Culture of an Individual from Kenya

Overview, Inhabited Localities, and Topography Culture or simply a set of values observed by people seems dominant in each society differing from tribe to tribe. As a result, it sounds rather interesting to engage an individual in an interview where you expect him/her to give you at least a hint of his/her culture based on the various parameters that the paper tables from the perspective of the Luo community of Kenya.Advertising We will write a custom term paper sample on Culture of an Individual from Kenya specifically for you for only $16.05 $11/page Learn More I interviewed a 74-year-old woman namely Maria Atieno from Kenya, an East African country. She is temporarily living in the U.S on a six-month visit with her grandchildren, who are the US Citizens by birth. Her daughter migrated into the US over four decades ago in pursuit of higher learning and better economic opportunities. Local rumors (back in Kenya) had it that she could work while studying and land a luxurious job soon after her graduation. However, another major reason for her migration was to escape the political instability in her native country as there was a lot of civil strife between her community and their neighbors over land, demarcation and cattle raiding which took many lives, including that of her elder brother. She studied her undergraduate course at the University of Oregon, got a Business degree, and then attended the University of Cincinnati for masters in Finance. She is currently pursuing her doctorate at Leeds. Maria says that education back home is very tough for both students and parents. There are many economic hardships in terms of affording fees and other basic amenities while supporting a large family. As for her occupation, Maria is a substantial farmer. She says she was lucky to have married a very wealthy railway worker who possessed a lot of land and livestock. However, he passed away almost 30 years ago, and these resources are what she used to educate her eight children. She engages in farming every year selling the produce to make ends meet. Communication Maria speaks fluent Luo and some Swahili (Kenya’s national language). Consequently, I had to get a translator to communicate with her and her eldest son, Thomas proved resourceful at this. Her voice is pleasant, and she was very open and willing to share with me. She maintained eye contact throughout the interview, and she said that in her culture, it is important to do this so as not to appear timid or weak. However, she also said that other cultures in Kenya find maintaining eye contact to be disrespectful. She had no qualms about her personal space, which was the average one foot around her. However, she was very opposed to any adult or child jumping over her great grandchildren’s feet or heads as she said that in her culture, such an action would inhibit the growth or prosperity of those children.Advertising Looking for term paper on cultu ral studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More While transferring whatever opportunities they might have had to the person who jumps over them (Owuor, Oketch-Rabah, Kokwaro, 2006, p. 427).  She shook my hand in greeting (very firmly) but disclosed that in some subcultures in Kenya elders touched the index and middle finger to the forehead of a minor in greeting among the Maasai, or the minor bowed to the elder as a sign of respect. Winking is considered a sexual invitation, nodding one’s head up and down is equivalent to acquiescing while shaking it sideways is a negative sign (denying). Kenyans are more present-oriented caring much on the ‘here and now,’ preferring to deal with the future as it comes (Omeri, Andrews, 2008, p. 95). Family Roles and Organization Most Luo families are patrilineal with the father being the head of the household. The wife and her children live on the husband’s property or h omestead, data in Luo language, with the male children marrying and building huts within the same homestead while girls left to live in their husbands’ homesteads (Ayikukwei, Ngare, Sidle, Ayuku, Baliddawa, Greene, 2008, p. 590). However, some Kenyan communities, especially those at the Coast, e.g., Taita and Mijikenda, are matrilineal with women wielding the leadership crown as Gannon (1994, p. 15) points out. Incest is a taboo for the Luo people, frowned upon by the community. In the case of conception by a woman, society has to kill the child at birth. Suicide is also a taboo; the society flogs the dead body in public as punishment. Polygamy happens on a large scale, especially if the first wife is barren where the in-laws pressurize the husband to marry another ‘fertile’ wife and beget heirs. The husband is the provider while the wife is the home keeper with the children helping in the household. Elderly folks like grandparents teach the children the ways of their culture through folk tales. There is no caste system. Workforce Issues Luo men are the breadwinners, while women take passive roles like staying at home to look after children, while also doing most of the farming. Boys go out to take care of livestock or to fish while girls remain with their mothers who teach them how to behave to win the adoration of men. Girls also collect firewood and collect water for domestic use (Ayikukwei et al., 2008, p. 594). Contemporary jobs are mostly gendered specific. Men dominate fields such as the army, and police force, construction and engineering, medicine and mathematics, and other technical areas. Women and girls are more into domestic chores (house helps), liberal arts, history, education, religion, language, and nursing. This comes in as a trend that begins at the campus, all the way into their careers.Advertising We will write a custom term paper sample on Culture of an Individual from Kenya specifically for you for onl y $16.05 $11/page Learn More Mostly, girls get married while in high school, and so they do not join the universities. Those who do not get married proceed to take simple courses such as home science or nutrition. Beauty also plays a significant role; the few girls who venture into technical areas such as engineering, mathematics or architecture are usually the ‘uglier’ or less physically attractive ones whom no man is interested. This finding matches other research conducted on women in pursuit of masculine dominated fields. About religion, as well as many other expressive practices such as politics, women tend to take the back seat with only one or two daring to rival the norm. Biocultural Ecology Maria Atieno is very dark in complexion; her children range between (ebony) black and light chocolate. She is also very lean. She tells me that most Kenyans are lean and tall. The women in her tribe are famed for their ample behinds. Kenya is a tropical countr y; hence, Malaria is a common disease. This raises the chances of Kenyans being born with sickle-cell anemia. One of her children has this condition. The issue of seasons like winter and summer is also problematic; she says she has never adjusted to the cold and snow of winter. Colds and flu are therefore a common occurrence in her life whenever she visits. Summer is also too hot, and she succumbs to heat strokes at least twice during the six months she usually stays in the US. She says that these ailments, home, and yamo, as she refers to them have traditional medication, which sometimes she carries with her. She believes that when one visits a place that is far from home hence different in terms of climate and lifestyle, the worms (joke) in our bodies are usually opposed to such change. On further explanation, she says that the infections that keep us alive as they provide indications when things are amiss in our bodies. For instance, when we eat stale food (chemo motor), they scr eam in protest (yuak chulululu) (Wenzel, Geissler, Nokes, Maende, Okatcha, Gringorenko, Sternberg, 2007, p. 43). Nutrition She eats a lot (breakfast, snacks, lunch, snacks, supper, dinner), as does the rest of her family, she says that she was used to walking long distances back at home, which she continues to do even in the US, to stretch her muscles. She says that her children are not as active as she is, and thus are approaching obesity- â€Å"all that McDonalds and Pizza they consume, and yet they do not work out.†Advertising Looking for term paper on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Meat is necessary to have for every meal, back home, they cook ‘omena,’ fish (rich), beef, pork, mutton, and even some birds-doves, (Uluru) for meat. Meat in the US is only readily available as steak, burgers, fried chicken, fish, or any other form. Back home, maize meal or ground cornmeal is the staple food. Almost every day she cooks ugali for her household, and if they cook anything else, such as rice, a small piece of ugali will still have to be cooked for the meal to be complete. Fruits are not such a priority in meals; they are seasonal in Kenya, and so eaten only when in season (Gannon, 1994, p. 16). Vegetables on the hand are very popular, and they exist in plenty, both as planted produce and in the wild. In Nyanza province alone, which is the region occupied by Luos in Kenya, there are over 67 different types of vegetables. These are served with the maize meal. (Orech, Hansen, Friis, 2007, p. 525) Pregnancy and Child Bearing Practices Culturally in Kenya, sex is only allowed between married people who then ought not to use any birth control method. Sexual relations before marriage are prohibited, homosexuality is unheard of (it never happens at all). Children are viewed as God’s gift, and the more one has, the more the respected he/she gets from society. Children are also seen as a sign of wealth as only wealthy men can provide for such large families. They can also be a source of wealth in terms of marrying off girls with ‘fat’ dowries. However, the women being the ones who withstand the worst of childbearing are very innovative in terms of birth control. They use herbs to prevent conception or to reduce their husband’s libido or sperm-count to avoid pregnancies. Moreover, hard economic times have resulted in children being viewed as a burden. Consequently, polygamous practices are less common nowadays. Abortion is a taboo, and deformed children remain believed to be a bad omen or a curse. As a result, they re main locked away from society for life with instances of killing them at birth standing out. Twins are also not recognized as being ‘sufficient’ children; often if a woman bears twins and then is widowed, the pressure will be mounted on her to be inherited to bear more children (Wenzel et al., 2007, p. 225). Pregnancy is a delicate stage for women, and the men acknowledge this. The woman’s mother, therefore, receives an invitation to take care of her up until childbirth or the expectant wife goes to her mother-in-law up until she is ready to give birth. Children remain raised in strict obedience to their parents. They do not question directives: they comply. Corporal punishment is acceptable and advisable especially in the case of errant children. Death Rituals Luos celebrate death, like life. There is a myriad of festivities associated with funerals (Gannon, 1994, p. 17). Sex is a big part of these because Luos perceive it as a source of blessings and a way of p reventing curses and other evil harm from coming one’s way (Ayikukwei et al., 2008, p. 594). According to Maria, when the head of a household passes away, the widow and her children shave their heads, and the central pole extending from the top of the hut is broken at the tip. All the relatives are expected to engage in sexual intercourse with their partners before and after the burial as a way of bidding farewell to the deceased, as well as appeasing their ancestors to accept the deceased into their realm. The widow will be ‘inherited’ by one of the husband’s elder brothers, together with all the wealth her husband left behind. However, inheritance can only occur after such a widow has undergone a sexual cleansing ritual, which is believed to break the bond of her dead husband’s spirit over her body. This ritual is performed either by a professional cleaner (jokowiny) or by a family cleanser (later). The elders usually prefer a family cleanser beca use they believe that he understands the cultures informing this sacred process. Commercial cleansers, on the other hand, are sought when the cause of the husband’s death was a mysterious disease, or an evil force (chira). These are brought in from distant lands; hence they do not know the cause of death. The cleanser engages the widow in sexual intercourse during which the physical representation of her husband’s bond, a band tied on her waist, is supposed to be severed. After that, she is welcomed back into the family and community as an eligible wife ready to be inherited. Failure to perform this ritual leads to discrimination and ostracism by the entire village (Ayikukwei et al., 2008, p. 595). After the burial, a huge party is thrown for the next three consecutive nights. Traditional liquor is served; the youth are invited to dance all night long while the elderly watch from a distance to supervise. The deceased’s family remains at the home where their rela tive was buried for at least a fortnight before resuming their lives. Death stands out as a ‘rest’ from this troubled world. Luos believe that the spirit of the dead lingers to watch over the remnant family. This prevents relatives from mistreating the orphans and the widow. Ancestors are revered, and children are named after them to appease them. Spirituality She ascribes to the Pentecostal faith (Gannon, 1994, p. 21) though formerly Nyasaye is the Luo name for God. Maria believes that human beings must acknowledge the existence of a ‘higher being’ to regulate their behaviors here on earth. When she gets ill, she believes that prayer can heal her but agrees that medical help is critical for the rejuvenation of one’s health. However, she insists that it must be God’s will for the medicine to work for one to heal (Owuor, Oketch-Rabah, Kokwaro, 2006, p. 433). This also applies to traditional medication. The Deity is more powerful than any conco ction than man may create for relieving illness. Health-Care Practices Maria acknowledges that for one to be effective at whatever they are doing, be it studying or working; they have to be healthy. Poor health translates to poor quality of life. She attends routine medical check-ups and tries to eat a balanced diet. Culturally, there are measures that can be put in place to prevent people from falling ill. She is careful not to expose herself, or her family to disease-causing vectors hence promotes cleanliness in the house and her environment. She believes that there are evil people and forces that out there seeking to harm others, which is why she and her family wear charms. The males wear a chain that has a shell, laced with garlic and pig oil, while females always wear a band on their waists, laced with the same concoction. This concoction is also placed at the entrance of their house to ‘keep out evil’ which she believes is the source of all bad including poor heal th (Gannon, 1994, p. 20). Certain herbs are used to treat illnesses, e.g., Aloe Vera, neem, and green tea. Also, Maria believes that carrots improve eyesight and beetroot to increase blood levels. She mixes some concoctions to cure colds and flu. These comprise of garlic, ginger, lemons, hot water, honey, and pig’s oil.  Further, they believe that fish makes one more intelligent. As a result, she cooks a lot of it in her house. She insists on the dual nature and purpose of warms in our bodies and disapproves of the white man’s (wazungu) attempt to extricate all worms from the body (Geissler, 1998, p. 73). If they succeed in doing this, then one will die, because a person cannot live without worms (njokni) which move around the body causing various health conditions. She asserts that they complete the cycle of life by breaking down the body for re-integration into the soil from whence it came. Implications for Nursing Maria’s cultural belief that worms are nece ssary for life is a good example of potential patient-nurse conflict in terms of medication procedures. The importance she attaches to sexual cleansing may also cause problems in terms of HIV prevalence, yet she requires to be treated autonomously while providing her with treatment. Her case illustrates the importance of having informed nurses. Trans-cultural nursing is crucial for practicing health care practitioners in the US. This is because the population is fast becoming multicultural due to immigration from different countries (Omeri, Andrews, 2008, p. 90). These ‘new’ Americans carry their native cultural inclinations with them, which may affect their relation to Western Health Practices. Competent nurses need to familiarize themselves with these varying cultures to ensure the provision of optimal healthcare services (Andrews, 2005, p. 50). Lack of awareness in the part of the nurses can result in misunderstandings with the patient due to cultural undertones tha t have not been defined. Appendix Figure 1: Luo cultural dancers, in their cultural dresses, entertaining the president at the Bomas of Kenya Retrieved. Figure 2: Married Luo men and Women standing outside a grass thatched house. Figure 3: A Pentecostal Church in the Luo land. Figure 4: A Luo Pregnant Woman. Figure 5: Kenyan Traditional Food. Figure 6: Luo Nurses attending to a Patient. Figure 7: Luo practice of balancing luggage on the head. Figure 8: A luo traditional wedding. References Andrews, M. (2005). Chapter on Cultural Diversity and Community Health Nursing. In N. M. M., Community Health Nursing: Promoting the Health of Populations (4th Philadelphia: W.B. Saunders. Ayikukwei, R., Ngare, D., Sidle, J., Ayuku, D., Baliddawa, J., Greene, J. (2007).  Knowledge of herbal and pharmaceutical medicines among Luo children in western Kenya. Anthropology Medicine, 8 (2/3), pp. 211-235. Gannon, M. (1994). Metaphorical Journeys Through 17 Countries. In Understanding Global Cultures. London: Sage Publications. Geissler, P. (1998). Worms are our life part 1: Understandings of worms and the body  among the Luos of Western Kenya. Anthropology Medicine , 5(1), pp. 63-79. Omeri, A., Andrews, M. (2008). Chapter on Meeting the Health Care Needs of the United States of America’s Diverse Society. In S. S. Daly J., Contexts of Nursing.  Sydney, Australia: Maclennan Petty, Ltd. Orech, J., Hansen, A., Friis, H. ( 2007). Ethnoecology of traditional leafy vegetables of  the Luo people of Bondo district, western Kenya. International Journal of Food Sciences and Nutrition , 58 (7), pp. 522-530. Owuor, O., Oketch-Rabah, H., Kokwaro, J. (2006). Reinventing therapo-spiritual  Fellowships: The Jolang’o in Luo African Independent Churches. Mental Health, Religion, Culture , 3 (2), pp. 423–434. Wenzel, R., Geissler, P., Nokes, K., Maende, O., Okatcha, O., Gringorenko, E.,   Sternberg, R. (2007). HIV/AIDS and cultural practices in western Kenya: the impact of sexual cleansing rituals on sexual behaviours. Culture, Health Sexuality , 10(6), pp. 587–599. This term paper on Culture of an Individual from Kenya was written and submitted by user Ashlynn M. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

8 Simple Steps To Help You Find a Job in 30 Days

8 Simple Steps To Help You Find a Job in 30 Days You need a new job and you need one fast. Maybe you’ve just been laid off, or quit, or you’re just starting out, or you’re doing some secret  job hunting from a position in which you’re miserable. No matter your reasons, if you follow these steps, you’ll have a great shot at scoring a new job in 30 days. 1. Make a spreadsheet.Excel is your friend in the organization game. And organization is the key to getting a job fast. Keep track of company name, position title, a link to the job posting itself, application materials, due dates, plus the date you applied, follow-up dates, and notes. If you hate Excel, try JibberJobber or Fresh Transition instead. But do keep all your details organized and easily referenced- you’ll be glad you did.2. Do your homework.Be informed- very informed- about the industry you’re applying into. Research every company and every position. Research the people who might be interviewing you and supervising you. R esearch the top people and the company’s mission. The more you know and the more prepared you are, the better you’ll do. And the more you strategize and target your applications, the more efficient your search will be.3. Budget your time.Once you have a game plan and an organizational system, you’ll want to devote time every day to your job search for 30 days. You couldn’t possibly spend all day every day on it, but even just 30 minutes of concentrated work every day will move you that much closer to the finish line.4. Dig deep.What do you actually want in a job? What have you liked and disliked about your current and former positions? Why do you want a change? Think about your values and which kind of work environments suit you best. Try to aim for places that match up with your innate talents and tastes first. You’ll be a better fit right out of the gate.5. Get social.Your promo toolbox consists of your social media platforms. Get them all up to fighting speed. Facebook, Twitter, LinkedIn†¦ make sure you have these accounts and that they are active and up to date. Make sure you’re using them correctly and are working consistently toward building your personal online brand.6. Network.The one step you’d probably like to avoid is probably the most important. Sometimes all the difference is made in who you know and who knows you. Think of it as initiating mutually beneficial relationships. Keep in mind what you have to offer! It’s not just a one-way street.7. Follow up.Your interviewer will likely tell you that they will be in touch with you soon. Tell them immediately how much you appreciate their taking the time to interview you and mention that you are eagerly awaiting a response. Then follow up with the same. Send a handwritten thank you note- you’d be surprised at how effective this can be! Then follow up with a phone call if you haven’t heard back in two weeks. And don’t forg et to note when and how you’ve followed up on your spreadsheet.8. Be patient.Keep looking. Keep working at it. Don’t get discouraged after a few rejections. If you’re consistent and keep honing your tools, you’ll get there.That being said, once you’ve hit all of these checkpoints, you will need to develop your resume into an excellent promotional document. Take a look at these resume hacks that will help you  turn your resume into a top notch contender, for any job. Remember, your resume is a document that sells you and your qualifications to the employer. The more effort you put into it, the better off you’ll be.

Labor Relations Term Paper Example | Topics and Well Written Essays - 750 words

Labor Relations - Term Paper Example A large number of western nations to some extent decriminalized strike actions in the end of 19th century and the beginning of 20th century. In some cases, strikes are utilized to compel administrations to alter laws. Intermittently, labor strikes subvert the directive of a specified ruler or political party. In such instances, labor strikes are presumed to be part of a larger social force. This paper will look at a historically significant labor strike and the issues involved in the strike. The textile industry had begun spreading to the south in the 1880s. By the year 1933, mills located in the south manufactured over 70% of woolen and cotton textiles in more novel mills. They drew this number from a group of displaced laborers and farmers eager to toil for less amounts than laborers and farmers on the north part (Irons 22). The labor strike was as a result of a number of factors. The textile sector was severely set apart and was only made up of workers from the white race as other areas of the economy. Prior to 1965, after the enactment of the Civil Rights Acts dealt with the issue of race in employment, not more than 2% of textile employees were from the African American race. The mills encountered an obstinate issue of overproduction. The management made workers to toil for longer periods, adding the number of supervisors to prevent employees from leaving work, talking, slowing down during work, and paying them by piece rate. There were events that engulfed issues relating to the strike. When the owners of the mills decreased the workers working hours without increasing the wage rates per hour, in 1934, the United Textile Workers threatened to call for a countrywide strike. The United Textile Workers necessitated for a distinctive meeting in New York to deal with the issues. The United Textile Workers listed a number of requirements for the textile industry, for example, removal of the stretch-out, a thirty hour week, restoration of fired employees, union recognition, and minimum earnings of between $13 and $30 weekly (Irons 46). In addition, the Great Depression worsened the situation. The economic turmoil forced several industries into bankruptcy. Moreover, those industries that endured the economic downfall enhanced the pace and amount of work and sacked employees. Support for the labor strike was largely divided in terms of race. People from the white race enhanced the employees’ antipathy while the large black society completely took part in the labor strike. For instance, in Gastonia, where law enforcers used violence to deal with the strike, approximately 5,000 individuals from the black race took part in the Labor Day procession (Irons 133). Nevertheless, the local administration failed to give any form of aid to the striking workers and there were less sympathetic unions and churches to give assistance. President Roosevelt formed a mediation board to address the issues. The board called for additional investigations i nto the impacts of the stretch-out and economic issues faced by the workers. The management refused to adopt the recommendations of the board. In addition, the owners of the textile industries declined to restore the striking workers all over the south. The result was a failure by a large number of workers returning to work in the industries (Irons 77). The strike had tremendous effects on the textile industry. The United Texti

Business Ethics of Tiger Automotive Essay Example | Topics and Well Written Essays - 2000 words

Business Ethics of Tiger Automotive - Essay Example The present study would focus on Tiger Automotive that has an original product that has the advantage of having the patent for a fuel-efficient device, and at the same time, the product is beneficial to the consumer as it increase the average car’s mileage by about 45%. More importantly, the patent right protects the company’s product from direct competition hence a complete monopoly in the market which means the company is a price giver. This has resulted in the product being priced at  £45 even though the total cost is  £1. The ethical dilemma is based on overpricing product. However, a manager is faced with the dilemma of maintaining the moral standard of adopting actions that would be preferable to the self-interest of the company of maximizing profits without considering the interest of the public especially the consumers. This dilemma is supported by the fact that the organisation is responsible for its corporate acts that emanates from choices and actions of human individuals, who are the primary bearers of moral duties and responsibility of the organisation and its act. This is an objective that is supported by Adam Smith’s ‘invisible hand’, which supports this as an ethical way of achieve the best self interest of the stakeholders. At the same time, Tiger Automotives has the economic responsibility of generating the greatest profits for the company and benefits for society depending on the Pareto optimality whereby the markets are fully competitive, all customers are fully informed and all external and internal costs are fully included. In the same light, Tiger Automotives has the legal requirement of taking the action that fully complies with the law. This is because the law in a democratic society represents the minimal moral standards of all the people within that society, provided it can be shown that the self-interests of the various groups including individuals, groups and organisations have been included in the formulation process. Using the requirements and responsibilities explained above, this scenario creates an ethical dilemma for the manager. Ethics as defined by Velasquez (2001) can be perceived to be the study of morality and moral standards. The moral standard that the manager is faced with is adopting actions that would be preferable to the self-interest of the company of maximizing profits without considering the interest of the public especially the consumers. By putting their interest in front of the interest of the stakeholders, it is perfect to state that the manager has a moral dilemma due to the fact that the organisation is responsible for its corporate acts that emanates from choices and actions of human individuals, who are the primary bearers of moral duties and responsibility of the organisation and its act. In any organisation, its business ethics practices should be geared towards advancing moral standards as they apply to business policies, institutions, and be havior. According to Velasquez (2001), business ethics need to include analysis of moral norms and values. As a result, its implementation should be in its practice especially in systemic and corporate issues that are ethical and are concerned with individual, society and organisations. The manager, while acting as an agent of the organisatio

Pros and Cons of Abortion Research Paper Example | Topics and Well Written Essays - 500 words

Pros and Cons of Abortion - Research Paper Example According to the research findings, it can, therefore, be said that to understand the phenomenon of abortion better it would be ideal to look at its pros and cons. It is believed that abortion is a justifiable act as it is a killing of a fetus and not that of a human being. A person is originated at birth and not during conception. This is a biologically proven fact and hence favor abortion. The oath of Hippocrates which the medical professionals take itself forbids abortion and hence is a malpractice. â€Å"The original text of the Hippocratic Oath, the oath that doctors traditionally take when swearing to practice medicine ethically, forbids abortions†. The U.S constitution gives liberty to live to all men and killing of one life is against nation’s proclamation. â€Å"Allowing abortion directly contradicts the Founding Fathers intentions for an inalienable right to life in this country†. It is evidently clear from the discussion that abortion having pros and cons can be defended and justified according to the situation and effect of this medical procedure. It is not possible to condemn abortion altogether as it offers va rious benefits to women. The good side of abortion is weighed more in American society and the bad effects stand as reasons for the public to defend against it.

Motivation Learning Strategies In The Classroom

Motivation Learning Strategies In The Classroom Motivation is an important drive in our life if we dont have any motivating we will face many difficulties in our road. You can say that learning without motivation is as food without salt. So each person in this life need motivation to continue his/ her life because motivation helps us to be more affective on our society. We can do many things in a right road if we have motivation. Motivation is a powerful to do the best thing in daily life. Introduction Motivation is one of the most used words in teaching today, usually in the phrase, How can I motivate these kids? it is also a very misunderstood process. Motivation is important for people life. It plays a main role in almost everything we do. If we dont have motivation in our life, we would simply not care about many things such as outcomes, means, education, success, failure, etc. As you know people are different, so also their motivations have to be different. There are types of motivations that may some people care about it and other doesnt care. In my research, I focus on the definition of motivation, types of motivation, theories of motivation, etc.. Statement of the problem: I study the motivation learning strategies in the classroom which is important to help students to learn English. Some students dont have any motivation to complete their studying and they dont care about learning. On the other hand, some students have big motivations to challenge the difficulty of learning life. Statement of purpose: I write this research that about motivation for some reasons, these are: To know the motivated students and non-motivated students at ADU. To know the factors that cause to make students less motivated. What motivation is ? Each person has his own definition of motivation. We dont have a specific definition for motivation. In fact its very difficult to define motivation. According Ezine (2009) the definition of motivation is to give reason, incentive, eagerness, or interest that causes a specific action or certain behavior. Motivation is present in every life function. Simple acts such as eating are motivated by hunger; education is motivated by desire for knowledge and so on. Motivators can be anything from reward to compulsion. Also, Brown (2001) defines motivation is the degree to which you make choices about goals to pursue and the effort you will devote to that pursuit. (p72). On my point of view motivation is as the driving force behind an action. This is probably the simplest explanation about motivation. So teachers consider the motivation as a tool to encourage learners to do something. Ellis defines motivation as referring to the labors which learners put into learning an L2 as a result of their need or want to learn. (1995). According to the Websters, to motivate means to provide with a motive, a need or desire that causes a person to act. Many researchers think motivation as one of the main elements that decide success in developing a second or foreign language; it determines the degree of active, personal participation in L2 learning. (Oxford Shearin, 1994). Types of motivation Motivation is what drives you to behave in a certain way or to perform a particular behavior. Its the strong reason that leads you to achieve something in your life. There are many types of motivation that can influence in you. These include the following: Primary or basic motivation This type of motivation needs the person to show self presentation. This include needs to show hunger, warmth, sex, thirst, avoidance of pain and other primary motivation which can influence in the persons behavior.(articlesbase,2005-2008) Secondary motivation This type of motivation is known in psychology as learned motivation. It can be different from person to another. It can be describe as a persons own sense of values and ways to keep moving in life. Many behaviors in secondary motivation are conscious ones. That is, a person consciously put in his mind a particular goal or result and acts in a similar way that brings them closer to that particular goal. What drives them to do or perform the goal is the longing for something which they do not have. This kind of motivation falls into two basic types, extrinsic and intrinsic motivation. (Articlesbase, 2005-2008) Extrinsic motivation Extrinsic motivation involves the concept of rewarded behavior. This come, by particular types of activities or acting in a particular manner, you are rewarded by a desired ended result. Extrinsic motivation comes from the surrounding areas of the person. (Schunk|Pintrich|Meece, 2008) In teaching, teachers use this type a lot; they use it because they are obligated to. In schools, there are many types of students who do not have motivation. These types of students have many characteristics such as shyness, being afraid from the teacher and other characteristics. Here come the role of the teacher, the teacher support these students by using extrinsic motivation. For example, if the teacher notices that one student is not participating with his group. Then, he can support him by showing him how to act positively in the group, rewarded him etcà ¢Ã¢â€š ¬Ã‚ ¦. Intrinsic motivation These types of motivation are less visible. Intrinsic motivation is when you want to do something (e.g. I want to write this report). Intrinsic motivation is internal. It happens when people are compelled to do something out of happiness, importance, or desire. For example, a student is motivated to get high grades (external motivation) but his desire to know about particular subject is intrinsic motivation. Getting high grades is the reward visible for other. For student, being able to master or being expert in a particular subject is a psychological reward for his desire to learn. (Pan, 2006) Intrinsic motivation can be described as invisible things arise from your depth telling you that you must perform the task which was assign to you. Intrinsic motivation differs from one person to another. Some students do not have the ability to express their thoughts, ideas and perspectives and here come the job of teachers. Teachers should provide their students with intrinsic motivation to achieve the determined goals. However, there are some students who have the ability to act positively inside the class room and sometime their intrinsic motivation surprise the teachers. Intrinsic motivation and motivation based on extrinsic rewards are, to some degree, in competition with each other. Research has shown that under certain situations, offering extrinsic rewards for engaging in tasks actually undermines intrinsic motivation. ( Stipek, 2002, p129) Principles of motivation learning strategies There are some basic principles of motivations exist that are appropriate to learning in any situation. According to Weller, (2005) the principles of motivations are: The students attention depends on the environment that can be used to focus on what needs to be learned. Teachers can make atmospheres that help students to get persistent effort and positive attitudes toward learning. So the good teachers usually try to create warm and accepting environment that help students to be more motivated that will make them learn better. I think this strategy will be successful in both children and adults. Interesting visual tools, like pictures, posters, brochures, or practice tools, motivate students by capturing their curiosity and attention. Incentives motivate learning. Incentives contain human rights and receiving admire from the teacher. The teacher decides an incentive that is likely to motivate an individual at an exacting time. In a general, I think without rewards in self-motivation, learning situation will not succeed. As you know each student must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pleasure of discovering new things. Internal motivation is longer lasting and more self-directive than is external motivation, which must be frequently reinforced by admire or concrete rewards. Some people, mainly children of certain ages and some adults, have little capability for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a refuse in internal motivation. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. The teachers role sometimes is to encourage its development and sometimes the students readiness to learn comes with time. If a desired change in behavior is urgent, the teacher may need to supervise directly to ensure that the desired behavior happened. I think that a student may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again, if he/she is not ready to learn. Motivation is enhanced by the way in which the instructional material is organized. In fact, the information can be meaningful if the material organized to the individual. One technique of organization includes relating new tasks to those already known. Other ways to communicate meaning are to decide whether the persons being taught understand the final result desired and teach them to compare and contrast ideas. Theories of motivation: Most of motivation theorists believe that motivation is related in the performance of all learned responses. This mean, a learn process cannot occur unless it is energized. The common question among psychologists is, whether motivation a primary or secondary influence on the learner behavior. Psychologists believe that motivation is associated with the learner behavior. (Huitt, 2001) There are many theories of motivation, learners use different types of theories to accomplish their goals but I focus on two of these theories include: behavioral, cognitive etc Behavioral: According to some psychologist, all process of motivation stands on the behavior of the learner. Actually the learner works on the sequences, the learner put the sequences as the primer goal. For example, I want to get A in professional ethics. Since the learner determines this goal in his mind, he will work on that goal until he achieves it. (Huitt, 2001) A behavioristic psychologist like Skinner or Watson would stress the role of rewards in motivating behavior. In Skinners operant conditioning model, for example, human beings, like other living organisms, will pursue a goal because they perceive a reward for doing so. A behaviorist would define motivation as the anticipation of reinforcement Reinforcement theory is a powerful concept for the classroom. Learners, like the proverbial horse running after the carrot, pursue goals in order to receive externally administered rewards: praise, gold stars, grades, certificates, diplomas, scholarships, happiness, etc. (Brown, 2001, p 73) Cognitive: There are many motivational theories that follow their roots to the information processing approach of learning. There was a theory called attribution theory, this theory implies that every learner tries to find a reason for success or failure of self and others. The learner tries to use some certain attribution to find out what was the wrong in his behavior. The attributions could be internal or external and it could be under control or not under control. (Huitt, 2001) In teaching environment, it is important to help the learner to develop a self- attribution for his behaviors. We have different types of students; some students love to learn about anything and others are not. Otherwise, we should help the learner to make attributions. Being able to make attributions will raise the performance of the learner. When I move to the college, I see two types of learners. The first type is, when they get a high or low grade; they make some kind of attribution like why did I get this grade, the teacher is not fair etc And others say, it was my fault, next time I will study hard etc These attributions enable the learners to higher their performance and make some kind of follow up. Otherwise, attribution theory is important for both students and teachers and teachers should teach their students how to do attribution. Maslows hierarchy of needs Abraham Maslow (1995-2009) is considered as the most influential writer in the area of motivation. Maslow divided the hierarchy of human needs into two groups: deficiency needs and growth needs. In deficiency needs, the learner must move through the lower level before the upper one. The eight levels are organized as the following order: Physiological Safety/ security Belongingness and love Esteem Cognitive Aesthetic Self- actualization Self- transcendence Every one of us is motivated by needs. The human being inherited the love of needs from thousands of years. Abraham Maslows hierarchy of needs help us to know how these needs motivated us. Maslow (1995-2009) says that we should satisfy each need. We should start with the lower level and then move to the upper level. Consequently, if we are satisfy by the lower level of needs, we dont have to concern about the upper level. So its a kind of self enrichment. Literature review: There are many researchers who study the motivation, the types of motivations, the theories of motivation, motivation of learning strategies, etc. I mention that some researchers who are:  ¤ Harter (1981) assumed that intrinsic and extrinsic motivation was negatively correlated.  ¤ Generally speaking, extrinsic motivation means external causality based on the perceived locus of causality, which was suggested by Heider (1958), deCharms (1968/1983), and Deci and Ryan (1985).  ¤ Lepper et al. (1997) found a decrease in intrinsic motivation with age, but no evidence of an increase in extrinsic motivation. Methodology: I distributed 20 questionnaires for the ADU female students. My questionnaire include 10 questions, each question has 4 or 5 parts. Each student should select agree or disagree about each statement. This questionnaire studies that ADU students motivation and does the ADU students motivated or not. I found different result because I distributed my questionnaire to different students some students are in second year, some are in third year and other in forth year. Finding result: In first part of my questionnaire, I found that 70% of the ADU students, when they study they practice saying the material to themselves over and over but I found 30% of students who dont agree with this statement. 70% of the students at ADU that mean our university have lots of students who take care for their studying and have motivation to review their material. I found that 65% of the students when studying for classes, they read their class notes and the course reading over and over. I found that also 35% of the students who dont like to read their class notes. I think that each student should read his/her class notes over and over to be more familiar with this material and may he/ she understand it better. I found that 60% of the students memorize key words to remind them of important concepts when they study but 40% of the students may dont have ability to memorize key words. It is important thing that students try as possible as they can to memorize key words that will help them in their learning process. Students should try to motivate themselves by putting the aim in the front of their eyes. Also I found that 60% of the students when they study, they usually make lists of important words and learn by heart these words. I mean they memorize the lists. I found that 40% of the students who dont like to make lists of important terms and memorize it. As my experience I write a list of new vocabulary and I put it on the door of my room. So when I want to go out I look at this list and I read these vocabularies. This way helps me to remember these vocabularies. In the second part of my questionnaire, I found that 60% of the students who agree with this statement I often find myself questioning things I hear or read in this classes to make a decision, if I find them persuasive but I found that 40% of the students who disagree with this statement. This statement applies on me, I often find myself asking questions about what I hear and read in my classes. I found that 60% of the students who disagree with this sentence When a theory, understanding, or conclusion is obtainable in class or in reading, I try to make a decision if there is good supporting evidence. I found that 40% of the students who agree with this sentence. I treat the course material as a starting point and try to expand my own ideas about it. I found that 70% of the students who agree with this statement but I found that 30% of the students who disagree with this statement. I think this statement is completely true because If we treat the course material from the beginning and try to think more and say our own ideas about it, that help use to learn and understand the course material better. This way help students to be more motivated in all their courses materials. In third part of my questionnaire, I found that 65% of the students who prefer course material that really challenges them so they can learn new things but I found that 35% of the students who dont care about this kind of material if it challenges them or not. Students who prefer material that challenge them, they have motivation to learn new things and get new information and data. I want to say for the 35% of the students you dont have intrinsic motivation so please try to change your thoughts, feelings, ideas, etc about that and try to make intrinsic motivation in your heart. I found that 75% of the students who dont prefer course material that arouses their curiosity. I found that 25% of the students only who prefer course material that arouses their curiosity, even if it is difficult to learn. This result really overtakes me because most of students like to look over the new things and they have curiosity to know more things. The most of ADU students want to take the information or data without searching or tying to find it. They like to get it from their instructors. I think that also because some students dont have enough motivation that may help them to change their thought about that. I found that 80% of the students who agree with this statement trying to understand the content as thoroughly as possible is the most satisfying thing for me in classes but other students at ADU disagree with this statement. It is great percentage of the students who are trying to understand the content in classes. I found that 65% of the students when they have options, they choose course assignments that they can learn from even if they dont guarantee a suitable grade. I found that 35% of the students who dont. In fourth part, I found 85% of ADU students, the most satisfying thing for them right now is getting a good grade but other students dont care for getting a good grade, they just want to pass and finish courses as soon as they can. I think that students should think about the grade and the benefit of the course at same time. I found 65% of students want to get better grades than most of other students but 35% of students dont want to challenge other students. It is a good thing that students at ADU want to challenge other students to get better grades. Students who have this thought, I think they have a good motivation of learning. I found that 70% of the students want to do well in the course because it is important to show their ability to their families, friends, relatives, or others. I found that 30% of the students it is not important to show their ability to their families, friends, or others. I think that students who like to show their abilities to their families, friends, etc, they have motivation to study more to get good grades. In fifth part, I noticed that 65% of the students believe they will receive an excellent grade in the class and 35% of the students dont agree with this believe. This believe is completely true and all students should agree with it. I think that when students put in their mind that they are good students and they can get an excellent grade, they will get it because they have intrinsic motivation and they encourage themselves. I found that 50% of the students agree and 50% of the students disagree with this statement Im certain I can understand the most difficult material obtainable in the readings for the course. I wished that find more than this percentage because students should encourage themselves to simplify the difficult material and try as much as they can to understand this material. I found that 75% of the students confident they can understand the essential concepts taught in the course. I found that 25% of the students dont confident they can understand the essential concepts. I noticed that 50% of the students confident they can understand the most complex material obtainable by the instructor and 50% of the students not. I think that 50% of students who cannot understand the material, they should ask their instructor and please each student should not be shy. I found that 70% of the students confident they can do an excellent work on the assignments and tests in the course and other students at ADU dont agree with that. This point let us to know there are many motivated students at ADU because they usually try to do the best to get a good job on the assignments or tests in any course. In the sixth part, I found that 55% of the students when they take a test they think about how poorly they are doing compared with other students but I noticed that 45% of the students dont think about that. This thought appears from non-motivated student. He/she usually afraid about the score and he/she think that he/she gets low score than other. So each student should try to change this thought and be more motivated. I found that 80% of the students when they take a test they think about the items on other parts of the test they cant answer and 20% of the students dont care about that. I am sure students who think like that, they will face difficulty to answer other questions because all their thought will be with the parts they cant answer it. This also will effect of the score because most of time they will waste for thinking about the difficulty of the some questions. 80% of the students is a big percentage and we want to decrease it. The motivated student only can deal with this problem because he/she usually dont think like other students. I noticed that 55% of the students, when they take test also they think of the consequences of failing and 45% of the students dont think of consequences of failing. This thought is also not true because it may make students feel upset and disappointment to pass in the course. I found that 60% of the students at ADU when they take an exam, they dont feel upset but there are 40% of the students have an uneasy, upset feeling when they take an exam. I think that is good to get like this percentage of the students at ADU. That thing helps students to get good marks in an exam because they dont feel afraid and upset. I noticed that 65% of the students feel their heart breathing fast when they take an exam but 34% of the students dont. This feeling may dont let students to answer appropriately the questions even they know the answer. Sometimes I feel like this feeling specially when I dont prepare enough for the exam but we should try to deeper breathe before the exam time and say to ourselves we will answer all questions without any afraid and we will get a good marks. We should motivate ourselves. In the seventh part, I found that 80% of the students usually study in a place where they can concentrate on their course work and 20% of the students study anywhere. This factor is effect on learning process. Some students prefer to study in open places such as park, garden, sea, etc. I think that like these places where can help students to comprehend and understand better. I found that 55% of the students dont make good use of their study time but there are 45% of the students make good use of their study time. As you know time is very important to make everything good especially at learning process. If you manage your time appropriately, you will get what you want in the appropriate time. I found that 50% of the students agree and 50% of the students disagree of this statement I get it hard to stick to study schedule. I found that 75% of the students have a usual place set aside for studying and 25% of the students dont like to set in one place for studying. I found that 55% of the students make sure they continue with the weekly readings and assignments for their courses but there are 45% of the students dont. I found that 75% of the students are present at class frequently but 25% of the students at ADU dont. I noticed that 70% of the students rarely find time to review their notes or reading before an exam. There is 30% of the students find time to review the notes before an exam. I think that each student will at manage his/her time to get a chance to review his/her notes before an exam but unfortunately 70% of students who didnt try to organize their time accuracy. In the eighth part of my questionnaire, I found that 65% of the students often feel so lazy or bored when they study that they quit before they finish what they planned to do but others dont feel lazy or bored about that. I notice that 75% of the students work hard to do well even if they dont like what we are doing. The 25% of the students dont work hard especially if they dont like what there are doing. I found that 65% of the students agree and 35% disagree with this statement When course work is hard and difficult, I quit or only study the easy parts. I suggest for each student to try as much as her/she can to simplify the difficult part by asking his/her instructor or friends and dont ignore the difficult thing because may it will coming in his/her an exam. I found that 70% of the students, when course materials are dull and uninteresting, they manage to keep working until they finish. In the ninth part, I found that 70% of the students, when studying for a class, they often try to clarify the material to a colleague or a friend but 30% of the students dont. I noticed that 55% of the students usually try to work with their colleagues or other students to complete the course coursework or homework and 45% of the students dont like to work other students to complete assignments. They like work alone and they dont need others help. I found that 60% of the student at ADU when studying for a class, they dont to set aside time to discuss the course material with a group of students from the class. I found that 40% of the students often set aside time to discuss the material with a group of the students. At the final part, I noticed that 85% of the students, even if they have difficulty of learning the material in a class, they try to do the work on their own, without help from anyone. I found that 15% of the students only who try to do the work with help from others if they have difficulty of learning the material in a class. I found that 80% of the students ask the instructor to clarify concepts they dont understand well and 20% of the students dont ask the instructor about that may they fill of ask their friends or not. I think students should ask the instructor. When I dont understand the material in a course, I ask another student, in this class for help me to understand by this statement 50% of the students agree and 50% of the students dont agree. Some students at ADU like to deal with their colleagues if they want help but 50% of the students dont like to ask others to help them. I found that 60% of the students try to identify students in their classes whom they can ask for help if necessary but others dont. As you see I found some students at ADU who motivated more than others. After I get this result I write some recommendation for both teachers and students. CONCLUSION To summarize, the motivation can play roles in learning process. Motivation is appropriate tool to achieve your goals so we should give us a motivation to do thing whether it is difficult or not. Also, motivation is the power to do thing as soon as possible. I think that if you dont have intrinsic motivation that comes within, you will dont also has extrinsic motivation. Recommendations At the end, I want to give teachers, designer of protocol and students some recommendations. For teachers: Teachers should try to motivate their students by using different techniques that may help them to show their abilities and skills, for example, if the student make mistake, the teacher shouldnt punish him/her because the punishment may affect negatively on his/her feeling and attitude. This thing will let student to be passive rather than active and he/she doesnt want to share his/her ideas, thoughts, feelings, etc. Teachers should make different activities that make learning fun and interesting. So that will help students to be more motivated to learn and attend the class regularly. Teachers also should give students freedom to express their ideas, thoughts, etc because this thing may increase a will to learn. Teachers should start their class by smiling because students will be more comfort and happy to take this course with teacher like that. Also, teachers who more active and interest in the class, will help students to be more motivated. I notice that ADU students feel disappointment if the score of the first exam is bad so I recommend the teachers to give a chance for improving their scores such as makeup that includes (another quiz, assignment, homework, etc). For students: Students should be motivated in the learning process and their daily life. Students should read their class notes and the course reading over and over to be more motivated in the classroom. Students try to choose that arouses their curiosity, even if it difficult to learn. If the student doesnt have motivation, he should try to do something that will help him/her to be motivated, for example, put some aims that he/ she should achieved.

Canadas Aid To Third World Countries :: essays research papers

Canada's Aid to Third World Countries What are some of the major problems faced by "Third World" Countries today? Who should be held responsible for these problems? Why? What has Canada done to help "Third World Countries"? There has always been a dominant country in the world that sets the economic standard throughout powerful countries. Canada has always been a top rated economic country, usually behind the United States and other large Commonwealth countries. Starting back in the early to mid 60's, Prime Minister of Canada, Pierre Trudeau decided to use Canadian revenue as foreign aid. These included "Third World". Some of the major problems faced by "Third World" countries today include poor towns which have had a lack of food sources due to the serious poverty, lack of clean drinking water, lack of good sanitation systems, lack of good living conditions, lack of jobs and there is no industry, therefore no import or export revenue. The governments of the "Third World" countries have done horrible jobs of creating good living conditions for their people and in all have not tried to bring their country out of their economic slump. As Canada entered it second century, Prime Minister Trudeau called for a complete review of Canada's foreign policy. Starting in 1968 interested Canadians including politicians, journalists, professors, business leaders, financial experts, as well as church and labour leaders were invited to offer opinions and advice in what was called the Trudeau Review. The ending of this meeting brought about six foreign policy booklets which outlined the benefits of Canadian foreign aid. Some of these benefits included to help the Canadian economy grow stronger, to keep Canada independent, to work for peace and security, to promote fairness and equality for everyone and to improve living conditions for all people throughout the world. The Canadian foreign policy review suggested that Canada strengthened it's ties with Latin America. Trudeau visited Mexico, Cuba and Venezuela in 1976. Canada's trade with Latin America increased from $1099 million in 1970 to $3418 million in 1976. Also Canada gave an increasing amount of development funds to a number of Latin American countries. Canada, in 1973 had a major concern about the middle east and made an effort to bring about a lasting peace to the Arab-Israeli conflict. 1050 Canadian military specialists became part of the United Nations emergency force where they tried to maintain a cease fire by providing supplies, transportation and communication during the 1973 peacekeeping role. The Trudeau foreign policy review recommended that Canada was to work hard to support the United Nations and make it an effective organization for