I have chosen is English. English can be â€Å"cool,† it can be fun, it can be educational. English is a subject that can present that door to opportunity that the teenagers don’t know about. I am the person that can show the students that door. I want to be that teacher that they remember when they are 40 years old and wondering who brought them where they are today. I want them to say â€Å"Hey that was Mr. Neal that showed me how this was done, he inspired me to go to college and get a good job.† Now I understand that as an Engli... ... would have never believed that I would want to teach it. I wanted to teach science. Times changed my mind and I wanted to teach English. I know that as an English teacher, times in the classroom need to be fun, creative, and the repetition of a story would not fulfill the need to be expansive. I know that I am smart enough to create a work plan that is different each and every day of the school year. My intelligence isn’t what I pride myself in, but it’s the talent that was given to me, that situation that gives me a chance to meet new people and become a part of them. It’s that chance to show somebody that door that only they can open up, that chance to inspire them to open that door. I want to be an influence in somebody’s life, I want to be the teacher that made him or her learn, and see that it can be fun and that it just takes a little time. I am that teacher.

James Joyce †A Little Cloud (in: Dubliners) Essay

A Little Cloud has not generated significant critical debate, despite Warren Beck’s unorthodox interpretation of the denouement in 1969. Chandler’s relationship with his son – not with his wife Annie or journalist/ friend Gallaher – could be the crucial, epiphanal element of the story – Joyce portraying a father who is just beginning to ‘learn [†¦] what the heart is and what it feels’ (A Portrait 252), a man whose conscience is awakened, despite his flaws. However, scholars have generally agreed that the ineffectual protagonist abuses his infant son and refuses to take responsibility for his own shortcomings. The story ends with the following paragraph: ‘Little Chandler felt his cheeks suffused with shame and he stood back out of the lamplight. He listened while the paroxysm of the child’s sobbing grew less and less: and tears of remorse started to his eyes.’ (81) Though it’s likely that Chandler is genui nely sorry for having frightened his son, most Joyceans insist that the protagonist cries out of self-pity, that his ‘epiphany’, if he does experience one, is egocentric – of a man who may dream and suffer but who will never ‘produce’. Except for Beck, many veteran Joyce scholars affirm that A Little Cloud develops the famous ‘paralysis’-theme and that it complements, in tone and circumstance, the other pieces which precede the final story, The Dead. Walzl believes that ‘The Dead seems to reverse the pattern of increasing insensibility that Dubliners other-wise traces’ and that no one prior to Gabriel, the protagonist, ‘undergoes a com-parable change or has such an enlightenment’. Similarly, Ghiselin suggests that A Little Cloud fits into the over-all schema of Dubliners by representing the sin of envy. Ruoff asserts that the story ‘describes a would-be artist’s pathetic failure to transcend a narrow existence of his own creation’, and Bernard Benstock’s inter-pretation mentions that Chandler ‘regresses to adolescent self-pity’. Indeed, all focus on Chandler’s ‘sloth, his cowardice, his self-delusion, and his final rage and humiliation’ assert that he is ‘shamed, not ashamed’. But what with Joyce’s use of ‘remorse’? Probably the most important reason for assuming that Chandler is not enlightened by his experience involves several of Joyce’s own statements. A Little Cloud was written in the early months of 1906, when Joyce was 23 and the father of a six-month-old son, Giorgio. But In 1904, speaking about Dubliners, he had told a friend that he wanted ‘to betray the soul of that hemiplegia or paralysis which many consider a city’ (Letters 55). Another frequently quoted letter asserts, ‘It is not my fault that the odour of ashpits and old weeds and offal hangs round my stories’ (Letters 63-64). The combination of ‘paralysis’ and ‘odour’, then, while justified by many details in the works themselves, may have also clouded our perception of scattered, positive sensations which some of the pieces generate. As Gillespie argues, ‘The opinion that this [negative] attitude dominates the final form of the stories [†¦] oversimplifies Joyce’s emotional attitude toward his country and unjustly circumscribes the artistic potential of the work’. Similarly, Garrison observes that ‘Joyce’s explicit statements concerning his artistic intentions in Dubliners are not very useful as a basis for interpretation’. Although Joyce’s defense of his work provided us with an opportunity to clarify his intent, it probably was not meant to narrowly limit or define our reactions as readers. If Joyce at least partially intended the final story, The Dead, as a tribute to the more positive aspects of Dublin culture (Letters II 166), it is not unreasonable to discern a hint of this attitude in A Little Cloud. Joyce once told his sister, ‘The most important thing that can happen to a man is the birth of a child’, and since his only son and first-born child was about six months old when A Little Cloud was begun in the early months of 1906, life circumstances are relevant to this discussion. But such issues do not necessarily help us interpret the story, for Joyce might, after all, have been drawing a portrait of an unfit father. Reviewing the story’s link to A Portrait of the Artist as a Young Man while examining information about the young writer should enrich our understanding of his state of mind, reveal key similarities and differences between Joyce and his protagonist, and test the validity of an alternate reading of this story. In general, Chandler’s disposition is melancholic, ‘but it [is] a melancholy tempered by recurrences of faith and resignation and simple joy’ (68). He is fastidious about his appearance and, probably, careful about his work even though he finds it ‘tiresome’ (65). Joyce also emphasizes Little Chandler’s shortcomings throughout the story. He lives in a ‘little house’, reads by a ‘little lamp’, drinks ‘small whiskies’, displays ‘childish white front teeth’, and is given ‘short answers’ by his prim wife. Joyce invites us to imagine an ordinary man, still capable of a dream, but ruled by circumstances and his own, considerable inadequacies. Joyce employs important imagery which firmly links this story to central Joycean themes: ‘[T]he thought that a poetic moment had touched him took life within him like an infant hope [†¦] A light began to tremble on the horizon of his mind. He was not so old–thirty-two’ (68, emphasis added). Linking ‘infant hope’ with ‘a light’ so early in this story hints at Joyce’s lifelong interest in the ‘consubstantiation’ of father and son as well as procreation in the literary sense (Ulysses 32, 155). By the time Joyce wrote A Little Cloud, both physical and artistic generation had become realities. Of course, the reader soon realizes that Chandler won’t succeed, despite his ‘soul’, for he is not original and hopes to capitalize on popular trends, although he realistically admits that ‘he will never be popular’ and hopes only to ‘appeal to a little circle of kindred minds’ (68). Recalling Joyce’s claim in 1904 that only ‘two or three unfortunate wretches [†¦] may eventually read me’ (Ellmann 163) offers an interesting echo. The location of Chandler’s poetic ‘mood’ is also relevant, for it may be based on one of Joyce’s own experiences. A similar incident occurs at a pivotal point in A Portrait. In Chapter 4, Joyce presents a rare interaction between the protagonist, Stephen Dedalus, and his brothers and sisters during the family tea. Structurally, this scene occurs at an important juncture. Immediately preceding the epiphany of ‘profane joy’ which Stephen experiences on the beach while watching a girl wading, this episode also follows the interview with the religious director of his school, after which Stephen decides not to become a priest. As he walks home to a squalid, over-crowded house, interesting parallels to A Little Cloud occur. Like Chandler, he crosses a bridge, symbolically connected to opposing attractions, but clearly, like Chandler, moving toward a new possibility. Stephen notices a shrine to the Virgin which is ‘in the middle of a hamshaped e ncampment of poor cottages’ (162). Unlike Chandler, however, Stephen does not romanticize the image, for he actually lives here, and he laughs to think of the man ‘considering in turn the four points of the sky and then regretfully plunging his spade in the earth’ (162). Without even a hint of rain, the man must begin work. The cloud image in this scene of Portrait is intentionally delayed. Stephen, the university student, then enters his home and finds his brothers and sisters seated at the table. He realizes the contrast between his privileged position as the eldest son and theirs: ‘The sad quiet greyblue of the dying day came through the window and the open door, covering over and allaying quietly a sudden instinct of remorse in Stephen’s heart. All that had been denied them had been freely given to him, the eldest: but the quiet glow of evening showed him in their faces no sign of rancour.’ (163) After one of his sisters, who is as nameless as Chandler’s son, tells him that the family has once again been evicted, her similarly unnamed little brother begins to sing. The others join in, and Stephen thinks, ‘They would sing so for hours [†¦] till the last pale light died down on the horizon, till the first dark nightclouds came forth and night fell’ (163). But Joyce does not end Stephen’s musings on a negative note, just as he does not seem to end A Little Cloud with a protagonist who pities himself more than his screaming son. Stephen remembers ‘that Newman had heard this note also [†¦] giving utterance, like the voice of Nature herself, to that pain and weariness yet hope of better things which has been the experience of her children in every time.’ (164). Despite their circumstances, the children sing. Faced with the guilt of primacy, the oldest son is forgiven by his brothers and sisters. Again, Stephen’s vision is superior to Chandler’s. He will retain the mood of this experience, be more receptive to future encounters, and sustain an ethos which will allow him to reject home and family to pursue an artist’s life, perhaps with a family of his own making. Stephen is an artist; Chandler only longs to be one. However, in a collection of stories which includes a series of married men who beat children (Mr. Hill in Eveline, Farrington of Counterparts, and Old Jack of Ivy Day in the Committee Room), Chandler faces the truth about himself after merely shouting at his son. His experience prepares us for Gabriel’s, just as the family tea prepares us for the strongest epiphany of Portrait. And, although Joyce would work as a clerk in Rome a few months after mailing A Little Cloud off to the publisher and felt superior to his fellow employees who ‘were forever having something wrong with their testicles†¦ or their anuses’, Chandler, unlike them, is fastidious about his manners and appearance and at least longs for an artist’s life. The first portion of A Little Cloud also reminds us of Joyce’s sentimental, poetic temperament while living in Paris as a medical student from December 1902 until April 1903, wh en he was called home because of his mother’s illness. Stanislaus reports, ‘He told me that often when he had no money and had had nothing to eat he used to walk about reciting to himself for consolation, like ‘Little Chandler’ in Dubliners, his own poems or others he knew by heart or things he happened to be writing then.’ (My Brother’s 231-21) All three have an opennesss to life and desire and are willing to ‘struggle against fortune’. Through the encounter with Gallaher, Chandler appears provincial, timid, curious about ‘immoral’ sexual practices, but he definitely emerges as the better human being, and inches the reader toward sympathy. We can safely assume that, whatever Chandler’s weaknesses, Joyce had an even lower opinion of Gallaher, letting Chandler considering himself superior ‘in birth and education’. (75) Unlike O’Hara, a character in the story who fails because of ‘boose’ and ‘other things’ (70), Chandler is abstemious, employed, married, and a parent (unlike most of the Irish middle class, which was experiencing tremendous economic hardships and either postponed marriage or abandoned it altogether). On the other hand, the reader experiences Gallaher’s inflated ego and patronizing attitude toward ‘dear dirty Dublinâ€⠄¢ and toward his friend. Incapable of the kind of wit which might successfully redeem his position, Chandler is ultimately defeated; however, our sympathies lie not with the victor but with the young clerk and father. Gallaher may have had the ability to ‘fly by [the] nets [†¦] of nationality, language, religion’, an aim to which the protagonist of Joyce’s next major work aspires (A Portrait 203), but he is little more than a bragging, rude scribbler in the worst Swiftian sense. A new notion in the Dubliners tales is that escape from Ireland does not necessarily equal salvation. ‘If you wanted to succeed you had to get away’, Little Chandler thinks, echoing the thoughts of the boy in An Encounter (‘real adventures . . . must be sought abroad’). And yet Gallaher, who got away, has succeeded in only the most superficial sense. Despite having seen London, Paris and heard talk of Berlin, he is shallow, boorish, and alone. The story reveals that Chandler, however remote from being either a poet or the ‘old hero’ which Gallaher initially calls him, remains physically and morally the more appealing character. Still, Chandler himself probably feels anything but heroic, and during the gap between scenes, we imagine him returning, deflated, to his family. Like the dog viewing his reflection in the pond, Chandler drops his bone in envy of Gallaher’s, preferring the exotic narrative not of his own experience. His mood at the beginning of the final scene in the story is reflective, self-pitying, and, ultimately, enraged. However, the intensity of his son’s suffering (‘If it died!’) and the coldness of his wife’s accusation eventually result in unselfish shame and genuine contrition. Chandler’s dreams complement, not dominate, his daily world. Allusion was a serious business in Joyce’s creative paradigm. Despite the irony of a ‘candle-maker’ or ‘candle-seller’ as a failed artist, Little Tommy Chandler’s tears suggest that he has turned from the worship of a false god (Gallaher and, perhaps, Romanticism) to the true religion of hearth and home through the unconscious intervention of his son as savior, as ‘little lamb of the world’. The final clause of the story, ‘tears of remorse started to his eyes’, is precise. Joyce does not write ‘tears of self-pity’; nor does he promote ambiguity by merely saying ‘tears started to his eyes’. When Chandler ‘back[s] out of the lamplight’, he passes the torch to the next generation, genuinely contrite. Unlike Gallaher, Stephen Dedalus, and Joyce himself, Chandler will remain in Dublin, return to his daily tasks, and pay off the furniture. Yet, he may also foster the growth of an artist. He is, indeed, ‘a prisoner for life’, but the prison walls offer the hope of graffiti, for the child represents creativity as well as responsibility, and the story offers an early treatment of a central Joycean theme.

Maslows Hierarchy of Needs - 866 Words

BIT 211 MANAGEMENT INFORMATION SYSTEMS CLASS EXERCISE DUE DATE: 17/2/2015 STUDENT ID: 140079 ------------------------------------------------- NAME: COSMAS KANCHEPA QUESTIONS 1. Define and Explain Scheins classification of Motivational Assumptions. 2. What are Maslows hierarchy of needs and why is it important in the study of motivation. 3. What are the characteristics of Theory X and Theory Y people? ANSWERS Question1 I. The rational-economic model is the mental picture held by managers who consider workers to be primarily motivated by economic incentives as manipulated by the organization. The worker is essentially passive, lazy, and unwilling to take responsibility, and must therefore be controlled by the manager. This is the†¦show more content†¦* Safety, need of security, protection and stability in the physical and interpersonal events of day to day. * Physiological, most basic of all human needs, need for biological maintenance, need for food and water and sustenance. Question3 Essentially Theory X and Theory Y describe two opposing views of people at work that will influence management style. Managers can be said to follow either view of their workforce. Theory X is often said to describe a traditional view of direction and control. Theory Y implies a more self-directed workforce that takes an interest in the goals of their organization and integrates some of their own goals into these. Theory X assumes that: - * The average person dislikes work and will avoid it unless directly supervised. * Employees must be coerced, controlled and directed to ensure that organizational objectives are met. * The threat of punishment must exist within an organization. * In fact people prefer to be managed in this way so that they avoid responsibility. * Theory X assumes that people are relatively unambitious and their prime driving force is the desire for security. Theory Y effectively takes the opposite view. It assumes that: - * Employees are ambitious, keen to accept greater responsibility and exercise both self-control and direction. * Employees will, in the right conditions, work toward organizational objectives and that commitment willShow MoreRelatedMaslows Hierarchy Of Needs1081 Words   |  5 Pagesrewards or unconscious desires (McLeod, Maslow s Hierarchy of Needs). Abraham Maslow, one of the leading psychologists in humanistic psychology, conceived the idea of the hierarchy of needs that revealed what motivates people to do the things that they do. Similarly, Carl Rodgers later added that for a person to grow, they need an environment that provides them with genuineness, acceptance, and empathy (McLeod, Carl Rogers). In Maslow’s hierarchy of needs one cannot get to the top without first startingRead MoreMaslow’s Hierarchy of Needs1967 Words   |  8 Pages1Motivations 1.1Maslow’s hierarchy of needs Maslow’s hierarchy of needs is used to analyze motivation of consumers, which are composed of 5 five stages. From the lowest level to the highest one respectively are physiological, safety, belongingness, ego needs, and self-actualization. (Solomon and Barmossy et al., 2006) It is said that two thirds of visitors of Bicester Village are Chinese. Increased Chinese consumers like to choose Bicester Village as a destination to travel and purchase.(†¦Ã£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šRead MoreMaslows Hierarchy Of Need Essay1481 Words   |  6 PagesMaslows Hierarchy of Need INTRODUCTION Many managers are puzzled by the question why some workers doing easy job remain dissatisfied, while others engaged in performance of complicated tasks are completely satisfied? What should be done for the people to work better? What stimulates their desire to work? Only knowing what are the main factors stimulating a man to act, what kind of motives lay as a basis of a man’s activities, one can try to develop an efficient system for work motivationRead MoreMaslows Hierarchy of Needs Essay1247 Words   |  5 Pagesmotivations that was based upon a hierarchy of needs. Basic physiological drives like thirst, hunger and sleep, as well as the need for safety, shelter and some feeling of security are the motivational needs that must first be met. They provide the foundation for higher level of motivations to become present and available as needs the indvidual is aroused to attain. Each higher order of motivational need is built upon a more basic need. After physiological and safety needs are met then the individualRead MoreMaslows Hierarchy of Needs Theory1563 Words   |  7 PagesThe Hierarchy of needs theory is a formation of the needs of an individual person. Basically this hierarchy are based on five level which is classified into Physiological needs, Safety needs, Love/Belonging needs, Esteem needs and Self-actualization needs. It can be illustrated with a diagram 1.0 The Diagram of Maslow’s Hierarchy of needs. This is diagram are has been developed by Abraham Maslow in his 1943 paper of A Theory of Human Motivation which he subsequently extended to include his observationRead MoreImportance of Maslows Hierarchy of Needs1069 Words   |  5 Pagesexplored all these themes in group projects. Maslow’s Hierarchy of Needs can be a valuable aid when dealing with the process of education. Achieving each of the levels of Maslow’s needs- physiological, safety, social, esteem, and self-actualization- at different times in the educational process makes it difficult to instruct a group of students, each in their own place along Maslow’s pyramid. According to his theory, needs that are in the lower hierarchy must be at least partially met before a personRead MoreMaslows Hierarchy of Needs Theory1595 Words   |  7 PagesContents INTRODUCTION 2 MOTIVATION 3 MASLOW’S HIERARCHY OF NEEDS THEORY 4 INFORMATION OF THE COMPANY 5 APPLE COMPUTERS,INC 5 INFORMATION ABOUT THE COMPANY’S MANAGER 6 STEVE JOBS 6 STEVE JOBS LEADERSHIP STYLES AND MOTIVATION TECHNIQUES 7 CONCLUSION 9 REFERENCES 10 â€Æ' INTRODUCTION In this section ,we will discuss about the topics motivation, motivation theory.Motivation is defined as the interaction between person and the situation.For attaining goalRead MoreThe Pyramid of Maslows Hierarchy of Needs1113 Words   |  5 Pageslevels of needs, back in 1943. These 5 levels form a pyramid that is referred to as Maslows Hierarchy of Needs. An Individual starts at the bottom of the pyramid, at physical needs, and then promotes him or herself up. Physical needs are the most basic yet vital needs for survival. 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Following theRead MoreThe Need to Belong: Rediscovering Maslows Hierarchy of Needs.6034 Words   |  25 PagesThe Need to Belong: Rediscovering Maslows Hierarchy of Needs. by: Norman Kunc Axis Consultation and Training Ltd Originally published in: Villa, R., Thousand, J., Stainback, W. Stainback, S. Restructuring for Caring Effective Education. Baltimore: Paul Brookes, 1992.  © Copyright 1992 Paul H. Brookes Publishers. Newtonian principles of physics were regarded as true until Einstein demonstrated that they provided an inadequate explanation of the laws of nature. Similarly, Freudian analysts viewed