The Role of Interjections in English Grammar

The Role of Interjections in English Grammar Shortly after Steve Jobss death in the fall of 2011, his sister, Mona Simpson, revealed that Jobss final words were monosyllables, repeated three times: OH WOW. OH WOW. OH WOW. As it happens, interjections (such as oh and wow) are among the first words we learn as children- usually by the age of a year and a half. Eventually, we pick up several hundred of these brief, often exclamatory utterances. As the 18th-century philologist, Rowland Jones observed, It appears that interjections make up a considerable part of our language. Nevertheless, interjections are commonly regarded as the outlaws of English grammar. The term itself, derived from Latin, means something thrown in between. Why Interjections Are Overlooked Interjections usually stand apart from normal sentences, defiantly maintaining their syntactic independence. (Yeah!) They arent marked inflectionally for grammatical categories such as tense or number. (No sirree!) And because they show up more frequently in spoken English than in writing, most scholars have chosen to ignore them. (Aw.) Linguist Ute Dons has summarized the uncertain status of interjections: In modern grammars, the interjection is located at the periphery of the grammatical system and represents a phenomenon of minor importance within the word class system (Quirk et al. 1985: 67). It is unclear whether the interjection is to be considered an open or closed word class. Its status is also special in that it does not form a unit with other word classes and that interjections are only loosely connected with the rest of the sentence. Furthermore, interjections stand apart as they often contain sounds which are not part of the phoneme inventory of a language (e.g. ugh, Quirk et al. 1985: 74).(Descriptive Adequacy of Early Modern English Grammars. Walter de Gruyter, 2004) But with the advent of corpus linguistics and conversation analysis, interjections have recently begun to attract serious attention. The Study of Interjections Early grammarians tended to regard interjections as mere sounds rather than words- as outbursts of passion rather than meaningful expressions. In the 16th century, William Lily defined the interjection as a parte of speche, whyche betokeneth a sodayne passion of the mynde, under an unperfect voice. Two centuries later, John Horne Took argued that the brutish, inarticulate interjection . . . has nothing to do with speech, and is only the miserable refuge of the speechless. More recently, interjections have been variously identified as adverbs (the catch-all category), pragmatic particles, discourse markers, and single-word clauses. Others have characterized interjections as pragmatic noises, response cries, reaction signals, expressives, inserts, and evincives. At times interjections call attention to a speakers thoughts, often as sentence openers (or initiators): Oh, you must be kidding. But they also function as back-channel signals- feedback offered by listeners to show theyre paying attention. (At this point, class, feel free to say Gosh! or at least Uh-huh.) Its now customary to divide interjections into two broad classes, primary and secondary: Primary interjections are single words (such as ah, ouch, and yowza) that are used only as interjections and that dont enter into syntactic constructions. According to linguist Martina Drescher, primary interjections generally serve to lubricate conversations in a ritualized manner.*Secondary interjections (such as well, hell, and rats) also belong to other word classes. These expressions are often exclamatory and tend to mix with oaths, swear words, greeting formulas, and the like. Drescher describes secondary interjections as derivative uses of other words or locutions which have lost their original conceptual meanings- a process known as semantic bleaching. As written English grows more and more colloquial, both classes have migrated from speech into print. One of the more intriguing characteristics of interjections is their multifunctionality: the same word may express praise or scorn, excitement or boredom, joy or despair. Unlike the comparatively straightforward denotations of other parts of speech, the meanings of interjections are largely determined by intonation, context, and what linguists call pragmatic function. Geez, we might say, you really had to be there. Ill leave the next-to-last word on interjections to the authors of the Longman Grammar of Spoken and Written English (1999): If we are to describe spoken language adequately, we need to pay more attention to [interjections] than has traditionally been done. To which I say, Hell, yeah! * Quoted by Ad Foolen in The Expressive Function of Language: Towards a Cognitive Semantic Approach. The Language of Emotions: Conceptualization, Expression, and Theoretical Foundation, ed. by Susanne Niemeier and Renà © Dirven. John Benjamins, 1997.

Is ACT Aspire An Accurate Predictor of Your Real ACT Score

Is ACT Aspire An Accurate Predictor of Your Real ACT Score SAT / ACT Prep Online Guides and Tips In 2014, the makers of the ACT rolled out a new pre-ACT test: the ACT Aspire. Unlike the ACT Plan, which was given just to tenth graders, the ACT Aspire is meant to be given to 3rd through 11th graders, with the goal of testing Common Core standards as well as ACT readiness. The ACT Aspire has its own scoring scale, content, and goals compared to the ACT. But it provides a predicted ACT score based on your performance. So is that predicted score accurate? We’ll give you the answer. History: The Plan Test Before we get into the details of Aspire, it’s helpful to know about the ACT’s old pre-ACT test: the ACT Plan. It was an ACT-style test for tenth graders, shorter in length than the ACT, but with similar questions. Like the ACT, the Plan was a traditional paper and pencil multiple choice test. It did not include a writing section like the ACT Plus Writing does. The ACT Plan was essentially considered the ACT’s version of the PSAT – a shorter, less-difficult version of the same test. ACT also offered the Explore test for 8th and 9th graders. Explore was also a version of the ACT, but shorter and designed to predict the future success of middle school students. The Plan was scored between 1-32, whereas the ACT is scored between 1-36. It predicted an ACT score between 1 and 5 points higher than the Plan score. Table 1. Score predictions via ACT Plan. For example, a plan score of 32 mapped to an ACT score between 33 and 36. These predictions were by no means set in stone. Some students would score higher than the PLAN predicted because they didn’t really try on the Plan and took it without studying, whereas they would study for the ACT. It’s easy to find archived discussions online about Plan scores and ACT scores, with many students reporting they outscored their Plan predictions by 5-10 points. Sometimes, students would also fail to meet their Plan predictions, since the Plan doesn’t have the same depth as the ACT, especially on the math section (there was less plane geometry and no trigonometry on the Plan). The old ACT Plan website itself says to â€Å"Keep in mind that these scores are only estimates, not guarantees. Improving your study habits and taking more challenging courses are likely to improve your ACT scores.† So even with a test very similar to the ACT, the estimated ACT score was just that – an estimation. So what happens with something as different as the ACT Aspire? What Exactly Is ACT Aspire? Aspire is a new test for third through eleventh graders designed to assess the new Common Core standards and college readiness, with alignment to the ACT subject areas. That means it tests Math, Reading, English, Writing, and Science. Aspire can be taken with computers or on paper, though paper is more expensive, so most schools are using the computer-based test. This is different than the ACT, which is still given on paper. Aspire is still quite new. It rolled out in 2014 and schools are adjusting to the change. It’s more expensive than the Plan, and many schools are still new to giving computer-based standardized tests. Unlike the ACT, Aspire doesn’t just have multiple-choice questions. There are short writing responses, longer responses including essays and narratives, questions that have you construct an argument or timeline, math questions that have you explain why someone else’s work is incorrect, and lists that you have to select all of the correct answers from. To see sample Aspire questions, visit this ACT site to access login information for the all the test sections and grade levels you're interested in. ACT is hoping Aspire will become the national standard for testing college readiness and Common Core standards, similar to other achievement tests like the PARCC. How Is ACT Aspire Scored? Aspire is not graded like the Plan with an ACT-like scale. Instead, it assigns scores between 400and 460 for each subject. We have included the current score ranges for each subject below. English This score scale lists the score ranges for each grade from 3 to 10. Note that while the bottom of the range is consistent, Aspire expects students to steadily improve over time as they acquire more knowledge in each grade. Via ACT Aspire. Math The ACT Aspire website also provides score benchmarks for each grade, in addition to the score ranges. You can see the benchmarks for each grade for the Math test below. Via ACT Aspire. Reading Via ACT Aspire. Science Via ACT Aspire. Writing Via ACT Aspire. These score scales are obviously quite different from the ACT's 1-36 range, and even the Plan's 1-32 range. However, the ACT still uses those scores to map to future ACT scores, based on when you took the test. For example, they would predict a higher future ACT score if an eigth grader earned a 425 versus a tenth grader, since an eight grader has more time to learn and improve. Since Aspire is new, there isn’t a ton of data yet to see if their ACT score predictions match up with what students actually earn. It will take a few years of students taking Aspire and then going on to take the ACT as juniors and seniors to get a sense of how accurately Aspire maps to ACT scores. Still, we will examine some of the data ACT has released to give you a rough idea of how they predict scores will match up – and help you interpret a score you have already received! ACT Data Sample ACT has released a data sample of 50 students, showing their Aspire scores in tenth grade, and their ACT scores in eleventh grade. It's just one sample, but we can use it to start exploring how Aspire scores translate to ACT scores. Aspire English ACT English Aspire Math ACT Math Aspire Reading ACT Reading Aspire Science ACT Science 411 8 411 11 410 13 414 10 411 17 414 15 413 14 415 17 413 16 417 19 414 15 415 16 419 14 417 16 415 16 416 17 419 10 418 16 415 20 417 20 422 12 419 19 415 19 417 16 423 11 420 15 416 12 419 15 424 10 420 16 419 17 419 19 424 10 421 22 420 17 419 17 425 14 421 17 420 22 421 18 425 15 421 15 421 22 421 21 425 17 422 19 421 19 421 22 426 16 422 20 422 23 422 22 427 19 422 17 422 19 424 18 427 12 423 16 422 17 424 19 428 21 424 22 422 19 424 17 428 20 424 16 423 14 425 17 428 22 425 15 424 23 427 21 428 21 425 18 424 21 427 13 430 17 426 16 424 18 427 18 430 20 426 17 425 16 427 23 432 19 427 22 426 24 427 24 433 21 428 15 426 16 427 20 434 16 428 23 427 18 428 15 434 22 429 23 427 16 428 19 435 23 430 20 427 18 429 21 436 21 430 19 427 18 429 23 436 22 431 26 427 25 429 13 437 22 431 25 427 23 429 25 437 20 432 23 428 22 430 21 437 26 432 17 428 26 430 23 437 21 432 24 429 20 430 25 438 26 434 23 429 26 431 20 438 23 434 22 429 23 431 19 439 25 434 21 429 19 431 24 439 23 437 28 429 31 433 20 439 32 437 26 429 22 434 26 439 24 437 19 431 21 434 23 440 28 437 23 432 28 435 28 440 31 438 28 432 29 435 24 441 26 438 28 432 30 436 28 442 25 441 27 432 21 436 23 442 28 442 26 434 28 437 27 442 24 443 29 434 23 439 24 443 24 443 27 434 25 440 30 443 33 443 28 434 33 440 25 444 26 444 28 435 31 441 30 447 31 446 32 435 31 442 29 448 32 448 33 435 32 442 33 448 35 455 30 435 34 443 34 Table 2. ACT Aspire to ACT Score Equivalencies As the Aspire score increases, the ACT score generally increases, though there is no steady pattern or prediction for what kind of Aspire score will lead to a certain ACT score. For example, in the English scores, both a 440 and 447 Aspire score led to a 31 ACT, and 428, 434, 436 and 437 all mapped to a 22 ACT. From these tables, we can observe the following general ranges: Aspire 400-420: ACT 1-16 Aspire 420-430: ACT 12-24 Aspire 430-440: ACT 20-32 Aspire 440+: ACT 26-36 These ranges are just estimates. For example, note that there were no scores higher than 440 for the Reading section, though ACT scores in the 30s were still reported. Obviously, this isn’t nearly as neat as the old Plan predictions, where you could simply add 1 to 5 points to your Plan score to guess your ACT score. Plus, there are other complicating factors that make it hard to predict an ACT score based on the Aspire score. Complicating Factors for Aspire Accuracy Different Test Scales Since the test scales are different, the score predictions for Aspire aren’t quite as straightforward as they were for Plan. Whereas the Plan used an ACT-like scale, Aspire has to translate the 390-470 scale to the ACT 1-36 scale. Although ranges can be created, like we showed above, they are certainly less straightforward. Differing Questions As we’ve seen, the ACT Aspire and the ACT are very different tests. One student might do better on Aspire – since it has free response, short answer, and more question variability – while another might do better on a straightforward multiple-choice test like the ACT. Unlike the Plan (as well as the PSAT compared to the SAT), there isn’t as much similarity between the Aspire and the ACT, making score mapping difficult. Computer Versus Paper Furthermore, taking a computer-based test is quite different from a paper-and-pencil one. Since you can usually see only one question at a time on the computer, it could be easier for some students to focus on the Aspire. Also, it only takes a split-second to log an answer choice, whereas for paper-and-pencil tests, bubbling takes time. These differences could cause a student to do better on Aspire than the ACT – especially if they lose the paper-taking test practice the Plan used to give them. Different Test Conditions Taking the ACT, unless you live in a state where all students take it, is different than taking a test in school. You wake up early on a Saturday, make sure you have a very specific set of supplies (admission ticket, I.D., No. 2 pencils, calculator), and psych yourself up to do well. Taking a test in school, even required state testing, can blend into a regular school day. Students likely won’t feel the same motivation to do super well as they will when taking the ACT, since the ACT directly affects college admissions. Students may tend to try harder and focus more on the ACT than the Aspire, which could easily allow them to outscore their Aspire predictions. Extra Studying It’s much more likely students will do extra studying on their own for the ACT. It’s very unlikely a student would study outside of class for Aspire, since the test doesn’t matter to their personal college admission goals. Any studying for Aspire would likely happen in school, at the discretion of teachers. Because of that, it’s very likely a student who doesn’t do well on Aspire could still earn a very good ACT score by studying specifically for the ACT. It’s also possible a student who does well on Aspire, with its varying question types and computer-based format, will struggle on the ACT, which is nearly all multiple choice and has very intense pacing. The Bottom Line The ACT Aspire will give you decent information about your progress in school and likely performance on the ACT. For example, its data might let you know you are ahead of your grade in reading and science but are behind on some math concepts, which will help you focus your studying for the ACT on the math section. However, don’t take the predicted ACT score as fact, since Aspire and the ACT are so different, and the Aspire is so new. At the end of the day, a much better predictor of your ACT score is the amount of quality studying you put in before the test. Even if you have a super-high Aspire score, you can’t walk into the ACT without studying and expect a 36. It’s a very tricky test that’s quite different from Aspire. And if you’re really curious about how well you’ll do on the ACT, taking an actual ACT practice test is a better predictor. If you’re a freshman or sophomore, you could add between 1 and 5 points – like the Plan did – to your practice test score to predict your ACT potential. But remember that you have the most control over your future ACT score. Instead of getting caught up in predictions, get caught up in studying! What’s Next? Speaking of studying, start planning out an ACT study schedule with our exclusive guide. Putting in the time, hour for hour, is the best way to improve your college admissions chances! Get some more in-depth resources on the ACT. Get tips for a perfect ACT math score, learn how to write an ACT essay, and get a list of the vocabulary you must know for the ACT. Learn more about how the ACT is scored to help you come up with a target raw score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Film critiques on One Wonderful Sunday ( Kurosawa, 1947) Essay

Film critiques on One Wonderful Sunday ( Kurosawa, 1947) - Essay Example There is no denying the fact that One Wonderful Sunday is an exquisitely composed, gripping and sometimes frustratingly slow, micro-scale love story that unravels in the times marred by tumultuous and in a sense devastating social and political upheaval and change. The one essential feature that marks the experiences of the young couple on a Sunday, at times trying to engage in affordable recreation, and resorting to a mock rehearsal of their discernibly doomed dreams, is the persistent physical and emotional dislocation they have to grapple with. The landscape through which they pass is typically symbolic in the sense that it is marked by the charred ruins of an old world, interspersed with the enticing and glossy advertising signs indicative of an unavoidable transition to a new order. Amidst this confusing and unsettling background, the two lovers try to yearn for an emotional and mental space where their dreams could have some sort of relevance and scope. With the orphans hauntin g the ruins of a devastated Tokyo, the gumption of the broke and cold couple to somehow make the best of the grim situation in which they are placed, indeed grabs the admiration and fancy of the viewers, no matter the age or time in which they are placed. This masterpiece by Kurosawa also brings out the historical relevance of those times in a circuitous and subtle way. Though nowhere in the movie one come across the allied troops, yet there presence lurks in the backdrop in the form of tell tale signs like a litter basket labeled â€Å"trash† placed unintentionally in one corner of the screen. These symbols of allied occupation do stand out as being imbued with multiple meanings, pointing towards irrevocable historical changes. Placed against this gargantuan scenario marking international level military and political plans, the musings of the young couple in the movie stand out as movingly innocent and somewhat depressing. In a

Congressinal committee hearing simulation Essay

Congressinal committee hearing simulation - Essay Example On provision of temporary work visas, the bill aims at increasing the availability of a workforce that is non-immigrant with the main aim of reinforcing the existing workforce. I therefore suggests adoption of the bill on the basis that it would commit resources necessary to streamline and modernize current immigration legal systems.Similarly,the bill apart from playing a pivotal role in securing the borders would make regulations tough but not punitive program for guest workers in the United States. The bill covers the business and labor aspects that take into consideration future plights of the workforce. It entails the chances of those under worker program being considered for permanent residence application. Under this tittle, issuances of both permanent and temporary visas are covered. It incorporates aspects of AgJOBS and DREAM ACT. This is to cover undocumented people and workers on agricultural sector respectively (Eule 22-25). Eligibility and requirements The bill is compreh ensive under with its guidelines on those who are eligible for immigrant programs and details of requirements. Workers will need to apply for visa considerations if they have been the United States for at least six years. The applicants need to have a clean integrity records and must have not been convicted in more than three occasions. In the same line, applicants should be admissible under the prevailing legislations. However, this group will not be privileged to benefit from Medicaid, affordable care act, and food stamps. It is recommended that those who have had their application pending for the past five years or even more be considered. The nature of the bill and the fact that it directly influences the revenue collection needed by the various State governments motivates me to vote for the guest worker visa program bill. The other reason is that, security concerns with the bill in terms of border security is a matter that can easily be kept in check by the immigration regulati ons with least interference from the new bill. The decision to vote for this bill is purely because of its general and long-term benefits to the state and even to the guest workers. The sensitivity of the bill therefore pushes me to vote without putting many considerations on party lines but purely on personal conviction.Similarly, the issue of temporary visas would make those who previously stayed and work illegally in the United States come up and apply for the temporary visas. This is because there security and stay in the United States would have a legal backing even if it is temporary. It is my contribution that the six-year period placed as the least number of years to qualify for work visa application be amended. Six years is a long time based on the individual’s contribution to the state. These years should therefore be reduced to three. If such an amendment is effected, then it would encourage influx of gifted expertise from other states. This would in turn facilitat e further revenue to the United States government that could be in return invested in other sectors. Additionally, the amendment plays a pivotal role in filling workforce deficits in areas such as the agricultural and economic sector (Eule 71-73).

Chemistry IA design format Essay Example for Free

Chemistry IA design format Essay 1.0.0- Introduction 1.0.1- Focus Question- If the mass of magnesium reacted with hydrochloric acid is changed will the temperature of the solution increase and the total mass decrease. 1.0.2- Hypothesis- If the mass of magnesium that is reacted with hydrochloric acid is changed the temperature of the solution will increase and the total mass will decrease. 1.0.3- Theory- The reaction between magnesium and hydrochloric reaction is written as follows, Mg(s)+ 2HCL (aq) (MgCl2(aq)+H2 (g) (Ng, 2008, pg 1). This reaction goes through two distinct changes that both have an effect on the energy change in the reaction. Enthalpy refers to changes in energy in a compound (Assut, 2008, pg 1). Two distinct changes can occur. An endothermic change occurs when the energy being absorbed is grater then the energy being released whereas and exothermic change is when the energy being released is greater than the energy being absorbed. Energy is absorbed when bonds are broken and energy is released when they are formed (Newton, 2008, pg1). Energy change cannot be directly measured. However energy change affects the physical force of heat. Therefore a heat change is indicative of an energy change. If the heat increase in the solution the change will be exothermic and if the heat decreases the reaction will be endothermic. In respects to the formula Magnesium forms an ionic bond with chlorine to form the salt magnesium chloride. When this bond is formed energy is released in the form of an endothermic change, this energy drop would be quite small however because the bond is ionic and does not take much energy to create since magnesium and chorine bond easily. However the second change is that hydrogen breaks off from chlorine in the hydrochloric acid and hydrogen is released as a gas. The breaking of bonds would absorb energy therefore forming an exothermic reaction. Hydrogen and chorine however form a very strong covalent bond. Covalent bonds form between atoms with similar electronegative forces and are there for take a lot of energy to break ( Anissimov, 2008, pg 1) Since the endothermic change is weak and the exothermic change is strong it can be predicted that the overall change will be exothermic and therefore the solution will heat up. Temperature change in a chemical reaction can be measured with a device known as a calorimeter. A calorimeter measures the heat of the solution before the reaction has occurred and then again after the reactant has been added (Whel, 2008, pg 1). These two values can be mathematically manipulated to find the relative change in temperature. If two of the same substance have different masses it means there is more of the one substance. In a mass of a substance there is a certain amount of material that can be reacted. By increasing mass the amount of substance that may be reacted increases. Therefore if mass increased the amount that of substance reacted will increase as well providing there is enough of the reactant. This will in turn increase the energy change. Also if more of the substance reacts with the reactant more of the reactant will be used up. This means that if the magnesium is increased there will be more reaction with hydrochloric acid; this means that more hydrogen will be released as gas and the total mass of the solution will decrease. Henceforth the change in heat should be greater if their entire solution is lighter as more of the hydrochloric acid has been reacted and hydrogen lost as a gas. How the reaction works (Figure 1) Mg(s)+ 2HCL (aq) (MgCl2(aq)+H2 (g) 1.1.0- Controlling variables 1.1.1- Variables (Table 1) Variable Type of variable Method for control Mass of magnesium Independent Mass will change for each sample, sample range will be 2g, 4g, 6g, 8g and 10g Heat change Dependent This will be calculated by subtracting the final heat of the solution by the initial heat of the solution. The data will be gathered by using a calorimeter Change in mass in solution Dependent This will be calculated by measuring the weight of the solution and subtracting the weight of the calorimeter and the magnesium. The original mass not including calorimeter and the magnesium will then be subtracted by this value to mind the change of mass in the solution. Initial temperature Controlled The temperature of the solution will be heated to 25c and the reaction started immediately. External temperature Controlled The room temperature will be controlled at 24c Volume of hydrochloric acid Controlled The volume of hydrochloric acid will be 40mls per sample. Measuring apparatus Controlled A 50ml calorimeter with electronic thermometer and a scale with milligram accuracy. Time of experiment Controlled The experiment will be ended when reaction is fully complete and reaction will be given 10 seconds to calibrate before results are taken Replications Controlled Standard 5 replications of each sample will be performed. 1.1.2- Control used in comparison- The reacted samples will be compared against hydrochloric acid with no magnesium that is also 25 degrees Celsius. Since the temperature remains constant there should be no energy or mass change, this would mean that on a graph this would represent a straight line which others samples with energy changes (heat changes) could be compared to. Bibliography Ng, H.N, 2008, Acid reactions, Vat.Gov.Un, Accessed 21/08/09, http://vat.maharashtra.gov.in/communicationcenter/QueryAnswerSubjectwise.php?start=3090subId=0000000007. Asset, M.A, 2008, Chemical Enthalpy, Nasa.gov, Accessed 21/08/09, http://www.grc.nasa.gov/WWW/K-12/airplane/enthalpy.html Newton, R.N, 2008, Energetics and bonding, Unknown sponsor, Accessed 21/08/09, http://www.webchem.net/notes/how_far/enthalpy/enthalpy_diagrams.htm Anissimov, T.A, 2007 Chemical bonding, Simon Frasier University, Accessed 21/08/09, http://www.chem1.com/acad/webtext/chembond/ Whel, L.W, 2006, Calorimeters, Stanford University, Accessed 21/08/09, http://www2.slac.stanford.edu/vvc/detectors/calorimeters.html Acknowledgments The procedure of this experiment is a adaption of a previous class experiment. The source of the procedure is unknown, so thanks to Miss Crook for the inspirations for this design.

Good, Evil and Ethics in J.R.R. Tolkiens The Lord of the Rings Essay

Good, Evil and Ethics in J.R.R. Tolkien's The Lord of the Rings Professor’s Comment: This student was very wise not to summarize Tolkien's Lord of the Rings. The student’s primary intention was to describe the ethical themes that can be found in the book. The first part of this essay describes Tolkien's view on the nature of good and evil, while the second part deals with his ethics of individuals. Excellent work! Introduction The Lord of the Rings, by J.R.R. Tolkien, has been called by some one of the greatest books of all time and has recently earned the claim of "greatest book of the 20th century" in a poll by Britain's Channel 4 (O'hehir). Yet at the same time scholars have often dismissed The Lord of the Rings as a fanciful children's story. While the validity of either claim can be equally well disputed, the The Lord of the Rings and related works by Tolkien nevertheless embody a very clear and consistent set of ethical themes. These themes define good and evil in terms of nature and provide a framework on which the ethical decisions of individual characters in Tolkien's stories are based. Good and Evil Good and evil in Tolkien's work are, to put it simply, that which is natural and that which is unnatural, respectively. That is, what is left alone to follow the cycles of nature is good. Any time that the cycles of nature are disrupted (such as the felling of a forest or the enslavement of a free people), there is evil. There are constant references to this in Tolkien's stories, as when Bilbo Baggins' neighbors remark on his mysterious vigor and extreme old age, "It isn't natural, and trouble will come of it" (21). Or when Sam Gamgee says of the Gandalf the wizard, "Don't let him turn me into anything unnat... ...ase one's decisions, it is nevertheless interesting to see how they play out in Tolkien's novel. If there is anything that can be said of The Lord of the Rings in general, it is that it displays an amazing amount of consistency in every aspect of the tale. This consistency extends even to its ethics, a rare phenomenon in a book of "fantasy/sci-fi." One may not agree with Tolkien's view of technology or fellowship, but the ideas are well thought-out and well developed in the story. They make the book worth reading whether you consider it a fanciful children's tale as some do, or a masterpiece of its genre, as do I and many others. Works Cited O'Hehir, Andrew. "The Book of the Century." Salon.com 4 June 2001. 29 May 2002. . Tolkien, J.R.R. The Lord of the Rings. 3 vols. Boston: Houghton Mifflin Co. 1994.

Osteogenisis Imperfecta

Osteogenisis imperfecta (OI) is â€Å"a rare genetic disorder of collagen synthesis associated with broad spectrum of musculoskeletal problems, most notably bowing and fractures of the extremities, muscle weakness, ligamentous laxity, and spinal deformities.† (Binder, 386). Other collagen-containing extraskeletal tissues, such as the sclerae, the teeth, and the heart valves are also affected to a variable degree. OI has a â€Å"common feature of bony fragility associated with defective formation of collagen by osteoblasts and fibroblasts.† (Smith, 1983, 13) This disease, involving defective development of the connective tissues, is usually the result of the autosomal dominant gene, but can also be the result of the autosomal recessive gene. Spontaneous mutations are common and the clinical presentation of the disease remains to be quite broad. (Binder, 386) OI is most commonly referred to as â€Å"brittle bones†, but other names include: fragilitas ossium, hypolasia of the mesenchyme, and osteopsathyrosis. Osteogenisis imperfecta is still not completely understood, and while there have been advances in diagnosing the disease, treatment is still limited. Osteogenisis imperfecta is the result of mutations in the genes for type I collagen. In the mild dominantly inherited form of OI (type I), † a non-functional allele for the alpha 1 (I) chain halves collagen synthesis,† (Smith, 1995, 169) and is largely responsible for the inheritance. Single base mutations in the codon for glycine causes lethal (type II) OI by wrecking the formation of the collagen triple helix. Types III and IV are the â€Å"less dram- atic outcomes of similar glycine mutations in either the alpha 1 (I) or the alpha 2(I) chains.(Smith, 1995, 169) The clinical signs can be caused from defective osteoblastic activity and defective mesenchymal collagen (embryonic connective tissue) and its derivatives, such as sclera, bones, and ligaments. The reticulum fails to differentiate into mature collagen or the collagen develops abnormally. This causes immature and coarse bone formation and thinning. (Loeb, 755) The signs and symptoms of OI vary greatly depending on the type. The most commonly used classification is the Sillence (type I to IV): Type I is the mildest form of OI and is inherited as an autosomal dominant trait. The sclerae(middle coat of eyeball) is distinctly blue. Type I is broken down into IA and IB — the difference being whether dentinogenesis is present. IA has a life expectancy nearly the same as the general public. The physical activity is limited, and may appear to have no disability at all. The bones have a mottled or wormian appearance, forming small islands. (Isselbacher, 2111) Type II is lethal in utero or shortly there afterbirth. The survivors live from just a few hours to several months. The kayotypes of parents are usually normal. This type is broken down into three subgroups: IIA is characterized by a broad, crumpled femora and continuos rib beading, IIB by minimal to no rib fractures, and IIC by a thin femora and ribs with extensive fracturing. While in the uterus, there is poor fetal movement, low fetal weight, poor ossification of the fetal skeleton, hypoplastic lungs, the long bones of the upper and lower limbs are shortened or deformed, and the head is soft. Intrauterine fractures occur, and parinatal death is usually from intracranial hemorrhage due to vessel fragility or respiratory distress from pulmonary hypoplasia. The bones and other tissues are extremely fragile, and massive injuries occur in utero or delivery. The ribs appear beaded or broken and the long bones crumpled. (Isselbacher, 2111) Type III and IV are intermediate in severity between types I and II. Type III differs from I in its greater severity, and from IV in that it increases in severity with age. It can be inherited as either a autosomal recessive or dominant trait. The sclerae is only slightly bluish in infancy and white in adulthood, although the average life expectancy is 25 years. Type IV is always dominant. With types III and IV multiple fractures from minor physical stress occurs leading to progressive and severe deformities. Kyphoscoliosis may cause respiratory impairment and predisposition to pulmonary infections. â€Å"Popcorn-like† deposits of mineral appear on the ends of long bones. (Isselbacher, 2111) The symptoms of OI tarde (types I, III and IV) can appear when the child begins to walk, and lessens with age. The tendency to fracture decreases and often disappears after puberty. Later in life, particularly during pregnancy and after menopause, more fractures occur. The bones are usually slender with short, thin cortices and trabeculae (fibers of framework), but can also be unusually thin. (Smith, 1983, 136) Narrow diaphysis of the long bones contributes to the fractures and bowing deformities. Scoliosis is common. The haversian cells are poorly developed. The bones lack minerals needed to form bone matrix. Epiphyseal fractures (end of the bone) results in deformities and stunted growth (dwarfism). Osteopenia, the decrease in bone mass, is symptomatic. Other signs of OI include hyperextensibility of the joints — double-jointedness– and abnormally thin, translucent skin. Discolored (blue-gray or yellow-brown) and malformed teeth which break easily and are cavity prone are found in patients Patients with OI have a triangular-shaped head and face, a bilaterally bulging skull, and prominent eyes with a wide distance between the temporal region. (Loeb, 755) Hearing loss by the age of 30-40 is the result of the pressure on the auditory nerve because of the deformity of its canal in the skull, and the development of otosclerosis. Recurrent epistaxis (nosebleeds), bruising and edema (especially at the sight of fractures), difficulty tolerating high temperatures and mild hyperpyrexia are other symptoms. Thoracic deformities may impair chest expansion and the ability to effectively breath deeply and cough. (Loeb, 755) Patients are also more susceptible to infection. In assessing a patient data is needed about the genetic history and birth of the child, as well as a complete development assessment from birth. Vital signs are taken, and periods of increased heart and respiratory rate and elevated body temperature are note- worthy. Skin should be examined for color, elasticity, translucency, and signs of edema and bruising. A description of position and appearance of a child†s trunk and extremities and facial characteristics should be noted. The height of the child in terms of expected growth, signs of scoliosis or laxity of ligaments, and range of motion of the joints are all important. Sight and hearing should be tested since there are sensory problems associated with OI. The appearance of the sclerae and tympanic membranes and defects of primary teeth and gums are important. (Jackson, 1699) X-rays usually reveal a decrease in bone density. â€Å"There is no consensus, however, as to whether the diagnosis can be made by microscopy of bone specimens.† (Isselbacher, 2112) DNA sequencing and incubating skin fiboblasts are two ways help diagnose OI. Prenatal ultrasonography is used to detect severely affected fetuses at about 16 weeks of pregnancy. Diagnosis of the lethal type II by ultrasound during the second trimester of pregnancy is by the identification of fractures of the long bones. Compression of the fetal head is seen by ultrasound probe, and low echogeneity of the cranium can be signs of skeletal dysplasia (faulty development of the tissues). Diagnosis is confirmed by postmortem examination including radiography and biochemical studies of cultivated fibroblasts from the fetus. (Berge, 321) Diagnosis by analyzing DNA sequencing can be carried out in chronic villa biopsies at 8-12 weeks. There is no known treatment of OI at this time. Treatment therefore is predominantly supportive and educational. Because of multiple fractures and bruising, it is important to diagnose this disease in order to prevent accusations of child abuse. Treatment of fractures is often challenging because of abnormal bone structure and laxity of the ligaments. Splinting devices are used to stabilize the bones and to protect against additional fractures. Treatment aims to prevent deformities through use of traction and/or immobilization in order to aid in normal development and rehabilitation. Limb deformities and repeated fractures can be corrected by intramedullary rods — telescoping rods that elongate with growth. After surgical placement of the rods, extensive post- operative care is required because greater amounts of blood and fluid are lost. (Loeb, 755) It should be noted that the healing of fractures appear to be normal. (Isselbacher, 2112) Braces, immobilizing devices and wheelchairs are necessary. Physical therapy is important in the treatment of OI. Bone fracture density in unfractured bone is decreased when compared with age-matched controls due to limited exercise, so it is essential to stay as active as possible. Physical therapy is also used for strengthening muscle and preventing disuse fractures with exercises with light resistance, such as swimming. Regular dental visits are necessary to monitor the teeth. Monitoring by opthalmol- ogists for vision and audiologits for hearing is also essential. Radiologists need to examine the structure and density of the bones, and an orthopedist is needed to set fractures and take care of other bone related problems. Counseling and emotional support is needed for both the patient and the family. It is important not to limit a child because of his/her disabilities, and to realize that many victims of this disease live successful lives. Debrah Morris, a successful business woman, and active fighter for disability rights and helping other patients of OI, says, â€Å"If I had the choice to be anyone in the world, I would be exactly who I am. The people I have met, the challenges I have faced, the opportunities that I have been presented — all are directly related to dealing with being a little person with brittle bones.† (Kasper, 53) Many of the symptoms of OI can be confused with those of a battered child. X-rays are used to show evidence of old fractures and bone deformities to distinguish the difference. The Osteogenesis Imperfecta Foundation (OIF) has is a national support group that offers assistance to families in this position and to increase public awareness. The OIF has a medical advisory council, chapters, support groups, regional meetings, biennial national conferences, and parent contacts to help families feeling alone and helpless. They also publish a newsletter, provide literature and videos about OI, and sponsors a fund to support research. Magnesium oxide can be administered to decrease the fracture rate, as well as hyperpyrexia and constipation associated with this condition. (Anderson, 1127) A high-protein, high-carbohydrate, high-vitamin diet is needed to promote healing. A growth hormone has also been administered during childhood, and is shown to substantially increase growth. Treatment with bisphosphorates and related agents has been discussed to decrease bone loss, but no controlled studies have been done. (Isselbacher, 2113) Since there is no cure for oseogenesis imperfecta, appropriate and properly timed rehabilitation intervention is of the utmost importance to ensure that the child is able to function to the best of his/her ability in society. A ten year study that was submitted in 1992 proves this. 25 of 115 children with severe OI were observed since birth or infancy at the National Institutes of Health, MD and the Skeletal Dysplasia Clinic at the Children†s National Medical Center in D.C. One was Type I, two Type II, nine Type III, and thirteen Type IV. They were classified by physical characteristics and functional capacity: Group A consisted of those who were severely dwarfed with large heads and marked bowing , contractures, and weakness of extremities. The highest functional skill expected was independent sitting. Group B was growth deficient, but with a normal sized head. Femoral bowing, scoliosis, and contractures of the hip flexors were characteristics. they were expected to stand and/or ambulate with braces. Group C were less growth deficient, and had good strength, but poor endurance. They had marked joint laxity and poorly aligned lower extremity joints, but were ambulators. (Binder, 386-387) Group A patients were the most severely involved. Most were basically sitters. The majority were totally dependent in their self care. Group B had the potential to become at least short-distance ambulators. These patients had acquired the ability to move to sitting, but had transitional moving problems, such as sitting to standing. All were part- ially independent in their self care. Group C had antigravity strength and 50% had good strength in their extremities. All were physically active and age-appropriately independent, but none were good long-distance walkers. (Binder, 387-388) Progressive rehabilitation of these groups all included posture exercises and active range of motion and strengthing exercises. Group B had additional ROM and posture exercises, as well as Developmental exercises. Group C added coordination activities. Conclusion, â€Å"Management of patients with OI should address the child†s functional needs. Even though the degree of disability may be severe, management should not be limited to orthopedic procedures and bracing. Treatment planning should be considered, but not totally based on genetic, anatomical, and biochemical abnormalities. Our experi- ence suggests that clinical grouping based in part on functional potential can be useful in the appropriate management of children with OI.†(Binder, 390) Independence was stressed in this study, and even patients with limited sitting ability, upper extremity function can be improved to at least minimal independence in self-help skills. Potential ambulators should be helped because, although their ability might not progress past indoor ambulation, walking will make them more independent and may result in increased bone mineralization. Poor joint alignment, poor balance, and low endurance can all be improved with persistent, individualized physical and occupational therapy. For best results, therapy should be started as soon after birth as possible. Mainstreaming school aged children is also important. All of this together leads to â€Å"age-appropriate social development and markedly improved independence and quality of life in the majority of patients.†(Binder, 390) Osteogenesis imperfecta is the most common genetic disorder of the bone. It occurs in about 1 in 20,000 live births, and is equally prevalent in all races and both sexes. The Type I OI has a population frequency of about 1 in 30,000. Type II has a birth incidence of about 1 in 60,000. Types III and IV are less common and may be as high as 1 in 20,000. (Isselbacher, 2111) The occurrence of OI in families with no history or blue sclerae is about 1 in 3,000,000 births.(Smith, 1995, 171) The recurrence risks in families is estimated to be 6 to 10%, but is only estimated because most couples choose not to have any more children. 15 to 20% of patients with OI do not carry the gene for abnormal collagen, making many wonder if there is yet another genetic problem undiagnosed at this time.(Smith, 1995, 172)

Mcdonald’s Practices/Operations in Turbulent Environment

McDonald’s strategic plan is called ‘plan to win’ which helps McDonald’s to be the best fast food restaurant chain rather than the biggest fast food restaurant chain. (kspain, 2008) In turbulent environment, McDonald’s tries to achieve high performance by applying the 5 P’s: people, product, price, promotion, and place or distribution. Product involves both intangible and tangible offerings of the business which customer can see, feel, taste or smell. (Kukreja, 2011) Next, price consists of all the costs of production and delivery of the product or service. Then, promotion comprises all the types and manner of communication that companies use to make products or services known to the customer. Finally, place or distribution is the channel that connects the products or services to the consumers. McDonald’s focuses primarily on its people or focusing on maintaining and improving employee satisfaction in order to maintain good relationship between the employees and the customers. In order to improve employee satisfaction, McDonald’s uses flexible schedules for the employees to fit their working schedule into the way they live their life. McDonald’s also uses celebrating diversity in their hiring way to combining their ideal work force with different people from different backgrounds with different interests. (Mcdonalds, 2011) Besides that, McDonald’s also simplifies the restaurant environment for their staff and customers in a faster speed. To enhance the relationship between employees and the customers, McDonald’s ensures their staffs are friendly and as well as fast with hospitality training. Finally, McDonald’s also provides cost-efficient, relevant training for their world-wide workforce and provide career opportunities for people to achieve their potential. In the product strategy, McDonald’s offered a wider variety of food. McDonald’s strategic planning focuses on breakfasts, chicken, beverages and convenience. The Southern Style Chicken Biscuits are launched for breakfast in McDonald’s. However, the Southern Style Chicken Sandwiches are launched for lunch and dinner. McDonald’s introduced new hot specialty coffee offerings on a market-by-market basis in their beverages business. Besides that, McDonald’s also offered burgers-and-fries instead of just offering snack foods and desserts. Despite of negative image of McDonald’s for the unhealthy food, McDonald’s offers oatmeal and salads to replace high calorie breakfast sandwiches for somewhat healthier options. Lastly, the Happy Meal is one of the good product strategies which aim kids providing kid’s favorites such as small French fries and chicken nuggets along with a small toy. ECUATORIALL, 2012)These planning enables McDonald’s to satisfy customers’ desire for food that fit into today’s lifestyle. For the price strategy, McDonald’s had introduced value meal for their customers. The value meal allows customers to buy a sandwich, French fries, and beverages at a discount price when purchased together. McDonald’s restaurant offer seven to twelve value meals for the lunch and breakfast menu. McDonald’s also offers a dollar menu which consisting many individual items costing only $1. 00 each. investopedia, 2009) Other than that, some of the individual franchise owners offer daily specials of special menu items with lower price such as Big Mac Mondays. These helps McDonald’s to offer affordable prices to customers and also to be profitable for the company. McDonald's spent huge amount of money on promotion which is presented in marketing, leadership and trust. McDonald’s focuses primarily on targeting the children. With this, McDonald’s offers happy meals which targeted children by giving along the small toys with the meals. ECUATORIALL, 2012) McDonald’s also offers various schemes for winning prices by giving lucky draws and also scratch cards when an order is placed on various mean combos. On the other hand, McDonald’s also does its promotion by advertising to make people aware of an item, feel positive about it and remember it. They do their promotion through television, hoardings and bus shelters. Some of the most famous marketing campaigns of McDonald’s are â€Å"You Deserve a break today, so get up and get away- To McDonald’s†, â€Å"Aap ke zamane mein ,baap ke zamane ke daam†, â€Å"Food, Folks, and Fun† and â€Å"I’m loving it†. (scribd)

American Lion (Panthera Leo Atrox) Facts and Figures

American Lion (Panthera Leo Atrox) Facts and Figures Name: American Lion; also known as Panthera leo atrox Habitat: Plains of North America Historical Period: Pleistocene-Modern (two million-10,000 years ago) Size and Weight: Up to 13 feet long and 1,000 pounds Diet: Meat Distinguishing Characteristics: Large size; lithe build; thick coat of fur About the American Lion (Panthera leo atrox) Contrary to popular belief, the saber-toothed tiger  (more accurately referred to by its genus name, Smilodon) wasnt the only feline apex predator of Pleistocene North America: there was also the American Lion, Panthera leo atrox. If this plus-sized cat was, in fact, a true lion- some paleontologists speculate that it may have been a species of jaguar or tiger- it was the largest of its kind that ever lived, outweighing its contemporary African relatives by hundreds of pounds. Even still, the American lion was no match for Smilodon, a more heavily built predator (only distantly related to the Panthera genus) that employed an entirely different hunting style. On the other hand, the American lion may have been smarter than Smilodon; before the advent of human civilization, thousands of saber-toothed tigers became mired in the La Brea Tar Pits in search of prey, but only a few dozen individuals of Panthera leo atrox met such a fate. Intelligence would have been a valuable trait in the competitive landscape of Pleistocene North America, where the American lion had to out-hunt not only Smilodon but also the dire wolf (Canis dirus) and the giant short-faced bear (Arctodus simus), among other megafauna mammals. Unfortunately, by the end of the last Ice Age, all of these vicious carnivores occupied the same dismal playing field, hunted to extinction by early humans at the same time as climate change and a reduction in their usual prey thinned out their populations. How was the American lion related to another famous big cat of Pleistocene North America, the cave lion? According to a recent analysis of mitochondrial DNA (which is passed on only by females, thus allowing for detailed genealogical studies), the American lion diverged from an isolated family of cave lions, cut off from the rest of the population by glacial activity, about 340,000 years ago. From that point on, the American lion and the cave lion coexisted in different North American territories, pursuing different hunting strategies.

12 Interesting Facts About Activist Grace Lee Boggs

12 Interesting Facts About Activist Grace Lee Boggs Grace Lee Boggs isn’t a household name, but the Chinese-American activist made long-lasting contributions to the civil rights, labor, and feminist movements. Boggs died on Oct. 5, 2015, at age 100. Learn why her activism earned her the respect of black leaders such as Angela Davis and Malcolm X with this list of 10 interesting facts about her life. Birth Born Grace Lee on June 27, 1915, to Chin and Yin Lan Lee, the activist came into the world in the unit above her family’s Chinese restaurant in Providence, R.I. Her father would later enjoy success as a restaurateur in Manhattan. Early Years and Education Although Boggs was born in Rhode Island, she spent her childhood in Jackson Heights, Queens. She demonstrated keen intelligence at an early age. At just 16, she started studies at Barnard College. By 1935, she’d earned a philosophy degree from the college, and by 1940, five years before her 30th birthday, she earned a doctorate from Bryn Mawr College. Job Discrimination Although Boggs demonstrated that she was intelligent, perceptive and disciplined at a young age, she couldn’t find work as an academic. No university would hire a Chinese-American woman to teach ethics or political thought in the 1940s,  according to the New Yorker. Early Career and Radicalism Before becoming a prolific author in her own right, Boggs translated the writings of Karl Marx. She was active in leftist circles, participating in the Workers Party, the Socialist Workers Party and the Trotskyite movement as a young adult. Her work and political inclinations led her to partner up with socialist theorists such as C.L.R. James and Raya Dunayevskaya as part of a political sect called the Johnson-Forest Tendency. Fight for Tenants’ Rights In the 1940s, Boggs lived in Chicago, working in a city library. In the Windy City, she organized protests for tenants to fight for their rights, including living quarters free from vermin. Both she and her mostly black neighbors had experienced rodent infestations, and Boggs was inspired to protest after witnessing them demonstrate in the streets. Marriage to James Boggs Just two years shy of her 40th birthday, Boggs married James Boggs in 1953. Like her, James Boggs was an activist and writer. He also worked in the automobile industry, and Grace Lee Boggs settled with him in the auto industry’s epicenter- Detroit. Together, the Boggses set out to give people of color, women, and youth the necessary tools to effect social change. James Boggs died in 1993. Political Inspirations Grace Lee Boggs found inspiration in both the nonviolence of the Rev. Martin Luther King Jr. and Gandhi as well as in the Black Power Movement. In 1963, she took part in the Great Walk to Freedom march, which featured King. Later that year, she hosted Malcolm X at her home. Under Surveillance Because of her political activism, the Boggses found themselves under government surveillance. The FBI visited their home multiple times, and Boggs even joked that the feds likely thought of her as â€Å"Afro-Chinese† because her husband and friends were black, she lived in a black area and centered her activism on the black struggle for civil rights. Detroit Summer Grace Lee Boggs helped to establish the organization Detroit Summer in 1992. The program connects youth to a number of community service projects, including home renovations and community gardens. Prolific Author Boggs penned a number of books. Her first book, George Herbert Mead: Philosopher of the Social Individual, debuted in 1945. It chronicled Mead, the academic credited with founding social psychology. Boggs’ other books included 1974’s â€Å"Revolution and Evolution in the Twentieth Century,† which she co-wrote with her husband; 1977’s Women and the Movement to Build a New America; 1998’s Living for Change: An Autobiography; and 2011’s The Next American Revolution: Sustainable Activism for the Twenty-First Century, which she co-wrote with Scott Kurashige. School Named in Her Honor In 2013, a charter elementary school opened in honor of Boggs and her husband. It’s called the James and Grace Lee Boggs School. Documentary Film The life and work of Grace Lee Boggs were chronicled in the 2014 PBS documentary â€Å"American Revolutionary: The Evolution of Grace Lee Boggs.† The director of the film shared the name Grace Lee and launched a film project about well-known and unknown people alike about this relatively common name that transcends racial groups.

Motivation Essay Example | Topics and Well Written Essays - 1750 words

Motivation - Essay Example Most of these theories build on the work of Abraham Maslow conducted in the 1940's. His studies into human personality included attempts to understand motivation. He organized a list of five levels of motivation in order of importance from physiological through safety, love, and esteem to the top level of self-actualization. At the physiological level, people are concerned with obtaining their physical needs - food, air, water, and shelter. At the safety level, the concern shifts to protecting and supporting the family. While love can refer to the kind of romantic relationship most people think when they see the work, in Maslow's hierarchy of needs model it refers to the need to be accepted as a member of a group. Esteem and self-actualization may seem like the same thing, but esteem refers to having a sense of self-respect while self-actualization refers to the development of wisdom (Maslow, 1987). â€Å"Maslow’s ultimate conclusion that the highest levels of self-actualizat ion are transcendent in their nature may be one of his most important contributions to the study of human behavior and motivation† (Daniels, cited in Huitt, 2004). In most illustrations of this model, the various stages are represented as individual steps on a pyramid of possibility with physical needs at the base and self-actualization at the peak. The reason for this depiction is due to Maslow's belief that all of the elements in one level must be achieved before the individual can move on to the next level. It is important to have this history, because it forms the base upon which or against which later theorist worked. Working in the late 1950's and 1960's, Frederick Herzberg built his two-factor theory from Maslow's model trying to learn new ways to motivate employees. He discovered that employees were not motivated just by having their low-level needs met and suggested employers who wanted to improve performance should work to also address high-level motivators. â€Å"M otivator or intrinsic factors, such as achievement and recognition, produce job satisfaction. Hygiene or extrinsic factors, such as pay and job security, produce job dissatisfaction† (Herzberg, Mausner & Snyderman, 1959). Although he renamed and grouped the levels into hygiene and motivator macro-levels, the same basic levels from Maslow can be discovered within as physiology and safety needs become hygiene and esteem and self-actualization become motivators. Organizations employing Herzberg's theory understand pay increases, bonuses, and other inducements related to the job intended to satisfy low-level needs will not motivate workers. Instead, just focusing on meeting these needs tends to encourage employees to seek employment elsewhere. Organisations such as Tesco base their operations on this theory, giving employees a chance to participate in decision-making, holding forums to gain employee input, and encouraging strong organisation-wide communication. These are all strat egies designed to meet high-level needs such as belonging, esteem,