Erik Erikson Stages of Human Development Essay

Erik Erikson stages of human development with a particular approach of the Identity crisis of adolescence and implications for youth policy and practice. Erik Erikson`s developmental stages: The Adolescence Identity Crisis approach. â€Å"They say is human to experience a long childhood, but is also civilised to have an even longer childhood as it leads the person to achieve more technical and mental abilities known as virtuoso; at the same time it can also leave a long residue of immaturity and emotional confusion† (Erikson, 1994- Erik Hamburger Erikson, 1902-1994). In the collected works there was a researcher who spent a lot of time studying about human development and his name was Erik Erikson; most of Erikson`s work is based on real life situations such as the war and human depression which could influence the behaviour of one person, the author believed that the culture one individual lives in is also influencing their behaviour as an example of such arguments is Erikson`s study Sioux Indians investigated in a reservation. Erikson argued that the human behaviour is influenced by the body interactions, by the human mind and the overall cultural influences (Marcia, 1966). Erikson developed a theory which states that there are eight major stages in the human development dividing the adulthood developmental stages into young adults, middle age adults and older adults experience. The first stage Erikson described is the Infancy starting from birth up to 18 months also called the Oral Sensory stage and the main concept of the stage is emphasising the importance of love and care given to an infant by their mother as well as the visual contact and touch as the forms of communication and emotional exchange; this stage is also known as â€Å"Trust versus Mistrust† which stands for the infant`s basic needs accomplishment as when the infant`s needs are fulfilled by the mother as the role model the child will form trust and confidence where as if the basic needs such as visual contact are not offered by the mother it can lead the infant to develop mistrust in the closest person due to the lack of positive communication (Oswalt, 1995-2012). The second stage starts at 2 and continues up to 4 years old is also known as the â€Å"Autonomy versus Shame and Doubt† which stands for the fact that the child is actually asking if their person is ok and accepted by the others due to the fact that he starts to explore the close environment and gains motor abilities; at this stage the children are developing their first interests and the parents still play a fundamental role in encouraging and supporting the child`s autonomy and independency skills (Erikson, 1970). The third stage is also known as the Preschool stage â€Å"Initiative versus Guilt† starting at 4 until the child reaches 5 years old and although is a short stage the child development is significant as they start to master the nearest environment by achieving basic learning skills of life for instance the child learns that the things are falling down and not up. At this stage the child develops a certain level of independency and courage but at the same time they can develop some negative behaviour such as frustration, rudeness or aggressive intentions (Erikson, 1993). Between 5 and 12 years old is the stage of â€Å"Industry versus Inferiority† when the child is asking if they have a place in the world and becomes more aware of the fact that they are individuals, become more responsible, start to share more and to cooperate better in certain situations as they understand the meaning and sense of life to a deeper extend, at the same time the child discovers new talents and interests (Erikson, 1980). The fifth stage is the Adolescence starting at 13 up to 19 years old also known as â€Å"Identity versus Role Confusion† which stands for the crisis the teenager might experience when identifying their own personality; it is the most critical period as it could influence the person` s life as it is characterised by confusion in most cases, it will be critically appreciated in the last part of the essay. The sixth stage is the young adulthood starting at 20 up to 40 years old also called â€Å"Intimacy versus Isolation†, period governed by the conflict of love. Although, at this stage the identity crisis is coming to an end, the young adult can isolate because of the intimacy need and the fear of being rejected by the groups, overall the stage refers to the person`s need of finding the right partner for life (Erikson, 1990). The middle adulthood starts at 40 up to 64 years and is also known as â€Å"Generativity versus Stagnation† and is characterised by the adult intention and concern of helping and guiding the younger generation so the main focus of the adult is to contribute towards society development by offering support to the new generation (Erikson, 1980). The last stage described by Erikson is called the late adulthood starting at 65 till death also known as the â€Å"Ego Integrity versus Despair† when the adult is meditating upon their life events and what they have achieved throughout the life, if they realise that their life has been successfully will form integrity if not it can lead to despair and the feeling of failure (Erikson, 1980). One of the Erikson`s most talked stages of human development is the Adolescence which main focus is the teenager`s concern about how they look, how they are interpreted and accepted by their peers, friends and groups (Marcia, 1976). Erikson claims that in the late stage of adolescence the teenager develops a sexual identity which will define them as a person for their future life; the teenager makes a transition from the child to adult life which will actually mark their future roles in the society. The first stage of the transition is marked by the confusion of who the teenager wants to become, who they are at the moment and how will they be accepted by the society as an example of such uncertainty is the teenager`s preoccupation to fit into small jobs, they will try different roles such as babysitting or catering assistants until they will decide what they want to become in the future. Erikson claimed that eventually the teenager achieves a sense of identity but before that there is a crisis and a confusion stage which influences the teenager`s future decisions and interests; the period is critic as it can lead the teenager into bad groups, drugs, violence and other dangers since they are really confused and easy influenced so the parents must support and guide them towards the right path (Marcia, 1980). Erikson believes the transition is marked by the identity crisis which makes the stage unique as it becomes a synthesis of earlier stages and a kind of anticipation for the adulthood life as the youth stage is a bridge between child and adult experience (Fletcher and Branen, 2009). The stage is a radical change in terms of puberty, ability to search and find own life directions, awareness development of the society meanings and roles; the teenager is challenged to establish boundaries for themselves and this is when their identity crisis becomes hard to deal with, but Erikson believes the society will help and guide the adolescent to find their own way by offering different experiences which will impact the teenager`s interests and will define who they want to become as adults(Erikson, 1980). The theorist claims the identity crisis might be prolonged for some individuals due to the society and because it takes time to achieve certain life skills, personal interests and form a clear overview of the adult life, so there is no exact deadline for the teenager to create a life strategy, but Erikson thinks that by the age of 18 to 20 the adolescent must know their own interests and head to a certain direction in life gaining a psychological and social stability (Fletcher and Branen, 2009). Finally, Erikson thinks that the major impact and influence on a teenager identity crisis is the sociological environment the person lives in and the youth culture existing in that specific society, although the youth culture might be particular from a country to another or from a race to another, overall the youth policy needs to be SMART which stands for systematic, measurable, achievable, reliable and time related so that it will help the teenager to establish their own direction more clearly and investigate the opportunities they might have within the adult world (Kail and Cavanaugh, 2004).The way a teenager experiences the transition period impacts the future psychological, sociological and youth developmental skills, so Erikson believes it is fundamental what kind of â€Å"tools† the society and mostly the youth environment offers to the adolescent so they can choose from and establish their future path in terms of career opportunities, personality definition and overall place in the society (Oswalt, 1995-2012). As the essay showed, Erikson made a comprehensive induction in the human developmental stages emphasising the meaning and role of each stage; the infancy is governed by the love and care offered by the mother to the child, as the child grows up they become more independent and, have bigger autonomy but yet they are uncertain about their place in the world as the second stage described, at the age of preschool the child learns the basic skills and define their ego in order to become more responsible with own interests and talents towards the fourth stage. The fifth stage is governed by confusion as is the adolescence identity crisis when the teenager decides their future path, as a young adult the person will be interested in making a family and ensure they are loved; the middle age adult will be concerned in offering guidance, support and advice to the new generation of children but towards the late adult stage we saw that the retired person is concerned about their life events and motivated to meditate upon their life cycle. References: Elkind, D. (2004). Erik Erikson`s Eight Ages of Men. Module III Teaching Supplemental Handouts. Erikson, E. (1970). Reflections on the dissent of contemporary youth. International Journal of Psychoanalysis. 51 (11-12). Erikson, E. (1980). Identity and Life Cycle. New York: WW Norton and Company. Erikson, E. (1993). Childhood and Society. New York: WW Norton and Company, 242. Erikson, E. (1994). Biography: Lecture Notes and Ego Psychologists. PSY (345). Kail, R. and Cavanaugh, J. C. (2004). Human Development: a life span view (3rd Edition). Belmont CA: Thomson/Wadsworth, 16. Marcia, J. E. (1966). Development and validation of ego identity statuses. Journal of Personality and Social Psychology. 3 (551-558). Marcia, J. E. (1976). Identity six years after: a follow-up study. Journal of Youth and Adolescence. 5 (145-160). Marcia, J. E. (1980). Identity in Adolescence. Handbook of Adolescent Psychology. New York: Wiley. Oswalt, A. (1995-2012). Erik Erikson and self identity. Edited by Zupa nick Psychology Department MSW.

Gods or God?

1. Mary Lefkowitz responds to the charges by some secular commentators that religion â€Å"‘poisons’ human life and causes endless violence and suffering† by stating that the â€Å"poison isn't religion; it's monotheism. † 2. â€Å"Openness to discussion and inquiry† and â€Å"[r]espect for a diversity of viewpoints† are some attitudes that contributed to the Athenian idea of â€Å"the cooperative system of government †¦ called democracy. †3. The existence of many different gods offers a more reasonable explanation than monotheism of â€Å"the presence of evil and confusion in the world. † A mortal â€Å"may have had the support of one god but incur the enmity of another, who could attack when the patron god was away†; however in the monotheistic traditions, â€Å"God is omnipresent and always good† and â€Å"mortals must take the blame for whatever goes wrong,† even though God permits evil to exist in t he world he created. 4.The separation between humankind and the gods made it possible for humans â€Å"to speculate about the character and intentions of the gods. † Greek theology allowed people to ask hard questions and encouraged others to learn and to seek all the possible causes of events. Such questions brought philosophy and science to the world. 5. Lefkowitz writes, â€Å"Ancient Greek religion gives an account of the world that in many respects is more plausible than that offered by the monotheistic traditions.† In this context, â€Å"plausible† seems to mean â€Å"reasonable. † The Greek account may be more â€Å"plausible† because â€Å"Greek theology openly discourages blind confidence based on unrealistic hopes that everything will work out in the end. † 6. Lefkowitz certainly makes an excellent point and I definitely agree with her. Religion today seems to be focused too much on blind belief. Thinking seems to create a healthie r environment and some â€Å"healthy skepticism† would definitely be helpful currently in such a stubborn world.

Lab Report Daphnia

Effects of Alcohol, Caffeine, and Temperature on the Heart Rate of Daphnia magna Joseph Ezra Gallo BY124L MW 8:30-11:30 Introduction Ectothermic animals are animals whose body temperature is affected by their surroundings. This means that if the environment is cold the animal will be cold. If the environment is warm the animal will be warm. This is because the animal doesn’t have the capability of regulating its body systems to keep a constant body temperature. When an ectothermic animal is cold, its heart rate will lower.When the animal is warmer, the heart rate will raise – as long as the temperature isn’t sufficiently high to harm the animal. (Campbell, 2005) Alcohol is a depressant. This means that body systems will slow down when alcohol is introduced. In particular, the heart rate will get consistently lower. If too much alcohol is added, it will result in the death of the animal. The alcohol acts by inhibiting the nervous system. (LaFave, 2003) After an in toxicating exposure to alcohol, an organisms system will be impaired for an extended period of time. Caffeine is a stimulant.It will work by causing the nervous system to work faster. Also, it will cause the blood vessels to constrict. (LaFave, 2003) These effects will work together to increase an animals heart rate. Under normal circumstances, the heart rate will increase as more caffeine is added. At some point the high concentration of caffeine will cause the heart to stop functioning. The effect of one outside substance can impair the effects of other substances. In this experiment we will intoxicate an organism. As a result, the nervous system will have difficulty responding when we introduce a stimulant.The caffeine will have no effect on the organism, because it will be insufficient to overcome the effects of the alcohol exposure. Background Daphnia magna is a freshwater ectothermic crustacean commonly referred to as a water flea. Its body is transparent. Because of its trans parency we can observe the effects of substances on its body without surgical procedures. We can observe the heart of the Daphnia to be dorsal to the backbone, just behind the head. (Helms, 1998) The average Daphnia has a heart rate of about 180 beats per minute under normal conditions.We will observe the effects of temperature fluctuations, alcohol, and caffeine on this ectothermic animal. Hypothesis Hypothesis 1: The hypothesis is that lowering the temperature of the surroundings of the ectothermic Daphnia magna will cause its heart rate to lower, and raising the temperature will increase heart rate. Hypothesis 2: The hypothesis is that the heart rate of Daphnia magna will decrease as higher concentrations of alcohol solution are introduced to the system. Hypothesis 3: The hypothesis is that the heart rate of Daphnia magna will increase as higher concentrations of caffeine solution are introduced to the system.Materials and Methods For the sake of time, the experiment was split in to two parts and each part was performed by a different team. One team worked on the effects of temperature changes on heart rate. The other team worked on the effects of Alcohol and Caffeine on the heart rate. Both teams obtained a plastic pipette and cut off the tip at the first graduation from the bottom to allow Daphnia magna to fit into the pipette. The teams each obtained a depression slide and smeared a small amount of petroleum jelly on one of the wells.Any excess petroleum jelly was wiped off so that there was only one layer on the well. Then each team used their pipette to draw a Daphnia magna from the jar and placed it on the petroleum jelly covered well. A Kimwipe was used to draw off excess fluid from the slide. Then one drop of solution was placed on the Daphnia magna to prevent it from drying out. Each slide was placed on a dissection microscope and the heart was located using the Helms manual and help from the lab instructor. Then one minute was given for the Daphnia magna to calm down.The following was the procedure used by the temperature team. After the Daphnia was given time to calm down, the team took a reading of its heart rate at room temperature (27 degrees C). The reading was taken by counting the heart beats for ten seconds and then multiplying by six to yield beats per minute. Next, a glass Petri dish was filled with ice water at five degrees Celsius. The cold water Petri dish was placed on the stage of the microscope, and the Daphnia was placed on top of the dish. When the Daphnia had been given a minute to acclimate to the changes, another heart rate reading was taken.Then the same procedure using the Petri dish to changed environmental conditions was used with cold tap water (23 degrees), warm tap water (30 degrees), and hot tap water (45 degrees). A heart rate reading was taken for each temperature. The following was the procedure used by the team that introduced chemicals into the environment of the Daphnia. First a zero reading was taken before any chemicals were introduced. The zero reading was an observation of the Daphnia’s heart rate before any substances were administered. All fluids were drawn off the slide using the corner of a Kimwipe.Then two drops of two percent alcohol solution were dropped onto the Daphnia. After a minute a heart rate reading was taken. The same procedure, including using the Kimwipe to draw off previous solution, was then used with four, six, eight, and ten percent solutions. A heart rate reading was taken after each solution was introduced. After the last alcohol solution a Kimwipe was used to draw off all of the solution and a drop of Daphnia culture fluid was added. After a minute another zero reading was taken. The team then used the same procedure used with alcohol to introduce caffeine solution of the same concentrations.Heart rate readings were taken after each solution. Results Table #1: Effect of Temperature Variations on Heart Rate of Daphnia magna |Temperatu re (C) |Heart rate (beats/minute) | |Room Temp. |224 | |5 degrees |146 | |23 degrees |182 | |30 degrees |214 | |45 degrees |0 (dead) |As the environment got further away from room temperature the effects were more pronounced. The heart rate got increasingly lower as Daphnia was placed in colder environments. The heart rate was 224 bpm at room temperature, then 182 at 23 degrees, and then 146 at 5 degrees. When the temperature was considerably higher than room temperature the Daphnia could not handle the extreme, and it died. Death occurred at 45 degrees. (Table 1)Table #2: Effect of Alcohol Solutions on Heart Rate of Daphnia magna |Concentration of Solution |Heart rate (beats/minute) | |0% |126 | |2% |84 | |4% |57 | |6% |42 | |8% |30 | |10% |18 | As higher concentrations of alcohol were introduced, the heart rate of Daphnia lowered on a steady trend. Heart rate was 84 bpm with 2% alcohol, 57 bpm with 4% alcohol, and 42 bpm at 6% alcohol. It can also be observed that the resting hear t rate of this Daphnia was considerable lower than that of the Daphnia used in the temperature experiments. (Table 2) Table #3: Effect of Caffeine Solution on Heart Rate of Daphnia magna |Concentration of Solution |Heart rate (beats/minute) | |0% |6 | |2% |6 |4% |6 | |6% |6 | |8% |6 | |10% |0 (dead) | The zero heart rate was lower than the heart rate at the highest level of alcohol concentration. As higher concentrations of caffeine solution were introduced, there was no effect on this Daphnia. When a ten percent solution was added the heart stopped. (Table 3) Discussion Table 1 showed the trend of Daphnia magna’s heart rate lowering as temperatures were lowered.Based on this data it can be reasoned that Daphnia’s heart rate will lower anytime it is introduced to a colder environment. At some point Daphnia would freeze and die, but barring that point the heart rate would get lower and lower with colder temperatures. Along the same line of thinking, increasing envir onmental temperatures would increase Daphnia’s heart rate until the temperature is too high for survival. This data did not completely support the hypothesis because there was no provision for the possibility of death in the hypothesis. If the data had supported the hypothesis the Daphnia would have had a higher heart rate at 45 degrees rather than dying. Table 2 showed the effects of alcohol on Daphnia’s heart rate.The higher the concentration of alcohol, the lower Daphnia’s heart rate got. It can be assumed that this trend would continue until the Daphnia died. This data supported the hypothesis. Table 3 showed the effects of caffeine on Daphnia. This table showed no trend. As a result of the lack of a trend, this data did not support the hypothesis. This can be explained several ways. First, it could have been experimental error. The solution team could have forgotten to use a Kimwipe to remove an alcohol solution from the Daphnia. There also could have been errors in the way Daphnia was handled. Another possible explanation was that the Daphnia was too weak from the beginning.The Daphnia in the temperature experiments had a considerably higher heart rate than that of the Daphnia used in the solution experiments. This could show that the solution Daphnia was weak at the onset of the experiment. As a result the alcohol exposure was unrecoverable for that Daphnia. The ectothermic qualities of Daphnia explained the effects of temperature on the animal. (Campbell, 2005) Daphnia was more tolerant to lower temperatures than to higher temperatures. This was expected since Daphnia usually lives in cold water. (LaFave, 2003b) The alcohol affected Daphnia as expected. (LaFave, 2003) When the caffeine was introduced to the system, there was no change. This was not what we expected based on knowledge of how stimulants affect animals. LaFave, 2003) This can be explained by the excessive nervous system inhibition caused by the alcohol. This experimen t can be used to show the practical application of chemicals and temperatures in regulating body function. It showed that a standard temperature is most preferred by an ectothermic creature. It also shows that chemicals can be introduced if there is any reason to sedate or revive a creature. These things have an obvious practical application in the medical field. Another application is in biological research when samples need to be kept alive, sedated for viewing, or revived. Conclusions 1. Daphnia magna is influenced by certain environmental conditions. 2. Daphnia magna cannot function in extreme situations. 3.Daphnia magna was unable to recover from the high alcohol concentrations. 4. The ectothermic nature and transparency of Daphnia magna made it very easy to observe the effects of environmental changes. Bibliography Campbell, Neil. , Jane B. Reece. 2005. Biology, 7th ed. Beth Wilbur ed. Benjamin Cummings Publishing, San Francisco, CA. pp 833-834. Helms, Doris. , Carl Helms. , R obert Kosinski. , John Cummings. , 1998. Biology in the Laboratory, 3rd ed. Judith Wilson ed. W. H. Freeman and Company Publishing, New York, New York. pp. 38-14 – 38-16 LaFave, N. Virtual Water Flea Experiment. http://www. geocities. com/nck12nlafave/daphnia. htm. 2003.

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Deep Green Underwater Kite - Essay Example The use of renewable energies is one of the steps taken to reduce the negative impact on environment by reducing the potentials of pollution and its extent. There are other reasons for the rapid advancements in the technological world. The major reason for making these rapid advancements possible and available to the people is the increasing population and its demand. The overwhelming increase in the population leads to demands which are impossible to be met using the old technologies. New ways of production and manufacturing are being utilized to meet the demands of the growing population. Limited energy supply is one of the reasons we need latest technologies. Deep Green Underwater Kite is of the technologies which have recently been launched and are of great help to meet the energy demands of people without risking the environment and natural life. The innovation of Deep Green underwater Kite is associated with a Swedish company Minesto. This unique toy-like device leaps and dives in the ocean water. This toy-like device works with more power and generates as much as 800 times more energy in the water currents than it may generate in the sky. The reason for such power generation process lays in the fact that seawater 800 times denser than the air. The turbine that is attached to the kite, hence, achieves to generate more energy than it can in the air. Minesto names this device as Deep Green and claims that it is capable of generating approximately 500 kilowatts of power also in the smooth and calm sea. This new technology is supposed to boost up the business for tidal power by as much as eighty percent (Harrell 2010). The Deep green underwater Kite is a simply designed 7 ton kite turbine which catches and regenerates power taken from the ocean just like a kite works in the air. The kite-like turbine is aimed at generating approximately 18 terawatt hours of power every year. This amount of energy is ample to meet the energy demands of more or less four millio n UK houses. This technology is more appreciated for its effectively green process and provision of green electricity. The Swedish military and aircraft designing company Saab was originally aiming at producing a wind turbine but the concept changed with the idea of using seawater as it is more powerful and productive for the thought of generating energy. The kite twists to escalate the velocity in the ocean ten-fold. The most important and precious factor to consider here is the cost-effectiveness of the device. The amount of energy it generates compared to the amount spent on each Kilowatt unit it generates gives an idea of its low cost technique. It costs as low as $0.09 cents to $0.20 cents per KWh. Using this technology in today’s financially weak society may help the overly populated societies in gaining access to the demanded quantities of energy. This cost effective device is useful in order to meet the demands and satisfying the energy requirements keeping an environ mentally sound system of generating energy. These kites are, hence, cost effective in terms of design, structure and use. Once installed, they require lesser investment in maintenance of these devices (Kraemer 2009). The Deep Green Underwater Kite is an invention which is equally helpful for those who use it and for those who do not. The

Google Search Engine Term Paper Example | Topics and Well Written Essays - 1500 words

Google Search Engine - Term Paper Example The MapReduce system indexes the pages that are later used to present information to the users and has been a major contributor to the success of the company. In September, 1998 a company named Google Inc. was launched in a garage by Larry Page and Sergey Brin. They initially started working in their friend’s garage and within a span of just one year moved to an office with 8 employees. In 2004, Google was able to raise a massive sum of $1.67 billion dollars through its Initial Public Offering (IPO). (Schneider, 2012) It was a highly publicized event that caught everyone’s attention. As of now, Google has more than 20,000 employees worldwide that are stationed in various parts of the world, making sure that the company operates to provide its customers with valued services. The first international office of Google was opened in Tokyo, Japan in August 2001. This was a sign of how technology has shifted from west to east in the past decade. Far East is considered to be on e of the most tech-savvy regions of the world and the big minds at Google capitalized on this opportunity and went straight to Japan for their international expansion. (Google, 2012) In the same year as its IPO, it opened its R&D (Research and Development) centre in Japan to attract the brightest, innovative and qualified engineers from amongst the Japanese and other Asian countries. In 2007, Android was announced as the first open source platform for mobile devices. In January 2010, Nexus One was the first phone introduced by Google as its benchmark phone that was equipped with the Android operating software and enabled new dimensions for mobile phone users. (Google, 2012) Google’s mission statement from the very first day has been â€Å"to organize the world’s information and make it universally accessible and useful† (Schneider, 2012). It specializes in Internet Search, cloud computing and advertising technologies. Amongst its most famous products include Gma il (email service) and Google+ (a social networking service). Google Chrome, Picasa (photo organizing) and Android mobile operating system have been its recent success that has helped it take over the technological world. It has been roughly estimated that Google runs over one million servers in data centers around the world. (Pandia, 2007) The huge success rate of Google can be attributed to an intricate set of innovative processes. The â€Å"science driven PageRank algorithm† has generated excellent search results that have been able to attract millions of searches on a regular basis. Google has reported that it spends approximately 200 to 250 million US dollars annually on purchasing or revamping its IT equipment. (Pandia, 2007) This shows the extent to which Google is committed in improving its infrastructure to provide the most latest and up-to date services to its customers. Peter Hidas of the Gartner Group has concluded that based on the above figures Google is roughly the fourth largest server producer in the world trailing behind HP, Dell and IBM. He even went on to say that Google has surpassed Microsoft’s total servers, signifying the fact that Google has the capacity and ability to handle excessively large number of computers in parallel. Its technical solution has been a result of continuous innovation and thus is far ahead of its competitors. (Pandia, 2007) According to estimates by some Google engineers, Google is processing a massive sum of 20,000 terabytes of data on a

Culture and Society in Japan Essay Example | Topics and Well Written Essays - 1500 words

Culture and Society in Japan - Essay Example They also attend the university for four years or join the community college for two years. Buckley (1998) indicates that of the total number of students, 90percent, and more graduate from high school. However, in higher learning institutions, at least 40 percent graduates, this shows the importance of education in the society of Japan. Those with disabilities are also considered but under separate schools. The country is keen to provide all individuals with equal educational opportunities hence, known to be one of the countries with high literacy rates in the world. According to Shields (2004), the year for most schools in Japan begins in April and has three terms. These terms are separated by spring, winter and summer holidays. However, the summer break is just one month. Students have an option to or not join the kindergarten when beginning. In 2000, the numbers of children in school were estimated to be half the total population of Japan. This was opposed to the requirements of t he state. According to Japan’s educational system rules, children who join the kindergarten must be 3 years and above and their parents have to meet the tuition fee required. At the age of 6 to 12 years, children attend elementary school known as Shogakkou. This is the first phase of the compulsory education in Japan (Okimoto and Rohlen, 1998). The curriculum in the Elementary school is divided into moral education, subjects, and special education. The subjects that are studied include languages, arithmetic, and life environmental studies, physical and moral education. In the special activities, students get involved in several club events. In this phase, students have play breaks and go on recess. Those between the age of 12 and 15 attend Chugakkou, which is junior high school. This phase is crucial for all students as it determines the future of an individual student. The performance here determines if one will get admission to a good senior high school or not. Joining a go od senior high school increases the chances of an individual to join the best universities and later attain a better career in life. In this phase, students have to extend after school and are required to attend Juku. Juku is a cram school that is meant to help students increase their knowledge grasping power and bright students are pushed to the next phase. Juku also assists students in the preparation of exams meant for high school entry. Entrance exams enable students compete for the best high schools. It is normal for students to be in school for 12 hours. This excludes the homework given and other different activities. This pressure on Japanese students prepares them to compete for high school positions. According to Dore and Sako (1989) the Japanese education System has special arrangements where students can also work full time, while attending senior high school part time. The Japanese education system has the following outstanding features that include; first, schooling occ upies childhood and adolescence stages completely, secondly, the development of the compulsory education both pre and post is privatized. Thirdly, under the single-track system, general education is preferred. Fourth, classmates are automatically promoted according to seniority. Fifth, the number of non-Japanese students and adults enrolled in different schools in Japan is low. Sixth, the country is known to have high education achievement

President Bush and President Clinton Essay Example | Topics and Well Written Essays - 750 words - 1

President Bush and President Clinton - Essay Example ar threat from North Korea , blown open the federal budget deficit, presided over economic recession and weakness, overseen an historic gap between corporate profits and worker compensation, and ignored menacing environmental issues such as pollution and global warming. There is no doubt that Bill Clinton was a far superior leader and far more worthy of the respect, admiration and gratitude of Americans. The reputation of the United States is the first area in which the difference between Bush and Clinton is stark. Under Clinton, the United States respected multilateral agreements, sought consensus among the international community on matters of great import, projected the power of the United States in a non-arrogant manner, and respected human rights. For example, Clinton pursued and successfully achieved treaties that grew and strengthened international trade, such as the North American Free Trade Agreement (NAFTA) and the General Agreement on Tariffs and Trade (GATT). He also helped negotiate the Kyoto Protocol against global warming. In addition, he utilized U.S. military power when necessary and within the context of NATO, as was the case in Kosovo. Because of his active solicitation of and respect for the opinions and influence of other nations, the United States enjoyed a high degree of respect and admiration throughout the world. On the contrary, Bush has led the U.S. to an all-time low in its image abroad. Virtually from the beginning of his presidency, he has pursued an all-out assault on the international progress that took eight years to achieve during the Clinton administration. He immediately backpedaled on security assurances that had been made to North Korea, effectively provoking that country to resume nuclear weapons development and causing them to return to caustic anti-American propaganda and posturing. In addition, he pulled out of the Kyoto accord on global warming, effectively leaving much of the rest of the world high and dry when it comes

Categorisation in Long-Term Memory Essay Example for Free

Categorisation in Long-Term Memory Essay The method used was a field experiment as it took part in a classroom. This method was chosen because the independent variable can be manipulated to find the effect on the dependent variable, which can draw conclusions about cause and effect. Doing this allows reasonable control of extraneous variables and where the experimenter has a significant amount of control. An independent groups design was most appropriate because it prevents order effects and demand characteristics to a certain extent. There will be two groups, a control group who will be shown a random list of words and an experiment group who will receive a categorised list. This enables me to compare the number of words each group can recall and therefore claim the cause and effect. Independent variable Whether participants are presented with an organised list of words or not. Dependant variable Memory as measured by the number of words the participant recall from the list of words. Participants It was an opportunity sample of International school students from 13 to 14 years old. 10 participants were allocated into each condition randomly (condition 1: control group who received a random list of words, condition 2: experiment group with an organised list of categorised words). Each condition had 5 females and 5 males. Anyone that was available was asked if they would take part in the experiment. None of the participants dropped out and only 2 students refused to take part, because they were not free at that moment. This sampling method was chosen because it was quick and convenient. By using independent designs, some extraneous variables were controlled. Order effects were prevented since different participants were allocated in different conditions. Having clear and concise standardised instructions reduced confusion. The procedures were standardised to reduce any experimenter effects. The room was kept in a constant temperature to reduce it from possibly affecting participants memory. Students were ranged from 13-14 years old. Other noise from outside the room may have distorted the results and therefore all windows and doors were closed so that as little noise as possible was allowed into the room. The group of participants who received the organised lists of words recalled more words than the participants with the randomly categorised list. It was distinctive from the graph that people given categorised words recalled more words than people who received a random list. The results support my hypothesis of better recall from students if words were categorised. The relationship between the independent and dependant variable was if the words were categorised, the higher the recall. Discussion Validity Validity is if the measuring apparatus measures what its meant to measure. By looking at the number of words remembered, its an indicator of memory as it is clear that the more words you recall the more words were remembered, this is called face validity and its purpose is to see if the experiment is testing what its supposed to measure. I chose 3 categories of words to use in my experiment and I think that they were the correct categories to use as they were all only 1 syllable and are generally used in everyday life. This is related to construct validity which is whether the method can be used to support the variable that is being measured. (If the experiment was replicated, we would see similar results) I think that I chose the words that best measure organisation and that my test was valid. Ecological validity is if the experiment measures a naturally occurring behaviour. This was a field experiment which has good ecological validity but its not usual for someone to be taken into a room and to participate in a test on a daily life setting. The participants were aware they were taking part in a psychology experiment so the results could have been affected by demand characteristics. Suggestions for improving validity Participants were aware they were talking part in a psychology experiment which could have created demand characteristics and possible experimenter bias. To obtain a higher ecological validity I could have applied my study to school/everyday life. For example, asking participants to recall a list of ingredients that they had used to bake a cake. This could prevent demand characteristics and experimenter bias as participants might not be aware this that it is a psychology experiment and could possibly make my results more valid. Doing this however, would make it harder to control any extraneous variables and the study would be more difficult to replicate and standardise. Reliability Reliability is whether the measuring method can measure consistently. If the experiment was repeated, similar results would appear. I have increased reliability using the same words in both lists. Two different lists of words decreases reliability as some words are easier to remember than others. Therefore using the same words will reduce this effect. In the list of organised words it was obvious that the experiment was testing memory which led to demand characteristics. The experiment were standardised which meant its easy to replicate. However, because participants were already told that they were taking part in a psychology experiment on memory, they knew what the experiment was about and could try harder to perform better on the test (demand characteristics). Improving reliability If I were to choose a different sampling method results would be much more representative, because my sample was an opportunity sample with only people who were free at that moment. I could have chosen a random sample to increase reliability since there are different levels of cognitive abilities in students and not only people who were free. This method could be done by picking 10 males and females randomly (picking out names from hat) from each year group. This means a total of 70 subjects would be used instead of just 20 and doing this would give me more reliable results and a much more representative sample of school students. Also, to reduce demand characteristics the purpose of the experiment shouldnt have been told to the participants until after the experiment, which is called debriefing. Implications of study Bousfield found that we have semantic organisation in our long-term memory. Bower et al found that organising words into a categorised hierarchy would help to improve recall. In this study I found that participants recalled more words when the words on this list were organised. This means that the findings of my experiment support both Bowers and Bousfields findings. This implies that there is in fact a short and long-term memory and that there is some kind of semantic organisation of the information in the long-term memory which can improve peoples re-call. Generalisation of findings Target population is the age and group of people an experimenter plans to generalise their findings on. In my experiment the target population was Island School students between the ages 13-14 years old. This was hard to generalise due to the sampling method. The method was biased because only students who were available and around at that time were asked to participate. This could be improved if a larger sample of students were used and not only people who were free to participate. My experiment only involved 20 people, which was too little to generalise a school of 1500 students. It was hard to generalise beyond the target population, as there are individual differences, psychological differences and cultural differences between much of the population. In addition my sample was too small to generalise beyond target population. Applications of everyday life It was found that an organised list of categorized words would be more efficient to remember than a randomly placed list of words. This can be applied to everyday life, for example when teachers teach children they have to teach in a systematical order so it is easier to recall the majority of information. As for a high school there is a syllabus which is organized by categorising the same type of information together. This is the most efficient way for remembering information and recalling it for exams.

Role of a Teacher in English Language Learning

Role of a Teacher in English Language Learning Chapter I Introduction The Problem and Importance This investigation is fundamentally based on the situation that the students live every day in Public High Schools students live everyday, such a case is Liceo Diurno de Esparza within the process of learning English for Oral Communication. As part of Academic Education, learning English has become of primary importance in a globalized world. The creation and the advance of the massive mass media as well as the means of transportation have contributed for people to be able to communicate more quickly. However, despite the fast advancement of communications, an idiomatic barrier exists, and it is imposed among all the communities in the world and that impedes to communicate more efficiently. The study of a foreign language was set in order to improve communication among different countries; those countries establish a universal language as an international way of communication. English is that language; it has become a worldwide language due to the great number of countries that use it as a native or foreign language. English has become mandatory in all public educational institutions in our nation. In the same way, the introduction of transnational companies during the first years of XXI, has brought to the country not only the aperture of more and bigger companies, hence opportunities to Costa Ricans, but also the demand on English speakers in terms of quality and quantity. In our country is very important that at least the basis of English are known in order to communicate in simple phrases, in our daily life routines, also because Costa Rica is a paradise for tourists and it demands a fullness in the way we manage this universal language as part of cultural and social diversity. The intervention of the state in the design of English programs for the public sector was given a little late. According to Cordova, (1994), cited by Miranda (1997): It was not unitl 1925, when the Costa Rican Government through the Department of Public Education decreed an internal regulation that permitted the teaching of foreign languages such as Latin, French, and English in Casa de Estudio Santo Tomà ¡s. English programs were not a success because of the lack of materials and English Teachers; for that reason, the programs were given by people who spoke that language and they had materials brought from other countries (p.3). That is to say, the Department of Education did not have as a priority the learning of foreign languages for the students. Despite the effort made by the Department, the quality of teaching was worse. English teaching continued being developed without qualified professionals, methodology, and material. English teaching and learning changed significantly in 1991, when the National Advisor decided to give a new course to the programs. It was in that year when a specific curriculum for English learning was created in High Schools and it covered Tercer Ciclo and Educacià ³n Diversificada (Senior High). Those programs were based on students needs. As a result advisors established in 1994 a program called Children of Costa Rica, in a modern and integrated world and decided English should be a subject inside the curriculum of schools. (Cabrera, 2005 p.3) Despite all the efforts, English had be taken as common subject inside the national test and covered only the written skill and it did not take into account the oral skills. Cabrera (2005) said that English had become a written test that included only reading comprehension, and the professors were limited only to teach how to read, but they excluded the other linguistic abilities. (p.1) After almost 70 years of English teaching in Costa Rica and multiple attempts to improve the English programs, it was only during the Government of Josà © Maria Figueres Olsen in 1996, when they really began to evaluate the quality of the programs, and it was determined that students from public schools needed to be orally proficient in English. Some years later, the Department of Public Education presented the first program of Conversational English for public schools which is part of the technological Education. The program of Conversational English covered listening and conversational skills to give students the capacity to use any given situation. Since the year 2001, the Conversational English Program has been implemented in the Public High Schools of Costa Rica that want to enter Conversational English as an optional subject in Technical Education. The Advisors of Technical Education are conscious of the responsibility that the High Schools represent in terms of English learning and the quality of the graduated students for they will face the dynamics of the business sector. Thus our current students should respond to the demands of the world in a near future. Yet, and during the last six years, the Department of Education has tried to change English Curriculum to give more emphasis on the oral and listening skills in the quality of English teaching and learning. Despite all the efforts, it is pitiful to know that after five or six years of English lessons, with three weekly lessons in the Tercer Ciclo (seventh, eighth and ninth grades), five weekly lessons in the Ciclo Diversificado (10th and 11th grades) and the development of a Conversational English Program with six weekly lessons, our graduates are still incapable of speaking English fluently. (Al Dà ­a, 2005). Badilla (2003), in his study A proposal of improvement of the applicability of the conversational English program of Public Education expresses that: The Costa Rican curriculum has suffered changes to be adapted to globalization and the programs should be analyzed to guarantee their quality(p.lO). Today, there are few existent studies related to the Conversational English Program and its applicability in different contexts. In the same way, it is important to mention that human beings suffer changes through life, and these changes possess some specific characteristics in the social and cultural aspects. In addition, all societies or communities present different characteristics from others. Those differences produce on any program the necessity of a contextualization because it is impossible to develop a program in the same way. All those aspects are very important to take into account in a program evaluation or study. Due to the little existence of research about the social factors and a good teacher as a facilitator and the way the curriculum of the MEP is applied, the research is considered of importance to contribute with the needs of the students learning. The main focus in this investigation is placed in determination of the topic in theoretical and social frames, according to the Costa Rican context. The investigation is build, as a main source, which analyzes the main factors that have their influence on the learning process of English for oral communication, with a hypothetical supposing that there are many factors which are motivators and barriers for the process of learning English for oral communication. The research considers the individual social characteristics as factors for participation in the process as well. A special emphasis in the investigation is directed about the students achievements toward the skills and capabilities which are required for successfully coping with the everyday job tasks and rapid changes in the students environment and society. Research is also giving the answers about the Teachers role and investment in the process of learning of the students. All of the factors if treating in positive manner will give an impetus to the learning process of individuals while have a negative impact on learning process if acting in a negative manner. But for this investigation we are taking into account three specific elements only, social factors, role of the teacher and curriculum designed by the MEP. The preceding situation justifies the importance of the present study. Justification Todays society demands more active and dynamic communication by the used of efficient ways focused on the learning of foreign languages in order to improved the universal the development not only in terms of economics but also culture and society. Therefore, in the last decade many countries have entered different programs for learning a second language. English learning as a second language requires the developing of a very complex learning process. It has become a need above all in the Costa Rican context because English becomes a language that offers opportunities to find employment. This is one of the greater demands that require the Costa Rican young population. It is important to emphasize that English is currently very important as an international language, and it is the main-reason to justify its teaching and learning to contribute to the student integral education. The students deficiencies to speak English are the result of some aspects such as teaching methodologies, teachers proficiency, short time for the development of the program, the program design, and the students social factors. There are many reasons and needs to learn a second language such as English; some of them are the bilingual personnel that the Job market, business and productive sectors demand. To cover those needs. Costa Rican government has established English teaching in private and public institutions. The authorities of the Department of Education, different businesses and the press have expressed concern because of the poor English fluency that students of secondary schools have after graduating. Umaà ±a (2005), a journalist of Al Dà ­a newspaper, States: English is increasingly necessary to opt for a position of work and it is a great worry in the country because people have very limited preparation to meet the demands of this language. (p.13) Besides the imposed needs by the companies and Jobs, other factors exist which contribute to different personal development of individuals periods; above all, in the social, intellectual, emotional, and psychological aspects. It is important to emphasize that the purpose of the different English programs is not to teach a foreign tongue, it is to teach people to be able to communicate with it. (Cabrera, 2006). In our country, Educational System has advanced by the introduction of the Conversational English Courses in High Schools, yet, there is a need for improving. Learning a second language, in our case English, requires of a process followed by steps that influence drastically the development of the students academically. In the last years, and in an overall way, it is clearly perceived the evidence that the graduating students have suffered the consequences of a poor efficiency level of oral communication in English received during their years in High School. Due to these effects, it is imperative to determine and analyze the relationship among the different factors that influence and provoke whether a positive or negative result in the students oral performance. This case of study focuses on the investigation of the relationship among the main internal elements that influence the process the learning English for Oral communication according to the current profile proposed by the M.E.P. in the 11th graders. Communication is many ways transferring information (Wikipedia.org). Our educational system places more emphasis in other areas of writing and reading. These two skills are important and part of a whole spectrum, however, there must by a greater emphasis and reinforcement on the listening as the input and oral communication as the output. The students that represent the case of study, are teenagers who have being exposed through out all the years to the Educational System. These students carry 10 years of studying English, and still unable to communicate orally in an efficient way. In addition to this, the profile proposed by the M.E.P. within the Communicative Framework attempts that all graduating students reach a certain level of oral communication which sufficient enough will give the future labour sector, the tools to find well remunerated jobs in a competitive world in which the use of a foreign language is mandatory as in the case of English. Yet, the intention of fulfilling the expectations need to be analyzed in order to find better methods and techniques in the process of learning English for oral communication. There is not doubt that the accurate development of the process of learning English through the Conversational English arises as way of given students a new opportunity to develop oral skills that will result into a successful tool for the future. It becomes of primary importance that students fulfill a series of standards imposed by a continuous changing and demanding society in which having a backup of a second language represents a key for progress in all aspects. While many discussions about learning a second language focus on teaching methodologies, little emphasis is given to the internal factors that influence the process such as the role of the teacher, students social factors, and the appropriate use of the curricula of the system. Therefore, this research considers that the study of the internal elements that affect the learning process comes to contribute with the improvement of the pedagogical practice. State the Problem Based on the premonition that the process of learning oral communication is influenced by a series of factors, it is imperative to identify and determine the main questioning as follow: Which Basic Internal Elements Influence the Process of Learning English in a Conversational Course for Oral Communication based on the Profile Proposed by the MEP in the 11th graders of the Liceo Diurno de Esparza in Puntarenas? Hypothesis The basic internal elements in the process for learning English in a conversational course for oral communication to be considered the main influence for the 11th graders are: The role of the teacher as a facilitator The students as the social center of the class The appropriate use of the communicative approach proposed by the MEP. The effect of the internal factors in the English Conversational Class at the Liceo Diurno de Esparza. General Objective Investigate how the role of the teacher as a facilitator, the students as the social center of the class and the appropriate use the communicative approach proposed by the MEP, influence the performance of the students during the process of learning English for oral communication. Specific Objectives Analyze the students as the social center of the class through the process of learning English for oral communication. Demonstrate the role of the teacher as facilitator in the process of teaching specifically listening and speaking. Relate the appropriate use of the communicate approach as part of students ´ achievement of the profile proposed by the MEP. Determine the internal factors effect on the 11th graders oral performance in the English Conversational Class at the Liceo Diurno de Esparza. Scope and Limitations As the major scope of this study, there is the attempt of making a relationship between the internal elements that affect the process for oral communication in the 11th graders. The achievements of this research are: This is centered on the Liceo Diurno de Esparza; therefore, its results to other high schools or institutions of the country cannot be generalized. The expectation for this case of study is to find and prove the effect whether negatively or positively that the role of the teacher as facilitator, the student as a center of the class and the communicative approach working together will launch. The main objective is to compile data that launches important facts about the main elements influencing the process of learning oral communication in the last year of Public High School. The study may be of interest for all English teachers around the country as a diagnose about the importance of teaching a second language using the Curricula (CLT) imposed by the MEP and under the stipulations of the Public Ministry of Education as well as any individual interested in having a view on the basic elements that influence the process of leaning oral communication. In the same way, the study may be a starting point for investigation that in the attempt to look for further information may use this case as the based for their investigation. Finally, in regards of the limitations that may be presented in the investigation are: It is imperative to mention that the Communicative Language Teaching used by Public Education in Costa Rica involves all four skills (listening, speaking, reading, and writing) as a whole spectrum in an integrated way; however, this study focuses only in Oral communication, in other words, in the speaking including the listening skill as the input. The little existence of investigations and studies that can serve of guide for the present investigation. The little existence of theoretical sources about the social factors and its influence on learning English for oral communication. The lack of confidence that the teacher and students can offer about the development of the program in its institutions. The validity or truth of the answers that the students offer in the different instruments. CHAPTER II Literature Review Role of the Teacher as a Facilitator within a humanist and constructivist point of view Today, teachers have to face the incorporation of new principles taken from educational psychology, such as humanism and constructivism. New beliefs, values and assumptions of the teacher about teaching encouraged the emergence of the view of the teacher as a facilitator rather than a transmitter of knowledge (Brown, 2001, 1991; Cook, 2003, 1991; Grasha 1996; Richards Lockhart 1994). According to Grasha (1996), a facilitator is a supporter, a guide, and feedback provider; a facilitator is a monitor and observer of students progress and an aide while learners are building and appropriating their knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Grashas (1996) description of a facilitator certainly reflects the influence of the humanistic view of education in which the learner is seen as a whole person, not just as a cognitive being whose thoughts, feelings and emotions should be considered by the teacher who makes learning meaningful and engaging (William Burden, 1997). In fact, according to these authors, making learning meaningful and engaging requires a facilitator who can:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ..create a sense of belonging, make the subject relevant to the learner, involve the whole person, encourage knowledge of self, minimize criticism, encourage creativity, develop knowledge of the process of learning, encourage self-initiation, allow for choice , and encourage self-evaluation. (p.38) Furthermore, the description of Grasha (1996) of the facilitator also reflects the principles of constructivism which integrates two branches, the cognitive and social (Brown, 2007, p.12) on learners. Several authors (Mitchell Myles, 1998; Williams Burden, 1997) describe a constructivist teacher as a mediator who encourages students to discover principles by themselves, engages in collaborative dialog with their students to help them connect their prior knowledge with the new knowledge being acquired and presents information in a format appropriate to the learners level of understanding. The humanistic and constructivist influence on the teaching-learning process of second languages is clear. In fact, in order for Communicative Language Teaching to reach its objectives, it requires of a teacher who perform a wide range of roles. According to Gebhard (1996, p.55), teaching is multifaceted, and much of the complexity involves how to assume roles that capitalize on our abilities in English while we at the same time take on roles that contribute to creating interaction in the classroom that is meaningful for both teachers and students, as promoted by constructivism. This explains why several authors agree that teachers perform different roles in the teaching-learning process according to the lesson stage (Harmer, 1991; Nunan Lamb, 1996, Richards Rodgers, 2001). Consequently, the teacher will be a controller when the group must be attentive to the topic being discussed at the moment; an adviser (when the teacher corrects or gives feedback to the students); organizer (when the teacher gives instructions or keeps the students working so the lesson goes on smoothly); encourager (when the teacher needs to encourage students to participate); participant (when the teacher participates in the class activities and respects the ideas, thoughts, and opinions given by students); resource (when the teacher provides information and assists students); tutor (when he/she helps to clarify ideas); researcher (when he/she observes and does some research on the teaching-learning procedures in the classroom), and facilitator (when the teacher creates a pleasant atmosphere for language learning). At first, it might seem that these roles are not consistent with the description of the facilitator, it should be remembered that the facilitator would adapt its teachi ng to suit the learners needs (Gebhard, 1996; Mitcherll Myles, 1997). On the other hand, the humanistic influence on todays teachers is further noticed in what Underhill (as cited in Arnorld, 1999) calls the holistic nature of facilitation. According to this author, every personal feature feelings, attitudes, thoughts, physical, presence, movements, quality of attention, degree of openness and so on (p132) of the instructor can influence the learning environment in which the learners are involved in every lesson. This holistic nature of facilitation also enhances the sensitiveness of teachers toward students reactions to class activities. In this sense, (OHara, 2003, as cite in Brown, 2007), focuses on the process of learning- teaching as a transformative pedagogy. He states that the goal of education is the facilitation of change and learning, where the teacher lowers to the level of student. Moreover, Rodgers (as cited in Brown, 2007) supports this idea by stating that the chance is established by the interpersonal relationships among facilitator and learners. According to this author, for the teacher to be facilitators, fist they must be real and genuine, discarding masks of superiority and omniscience; second have genuine trust, acceptance, and a prizing of the other person as a worthy, valuable individual and third need to communicate openly and empathetically with their students and vice versa. Teachers are challenged in fulfilling the wide range of roles somehow to be balanced in order to create harmony, positive atmosphere and guidance for the students. Yet, in order to be facilitative teachers, Krishnamurty (2001) points out they have to be enthusiastic participants in the classroom   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ..who facilitate personal growth in students, are unique, extraordinary, worthy of the dedicationIt [Facilitation] requires a self assurance, a willingness to share self, to care, to begin a journey, then launch the student on a personal quest when we find the teacher who is facilitator, we find a classroom where personal growth is flourishing. (p.1) Satir (2001) says that the facilitator promotes effective listening, genuine understanding, respect, and teacher-students-students effective communication in the classroom. Moreover, an effective facilitator makes as many inquiries as possible in order to detect the strengths and weaknesses of students. Grasha (1996) points out that a facilitator is an instructor who guides the students by asking questions, seeking alternatives, and pushing them to have independent criteria. For him, one of the main goals of a facilitator is to encourage the students autonomy. Authors such as (Harmer, 1991; Richards Rodgers, 2001; Underhill, 1999) discuss different traits that an effective facilitator shares. They state that the facilitator keep a low profile so that students can come up with their own ideas about the learning situation. Teachers must not intervene when the students are having communicative activity but must always be ready to help students as necessary. The facilitator does not only understand the subject matter and has the ability to use methods and techniques; the effective facilitator also studies and pays attention to the psychological environment and the learning processes in order to let students take responsibility for their own learning. Importance of Students as the Center of the Social Factor As part of a society, community, school community and consequently of a classroom, the student has an active performance. It is at the core of every day class, thus, of the teaching-learning process. For many years, traditional education has viewed teacher as authority figures Oxford (1990.p10), thus, the center of the class. In these classrooms, the students are objects rather than the subjects. In our country, it is very likely to occur that students have magisterial class even thought our educational system is based on the Communicative Language Approach since many years ago already and consequently, on student-centered classroom. The interaction and exchange of information in language learning of the students is affected by variant social factors. Indeed, students are part of this social community in which students are social beings that communicate in many different ways, are as well a social factor that influence the process of teaching-learning at the internal. The responsibility for learning and progressing is characteristic of the students: Learners must individually discover and transform complex information if they are to make their own, [suggesting] a more active role for students in their own learning than is typical in many classroom (Slavin, 2003, pp.257-258, as cited in Brow, 2007, p.12) Students must control the way they manage themselves within the teaching-learning process, the teacher is just a guide and facilitator (Brown, 2007) who gives them the tools, but it is up to them what the results would be. The whole process focuses on the communicative competence of the students who are at the center of the classroom and the real protagonists. Understanding Fundamental Principles on Learners For understanding the role of students and their development within the process of language learning, Brown (2001.p.54), reflects three fundamental principles for understanding practices for the student to develop a communicative language process. Brown demonstrates by three main principles, the conceptions to be considered: Cognitive Principles Affective Principles Linguistic Principles Cognitive Principles According to Brown (2001.p.55) cognitive is related to mental and intellectual functions. In other words, it refers to what is inner the students mind that influences their development within the teaching-learning process. Automaticity This principle relates to the learning of the language subconsciously, in other words, students exposed to language input that later have the opportunity to experience output, will learn the language without thinking about it, as in an automatic way. In order for students to accomplish this principle it is important that they experience (Brown2001): Subconscious absorption of language through meaningful use Efficient and rapid movement away from a focus on the forms of language to a focus on the purposes, to which language is put, Efficient and rapid movement away from a capacity-limited control a few bits and pieces to a relatively unlimited automatic mode of processing language forms, and Resistance to the temptation to analyze language forms Yet, the principle of automaticity is stated as follow:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms. Overanalyzing language, thinking too much about its forms, and consciously lingering on rules of language all tent to impede this graduation to automaticity. (Brown, 2001 p.56) In order for students to built automaticity more efficiently, students should use language in authentic contexts for meaningful purposes. Moreover, students must be aimed at employing functional purposes (Brown, 2001) for gaining more language competence. Meaningful Learning This principle is closely related to the principle of automaticity. Brown enhances the strength of meaningful learning opposed to rote learning- taking isolated bits and pieces of information that are not connected with ones existing cognitive structures(Ausubel 1963, as cited in Brown,2001). On the other hand, meaningful learning (Brown, 2001) incorporates new information into existing structures and memory systems. The fact that students associate sounds, words, structures and discourse elements with what is relevant and important in their every day life use for knowledge or survival is more likely to (Brown, 2001) lead toward better long-term retention. Then, this principle emphasis on students to: Capitalize on the power of meaningful leaning by appealing to students interests, academic goals and career goals. When a new topic or concept is introduced, attempt to anchor it in students existing knowledge and background to associate with something already known, also referred as schemata activation On the other hand, students should avoid rote learning: Too much grammar explanation, abstract principles and theories, drilling and memorization. Activities whose purposes are not clear Activities that do not contribute to the accomplish of the goals of the lesson, unit or course Mechanical techniques, instead, the use of language and meanings. The Anticipation Reward Skinner (as cited in Brown, 2001p 58) states that:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Human beings are universally driven to act, or behave by the anticipation of some sort of reward -tangible or intangible, short term or long term-that will ensue as result of behaviour. It is understood that people are somehow inspired and moved by a goal or purpose and according to this author; the anticipation of reward is the most powerful factor in directing ones behaviour. Within the classroom application and more specifically with the students, it is important that they receive for example rewards for having a good performance that indicate their success. At the same, Brown (2001) agrees that it helps students to see that what students are doing has relevance to their long- term goals in learning English. Yet, it has to be clear stated that this practices must be regulated in order not to create (Brown,2001) dependence over the rewardsto look only over rewards and the development of own internalsystem of rewards by the students side. Instead, students have to be aimed to receive according to Browns constructive classroom implications: An optimal degree of immediate verbal praise and encouragement. Reward each other [students] with compliments and supportive action Short-tem reminders of pro

Performance In Sime Darby Plantation SDN BHD

Performance In Sime Darby Plantation SDN BHD This chapter focuses on the basic overview of the research background and problems that are transpired from the researcher interest in developing a Final Year Thesis. This chapter also defines the objectives as the direction of this development that would like to be achieved and also the limitation and scope that can act as guidance to guarantee the development will be accomplished within the time and schedule given. BACKGROUND OF THE COMPANY Sime Darby Berhad is the largest conglomerate in Malaysia and one of the largest in Southeast Asia. Its broadly diversified activities include a wide range of industries, with the core businesses being plantations (including oil palm and the companys original business, rubber), tire manufacturing, heavy equipment and motor vehicle distribution, property development, power generation, and engineering services. Other business operations include paint manufacturing, refrigeration product manufacturing, travel and tourism services, hospitals, and golf courses. Sime Darby Plantation is the plantation and agri-business arm of the Sime Darby Group, representing one of the five core Divisions of the Group. The Division is involved in oil palm cultivation and downstream activities, agribusiness and food, as well as Research Development (RD). The merger of Sime Darby Berhad, Golden Hope Plantations Berhad and Kumpulan Guthrie Berhad (completed on 27 November 2007) establishes Sime Darby Plantation as one of the worlds largest palm oil producer, producing about 2.4 million tones or 6% of the worlds crude palm oil (CPO) output annually. As an integrated plantation company, Sime Darby Plantation is involved in the full spectrum of the palm oil value chain. The Divisions downstream operations is represented in 9 countries namely Malaysia, Singapore, Thailand, Vietnam, Japan, China, Germany, United Kingdom, Bangladesh, South Africa, United Arab Emirates, The Netherlands, Brazil, Canada and the United States of America. It is involved in the manufacturing and distribution of oils and fats products, oleochemicals and palm oil-based biodiesel. Alongside oil palm, the Division is also involved in agri-business activities and the cultivation of rubber. Today, Sime Darby Plantation is proud to be the pioneer in successfully sequencing assembled and annotated the oil palm genome. With this breakthrough the company stands on the brink of discovering a super palm that will revolutionize the industry. Now, Sime Darby Plantations is located at Ara Damansara, Selangor. It consists of several departments such as Human Resource Departments, Administration Departments, Engineering Departments, Marketing Departments and Corporate Communication Departments. There is 450 staff estimated work in Sime Darby Plantations and this exclude staff that work at estates and mills. Besides that, the Human Resource Departments are divided into several units such as Learning and Talent Development, Employee Engagement and Employer Branding, Industrial Relations, Benefits and Rewards, Recruitment, and Talent and Performance. BACKGROUND OF THE STUDY Nowadays, many organizations work hard to be success in the future and it has to realize that teamwork is very important because it is the way the employees value and respect each other. According to Williams and Castro (2010), a team is defined by its unity of purpose, identity as a social structure, and members shared responsibility for outcomes. Teamwork is an important aspect of maintaining the self-sustainability of organizational performance. Teamwork could lead the team members and also organizations to be further and success in the future. This is strongly agreed by Williams and Castro (2010) where teams are considered an important ingredient for organizational success since they allow for rapid information exchange and increased responsiveness. Furthermore, teamwork is regarded merely as one aspect of the new forms of work organization and as an important component of high performance work organization. Recent study shows that organizations often rely on teamwork for continuous improvement of their products and services, and also of all other organizational functions (Judeh, 2011). There are small number of researches were conducted on teamwork. So, in this research study highlights the importance of teamwork in organizations performance especially in Sime Darby Plantation Sdn Bhd. Research study uses model of organization performance to find out the effect of teamwork, leadership, and team trust and communication style on organization performance and also identify the relationship between employee teamwork in organization performance. Teamwork is taken in this study as an independent variable (I.V), whereas organizational performance is taken as dependent variable (D.V). Various other measures of organizational performance are also included in the research study, which are leadership, team trust and communication style. PROBLEM STATEMENT There are some factors that affect employees not working as a team and these will be discussed in this study. There are time that problem arises when employees cannot complete their task probably because of no teamwork being implemented. Some organizations did not routinely used teamwork in their organization. They are more likely to work by themselves or move solely in their task. Sometimes it works for someone who is comfortable with but some of them are not. This is because if one person did a mistake, it may affect all of the team. In defining the problem statement, the researcher had identified several variables that contribute to the leadership, team trust and communication styles among staff at Sime Darby Plantation. Thus, from that it will influence or affect to the teamwork among staff. The first factor that might affect employees when not working as a team is leadership itself. Leadership involves when there is a relationship between superior and their employees. In Sime Darby Plantation, most superior able to lead their team, but the problem is some of them using an approach that is not suitable or accepted by employees. As an employee, they have to follow their superior style either they like it or not in order for them to complete their job task. This leadership style can be formal or informal. Some of them use formal but there also superior use informal style even though in office. So this formal and informal styles sometimes been accepted by their employee and some of them are not. Moreover, as a team leader they should learn to accept and appreciate team members ideas so that, their ideas can be accepted by others too. Moreover, team trust can also be one of the factors that affect employees not working as a team. Trust is important to develop cooperation among employees. Development of trust within the organization is the responsibility of individuals. Cooperation of the team members can only be created when trust comes to be most important value of the team culture. Other than that, from the researcher observation, there are certain of the employees fail to gain trust from their team members in order for them to complete the job task. So this can give a problem that might arise later. Furthermore, having a good communication style either formal or informal among employees can be one of the factors that affect employees not working as a team. Communication can improve cooperation between employees and superior also. A reason why employees did not apply teamwork in their task is because of poor communication among them. Having good communication can help employee to complete their task successfully and this could lead to organizational performance. Based on researcher observation, sometimes there are redundant information giving by team leader and these occur because of information overload. Frequently, now they said A, tomorrow they said B and later they said C. So, from this the employees dont know which order they should follow. At the end, the task cannot be completed within the time given because of poor communication between superior and employees. Assuming that there is teamwork in the organizations, employees and top management can gain advantage from it. Therefore, teamwork will be useful to overcome these problems in the future. RESEARCH QUESTION This research will look the relationship of independent and dependent variable between leadership, team trust and communication styles with the factors that affect the teamwork on organizational performance at Sime Darby Plantation. This research is designed to explore how the factors of teamwork on organizational performance can be influenced by these three factors. Whether leadership affects teamwork on organizational performance? Whether team trust affects teamwork on organizational performance? Whether communication style affects teamwork on organizational performance? RESEARCH OBJECTIVE The principle aim of this research is to investigate the relation between teamwork of the staff with organization performance. The specific aims are as follows: To determine whether leadership affects teamwork on organizational performance. To identify whether team trust affects teamwork on organizational performance. To determine whether communication style affects teamwork on organizational performance. 1.6 SCOPE OF THE STUDY The study used sampling method in order to complete the research and focuses on the factors that affect teamwork on organizational performance at Sime Darby Plantation Sdn Bhd. The sampling method is the process of selecting items from the population, so that the sample characteristics can be generalized to the population. Besides that, the researcher will focus on identifying the relationship between teamwork, leadership, and team trust and communication styles. A total of 230 questionnaires will be distributed to all selected respondents in various departments at Sime Darby Plantation Sdn Bhd. All of the departments have high potential to involve in teamwork and they have more task to be completed and problem to be solved. The staff is selected randomly regardless of their department, level, age and many more including lower level, middle level and high level. There are many factors that influence to the teamwork, however, for the purpose of study; the researcher has only focus on three factors including leadership, team trust and communication styles in order to determine the relationship between variables that affect organizational performance. 1.7 SIGNIFICANCE OF THE STUDY Several parties will gain benefits from the outcome of this project. Among parties are: 1.7.1 To the Supervisors/Leader This research is design to identify the effects of teamwork towards the organizational performance. The findings will help the supervisors or leader to increase the performance through leadership and help strategically maintain the growth and success of the projects. By having a good relationship with their staff can make the teamwork naturally involved each time they want to complete the job task. From this, it can reduce as many problems that might occur in their task and avoid a redundant activity each time they want to complete their job. 1.7.2 To the Employees The research is managed to evaluate or determine the level of teamwork of the staff. From the result it may identify whether the staff is agree on the power of teamwork which may bring a great development for the company or not. From that also, it will help them to find out what are the best solutions that they can take and make some improvement form it. It also can help the employees to have a good perception towards others by having a trust and build a good relationship among them. From this, it can give a benefit to all of them. 1.7.3 To the Industry/Organization This research helps Sime Darby Plantations Sdn Bhd to identify their employees feedback towards the effects of teamwork on the organizational performance. The finding later can help the organization in ways to develop their performance in order to be in line with other develop company. It also will help the organization to restructure and change the styles and system that they used before this and this will contribute the organizations in several theoretical and managerial ways. By having a good teamwork in organization, it can help them achieve their desired goal and also annual or long term objective. 1.7.4 To the Researcher Through this research, the researcher will gain knowledge on the issues of this study which is the effects that will influence teamwork on organizational performance. The research also will know how to implement the teamwork among their staff at the workplace and make harmony workplaces. Furthermore, this research will facilitate other researcher to use it as a guideline or reference in order to make their research effectively. This study also gives a clear vision for a researcher as a guideline to produce a good research in the future using appropriate steps in research methodology. 1.8 ORGANIZATION OF THE REPORT This report is organized into five chapters: Chapter 1: Introduction Thus chapter provides the general introduction to the research topic and its issue. It is firstly started with the background of the company where the research conducted. Then, the researcher introduced the topic with the background of the study and then discuss about the problem statement. This chapter also discuss about the problem statement. This chapter also discuss about the research question, research objectives, its significant of the study and scope of the study. Moreover, this chapter also outlines the limitation of the study that the researcher has to face it to complete this study. Chapter 2: Literature Review This chapter would discuss about the previous findings by the various authors on the issue of teamwork and the factors that influence to the teamwork on organizational performance at Sime Darby Plantation Sdn Bhd. The factors that influence to the job stress such as leadership, team trust and communication styles. The theoretical framework and the hypothesis of this study were developing as a guided from the literatures. Chapter 3: Research Methodology From this chapter, the researcher would explain about the data collection that the researcher use on this study. It is also discussed about the research design that consists of purpose of this study, types of this study, study setting, unit of analysis, and time horizon. Besides that, the researcher also includes the data sampling that the researcher uses in this study, as well as the instrument this study use and also the data analysis techniques. Chapter 4: result and discussion In this chapter described about the analysis of data findings of the research that were gathered from the survey with the various departments at Sime Darby Plantation. It presents complete results and analysis of the study in the form of figures, tables or text so that researcher would highlight the key information. Chapter 5: Conclusion and Recommendation For this chapter, discuss about the conclusion, the key of findings are summarized according to the research objectives in this chapter. The researcher would discuss about the result and some recommendations regarding to the issue also be included in this last chapter. CHAPTER 2 LITERATURE REVIEW 2.0 INTRODUCTION This chapter contains the review of the literature the effort done by other researchers that have a significant in the development of this research. A literature review can be in form of journals, articles, bulletins or theses. This publications can be in various sources and widely available via the Internet. 2.1 DEPENDENT VARIABLE 2.1.1 Teamwork and Organizational Performance According to Gomez and Rohrer (2011), a team is defined as a group of two or more people who communicate and positively influence each other and harmonize the job task to be accomplished with an objective and reason for the success of organization. Team helps people to corporate, enhance individual skills, give feedback and reduce conflict occurred between individuals. As a team member, they have to learn how to work with other members and understand that one is different, unique and have more knowledge and power that can be channeled in a positive way (Gomez Rohrer, 2011). Teamwork is an important feature for smooth functioning of an organization. Most organizational activities become difficult due to development in technology therefore teamwork is a heart of many organizations. Gomez and Rohrer (2011) said that, when a teams work hard and reach something great, they will have a sense of pride for their team and be motivated to do it again, because they know their role will be measured important and essential by top managers as well as all employees in the organization. Furthermore, working together as a team to create specific performance objectives helps transforming teams form groups of persons into committed groups (Khalid Al-Rawi, 2008). However, if teams vanish, employees will no longer have an essential and important role to play in their organization but instead work just to get a wages (Gomez Rohrer, 2011). Another study mentions that team should be an element of an organization that builds upon itself. It fosters an appreciation of each individuals talents and the input they can make to their organization (Gomez Rohrer, 2011). This statement is also agreed by Judeh (2011) where team effectiveness is important because it is apply of the most important determinants of the companies achievement. Gomez and Rohrer (2011) reported that the responsibility of the teams will play in an organization will be viewed as priceless and vital of the organizational success. When teamwork is linked to the organization, members chat about team performance in relationship to corporate priorities, and quality measures. When teamwork has developed strong relation among members, peer support manifests itself in many ways Moreover, a number of organizational benefits can result from the victorious use of sourcing teamwork, and the highest perceived benefit is the skill to bring greater knowledge and skills together at one time (Khalid Al-Rawi, 2008). Organizations that mix their staff by implement the teamwork system will make them rapidly learn to work with others to complete their job task. At the end, each of them will value their capability and as a member of a team (Gomez Rohrer, 2011). Khalid Al-Rawi (2008) state that the main goals of teamwork are to develop an organization whose teamwork member does not reveal commitment to team process feces significant hurdles if it attempts the broad use of cross-functional productivity and motivation. H1: Teamwork has significant positive effect on organizational performance. 2.2 INDEPENDENT VARIABLES 2.2.1 Leadership towards Organizational Performance According to Liu, Wang and Cao (2011), leadership is best characterized as a social influence process. Each team in an organization must have a mentor who is not compulsory a supervisor but someone who is expert in teamwork to guide the team (Gomez Rohrer, 2011). In the face of complicated and complex projects leaders, managers, and team leaders have to deal with a wide range of people, including sponsors, team members, consumers, suppliers and internal department heads, all of who, often have conflicting goals and competing priorities (Gomez Rohrer, 2011). Khalid Al-Rawi (2008) argues that an effective supervisor must keep up a teams focus on its task while establishing positive relations with team members. Meanwhile, previous research indicates that leader behaviors main result on team performance is very weak when considering the external surroundings of the team (Liu, Wang Chao, 2011). Without a respect from team members, a leader can lose the ability to effectively lead and efficiently deal with their team. When there is respectful from leader and team members, it can make an easier for them to do what is asked and able to communicate (Gomez Rohrer, 2011). Most importantly, it is the responsibility of the senior employees to teach new comers to have a clean heart for the organization succeed and become profitable. Furthermore, listening is one skill that each leader must have in order to help them in understanding that it is an active action and requires work to master (Gomez Rohrer, 2011). In other site of view, the team leader is directly in charge for inspiring this commitment from team members so as to enhance the team efforts in achieving the common goals (Judeh, 2011). According to Judeh (2011), he agrees that successful leader who is able to promote care and trust value find themselves with high standards that would affect organizations competitiveness. This is important because as a team leader you are going to work with employees of all ages, races, backgrounds and education levels (Gomez Rohrer, 2011). Furthermore, a team leader should guide their team members to increase their efforts and focus their commitment towards the goals of the team (Judeh, 2011). While Liu, Wang and Cao (2011) had mentioned that the leader should motivate individual team members and also lead their team effectively. H2: Leadership has significant positive effect on organizational performance. 2.2.2 Team Trust towards Organizational Performance. Another researcher had defined trust as the point to which a person has confidence of another person and is set to act based on the words, deeds and decision of other persons or and group in other view, trust in teammates is fundamentals for success (Mach, Dolan Tzafrir, 2010). They found that trust in the supervisor is more closely related to work variables, while trust in top management is much more closely related to organizational variables due to the functioning versus more strategic role coaches and management play. In previous studies said that trust is the important trait to have in a team and when leader have a trust towards their team mates, the need for power becomes obsolete. According to the Mach, Dolan and Tzafrir (2010), trust is highly useful to the functioning of an organization. Organizational citizenship behavior, employee performance, open communication to the team objectives, team performance and increased coordination become a link between trust and a variety of those work behavior. Moreover, the researcher feels that trust enhances organizational relationship by increasing the capability of group members to work together. Recent study found that, groups with higher levels of trust did not necessarily perform better than groups with lower levels of trust, thus it showed that trust influenced group process and performance indirectly. Moreover, trust can be said as an integral part of teamwork and this require high level of interdependence between members and generates synergy in the form of cooperation and interaction amongst team members (Mach, Dolan Tzafrir, 2010). H3: Team trust has positive effect on organizational performance. 2.2.3 Communication Styles towards Organizational Performance According to Gomez and Rohrer (2011), teams are the central to the socialization of employees, particularly the new comers. Teams alter individual self-interest into an important resource that can be used to build and maintain the vibrant organization. Furthermore, in a team all employees are socialized to become hard workers in their organization. However, when the new staff is timid and not tries to socialize or communicate with their teammates or other staff, they will become socially isolated individuals and will not feel the sense of connectedness with their organization (Gomez Rohrer, 2011). Research has also reported that communication among team members, sharing of the workload, and high levels of cooperation will improve team effectiveness (Williams Castro, 2010). According to Williams and Castro (2010), communication among team member builds a positive team climate since it improves problem solving skills and interpersonal relations on the team. Ultimately, the more interdependent team members are with each other the more they should be able to realize outcomes related to teamwork as they build team efficacy (Williams Castro, 2010). Communication is also a construct that has been linked with numerous outcomes of groups and teams, such as with knowledge sharing, learning, reductions in time requirements and transaction costs and reduced redundancy (Clopton, 2011). According to Clopton (2011), communication or social capital can reduce the probability of opportunities and the cost of monitoring while encouraging supportive behavior and facilitating the development of new forms of association and innovation. In addition, social exchange relationships evolve and generate beneficial consequences when employers take care of employees. In this sense, the social exchange relationship is a mediator or intervening variable that produces effective work behavior and positive employee attitudes (Mach, Dolan Tzafrir, 2010). H4: Communication style has significant positive effect on organizational performance 2.3 CONCEPTUAL FRAMEWORK The theoretical or conceptual framework is the foundation of hypothetical deductive research as it is the basis of the hypotheses that you will develop. It is a logically developed, described and elaborated network of associations among the variables deemed relevant to the problem situation and identified through such processes as interviews, observations and literature review (Sekaran, 2010). A theoretical framework represents your belief on how certain phenomena (or variables or concepts) are related to each other (a model) and an explanation of why you believe that these variables are associated with each other (a theory) (Sekaran, 2010). Theoretical framework elaborates the relationship among all variables independent and dependent variables. It explains the theory underlying these relations and describes the nature and direction of the relationship. From the theoretical framework, testable hypothesis can be developed to examine whether the theory formulated is valid or not. Based on literature review the conceptual framework is as follow: (I.Vs) (D.V) Leadership (Gomez Rohrer, 2011) Organizational Performance Team Trust (Mach, Dolan Tzafrir, 2010) Communication Style (Williams Castro, 2010) Figure 2.3 Conceptual Framework 2.3.1 Variable The theoretical framework shows the variables, which are independent variable and dependent variable. The variable is anything that can take on differing or varying values. The values can differ at various times for the same object or person, or at the same time for different objects or persons such as production and motivation. 2.3.2 Dependent Variable The dependent variable is the variable of primary interest to the researcher. The researcher goal is to describe and understand the dependent variable or to explain its viability or predict it. It is the main variable that lends itself for investigation as a viable act. Through the analysis of the dependent variable, it is possible to find solutions to the problems (Sekaran, 2010). Moreover, researcher will not only quantifies and measures the dependent variable but also explains other variables that influence this variable. For this purpose, it is shows that the dependent variable is important for the researcher to measures in this study which is the effects that will influence to the organizational performance. 2.3.3 Independent Variable Independent variable is one variable that influences the dependent variable in either positive or negative way. When the independent variable is also present, and with each unit of increase in the dependent variable there is an increase or decrease in the dependent variable also. In this research, the theoretical framework is about the study indicates to determinant of leadership, team trust and communication styles. 2.4 HYPOTHESIS Hypothesis is logically conjectured relationship between two or more variables expressed in the form of testable statement. Relationship conjectured on the basis of the network of associations established in the theoretical framework formulated for the research study (Sekaran, 2010). A hypothesis can also be referring as the thing that the researcher educate guess to solve the research problems in the organization. The hypothesis for this study as below: H1: There is a significant relationship between teamwork and organizational performance. H2: There is significant relationship between leadership and organizational performance. H3: There is significant relationship between team trust and organizational performance. H4: There is significant relationship between communication style and organizational performance. CHAPTER 3 METHODOLOGY 3.0 INTRODUCTION The previous chapters discussed related literature on Teamwork and the context of the present study. This chapter covers the research methodology and procedure undertaken in this study. This includes research framework, data collection, and development of research instruments, population, sample, sampling technique and data analysis. Results of a pilot study, the response rate and non-response bias of the main study are also discussed in this chapter. 3.1 STUDY VARIABLES The research study was based on quantitative research technique. The study was conducted to investigate the effect of teamwork on organizational performance. During the research study, researchers interference was minimal, unit of analysis was individual and type of study was cross sectional. Questionnaires were distributed among the employees and their views had been taken. In this study collected data was uploaded on computer in SPSS (Statistical Package for Social Sciences) and normality of data was calculated. When the data was transformed and got normal, then different statistical test were applied, on the data for analysis. Through that statistical analysis, correlation and regression of teamwork and organizational performance has been measured. In order to analyze the two variables; teamwork and organizational performance, firstly descriptive analysis were measured and then correlation and regression was calculated between Dependent Variable (D.V) organizational performance and Independent Variable (I.V) teamwork, leadership, team trust and communication styles. 3.2 DATA COLLECTION This research is relying on the data gather that can be obtained from either primary of secondary data. Both of the data encompasses all various type of information, which needed for the research purpose. In completing the study, both types of the data will be used. 3.2.1 Primary Data Primary data will be collected by researcher for specific purpose of deal with the research problem. Besides that, to solve the research problems, the data and information will be gathered through several ways. The primary data will be obtained through questionnaires that will be given t