Women Employment In India

Women Employment In India Indias economy has undergone a substantial transformation since the countrys independence in 1947. Agriculture now accounts for only one-third of the gross domestic product (GDP), down from 59 percent in 1950, and a wide range of modern industries and support services now exist. In spite of these changes, agriculture continues to dominate employment, employing two-thirds of all workers. India faced economic problems in the late 1980s and early 1990s that were exacerbated by the Persian Gulf Crisis. Starting in 1992, India began to implement trade liberalization measures. The economy has grown-the GDP growth rate ranged between 5 and 7 percent annually over the period and considerable progress has been made in loosening government regulations, particularly restrictions on private businesses. Different sectors of economy have different experiences about the impact of the reforms. In a country like India, productive employment is central to poverty reduction strategy and to bring about economic equality in the society. But the results of unfettered operation of market forces are not always equitable, especially in India, where some groups are likely to be subjected to disadvantage as a result of globalization. Women constitute one such vulnerable group. Since the times immemorial, worth of the work done or services rendered by women has not been recognized. India is a multifaceted society where no generalization could apply to the entire nations various regional, religious, social, and economic groups. Nevertheless, certain broad circumstances in which Indian women live affect the ways they participate in the economy. Indian society is extremely hierarchical with virtually everyone ranked relative to others according to their caste (or caste-like group), class, wealth, and power. This ranking even exists in areas where it is not openly acknowledged, such as certain business settings. Though specific customs vary from region to region within the country, there are different standards of behavior for men and women that carry over into the work environment. Women are expected to be chaste and especially modest in all actions that may constrain their ability to perform in the workplace on an equal basis with men. Another related aspect of life in India is that women are generally confined to home thus restricting their mobility and face seclusion. The women face constraints beyond those already placed on them by other hierarchical practices. These cultural rules place some Indian women, particularly those of lower caste, in a paradoxical situation: when a family suffers economically, people often think that a woman should go out and work, yet at the same time the womans participation in employment outside the home is viewed as slightly inappropriate, subtly wrong, and definitely dangerous to their chastity and womanly virtue. When a family recovers from an economic crisis or attempts to improve its status, women may be kept at home as a demonstration of the familys morality and as a symbol of its financial security. As in many other countries, working women of all segments of Indian society faces various forms of discrimination including sexual harassment. Even professional women find discrimination to be prevalen t: two-thirds of the women in one study felt that they had to work harder to receive the same benefits as comparably employed men. A section of Indian womenthe elite and the upper middle class have gained by the exposure to the global network. More women are engaged in business enterprises, in international platforms like the Inter-Parliamentary Union, and have greater career opportunities as a result of international network. Freer movement of goods and capital is helpful to this section. But most women continue to remain marginalized as they are generally employed in a chain of work and seldom allowed independent charge of her job. Sharing of responsibility at work place or taking independent decisions is still a remote possibility for them. Economic independence of women is important as it enhances their ability to take decisions and exercise freedom of choice, action. Many of the workingwomen, who control their own income, do contribute towards the economic needs of family as and when required. They often participate in discussions at their work place and their views are given due weightage before any final decision. Workingwomen do use and spend their income at their own sweet will but sometimes permission of the husband becomes necessary for the purpose. However when it comes to making investments, they often leave it to their husband or other male member of the family to invest on their behalf. Many of them do not take decision even in case of important investments, like, life insurance, national saving schemes or other tax saving investments. Workingwomen do feel concerned about the economic needs of the family but when not consulted in such matters, they regret being ignored especially when they contribute monetarily towards economic wellbeing of the family. After globalization women are able to get more jobs but the work they get is more casual in nature or is the one that men do not prefer to do or is left by them to move to higher or better jobs. Globalization has indeed raised hopes of women for a better and elevated status arising out of increased chances to work but, at the same time, it has put them in a highly contradictory situation where they have the label of economically independent paid workers but are not able to enjoy their economic liberty in real sense of the term. India is the first among countries to give women equal franchise and has a highly credible record with regard to the enactment of laws to protect and promote the interests of women, but women continue to be denied economic, social and legal rights and privileges. Though they are considered to be equal partners in progress, yet they remain subjected to repression, marginalisation and exploitation. It has been advocated by many researchers (Amartya Sen, 1990) that independent earning opportunities reduce the economic dependence of woman on men and increase her bargaining power in the family. This bargaining power depends on the nature of work she is employed in. But the income earning activities increase the workload of a woman unless the man accepts an increased share in domestic w ork. Since globalization is introducing technological inputs, women are being marginalized in economic activities, men traditionally being offered new scopes of learning and training. Consequently, female workers are joining the informal sector or casual labor force more than ever before. For instance, while new rice technology has given rise to higher use of female labor, the increased work-load for women is in operations that are unrecorded, and often unpaid, since these fall within the category of home production activities. The weaker sections, especially the women, are denied the physical care they deserve. There is, thus, hardly any ability for the majority of Indian women to do valuable functioning; the capability to choose from alternatives is conspicuous by absence. Although most women in India work and contribute to the economy in one form or another, much of their work is not documented or accounted for in official statistics. Women plow fields and harvest crops while working on farms, women weave and make handicrafts while working in household industries, women sell food and gather wood while working in the informal sector. Additionally, women are traditionally responsible for the daily household chores (e.g., cooking, fetching water, and looking after children). Although the cultural restrictions women face are changing, women are still not as free as men to participate in the formal economy. In the past, cultural restrictions were the primary impediments to female employment now however; the shortage of jobs throughout the country contributes to low female employment as well. The Indian census divides workers into two categories: main and marginal workers. Main workers include people who worked for 6 months or more during the year, while ma rginal workers include those who worked for a shorter period. Many of these workers are agricultural laborers. Unpaid farm and family enterprise workers are supposed to be included in either the main worker or marginal worker category, as appropriate. Women account for a small proportion of the formal Indian labor force, even though the number of female main workers has grown faster in recent years than that of their male counterparts. Since Indian culture hinders womens access to jobs in stores, factories, and the public sector, the informal sector is particularly important for women. More women may be involved in undocumented or disguised wage work than in the formal labor force. There are estimates that over 90 percent of workingwomen are involved in the informal sector and not included in, official statistics. The informal sector includes jobs such as domestic servant, small trader, artisan, or field laborer on a family farm. Most of these jobs are unskilled and low paying and do not provide benefits to the worker. Although such jobs are supposed to be recorded in the census, undercounting is likely because the boundaries between these activities and other forms of household work done by women are often clouded thus, the actual labor force participation rate for women is likely to be higher than that which can be calculated from available data. Women working in the informal sector of Indias economy are also sus ceptible to critical financial risks. Particularly vulnerable are the poorest of the poor. Should they become ill, lose their job, or be unable to continue working, they and their families may fall into debt and find themselves in the depths of poverty. At risk are millions of poor who depend on the income generated by one or more women in their household. These women do not have regular salaried employment with welfare benefits like workers in the organized sector of the labor market. Female workers tend to be younger than males. According to the 2001 census, the average age of all female workers was 33.6 compared with the male average of 36.50. As per 2011 censusthere areover 1,219,300,00 people living in India, which makes it the second most populous country in the world, following China. Women are 48.50 per cent of the general population of India. There is a gender gap at birth. For every 100 girls born, there are 112 boys born; this gap is even wider in some regions.Of all ages, the gender gap is 100 females for every 108 males.In 2009-2010, women were 26.1per cent of all rural workers, and 13.8per cent of all urban workers. As per 2011 census women are an estimated 31.20 per cent of all economically active individuals. Women earn 62per cent of mens salary for equal work and 26.20per cent of women compared to 9.0per cent of men cited a lack of role models as a barrier to advancement. In an effort to recruit more women employees, some companies are offering 25% bonuses for female employee referrals. India ranked towards the bottom of the 134 countries, with a ranking of 113, on the 2011 Global Gender Gap Index. Indian Women received 12 weeks paid maternity leave. India has a young workforce and population. In the next ten years, with both younger people and women entering the workforce, India expects to add an additional 110 million people to its labour force. In the next 40 years, India is projected to add 424 million working-age adults. These data are reported by local employment offices that register the number of people looking for work. The accuracy of, these data is questionable because many unemployed people may not register at these offices if there are no perceived benefits to registering. In addition, the offices operate more extensively in urban areas, thus likely undercounting unemployment in rural areas. One would expect that as cultural impediments to work decrease, younger women would be the ones entering the workforce; older women who have never worked in the formal sector are not likely to start working later in life. Throughout the economy, women tend to hold lower-level positions than men even when they have sufficient skills to perform higher-level jobs. Researchers have estimated that female agricultural laborers were usually paid 40 to 60 percent of the male wage. Even when women occupy similar positions and have similar educational levels, they earn just 80 percent of what men do, though this is better than in most developing countries. The public sector hires a greater share of women than does the private sector, but wages in the public sector are less egalitarian despite laws requiring equal pay for equal work. There is evidence that suggests that technological progress sometimes has a negative impact on womens employment opportunities. When a new technology is introduced to automate specific manual labor, women may lose their jobs because they are often responsible for the manual duties. For instance, one village irrigated its fields through a bucket system in which women were very active. When the village replaced the manual irrigation system with a tube well irrigation system, women lost their jobs. Many other examples exist where manual tasks such as wheat grinding and weeding are replaced by wheat grinding machines, herbicides, and other modern technologies. These examples are not meant to suggest that women would be better off with the menial jobs rather they illus trate how women have been pushed out of traditional occupations. Women may not benefit from jobs created by the introduction of new technology. New jobs (e.g., wheat grinding machine operator) usually go to men, and it is even rare for women to be employed in the factories producing such equipment. National Sample Survey data exemplify this trend. Since the 1970s, total female self-employment and regular employment have been decreasing as a proportion of total employment in rural areas, while casual labor has been increasing (NSSO, 1994). Other data reinforce the conclusion that employment options for female agricultural workers have declined, and that many women seek casual work in other sectors characterized by low wages and low productivity. Other agricultural work includes workers involved with livestock, forestry, fishing and hunting, plantations, orchards, and related activities. Even if a woman is employed, she may not have control over the money she earns, though this money often plays an important role in the maintenance of the household. In Indian culture women are expected to devote virtually all of their time, energy, and earnings to their family. Men, on the other hand, are expected to spend time and at least some of their earnings on activities outside the household. Research has shown that women contribute a higher share of their earnings to the family and are less likely to spend it on themselves. Research has suggested that as the share of the family income contributed by woman increases, so does the likelihood that she will manage this income. However, the extent to which women retain control over their own income varies from household to household and region to region. Many women still sought their husbands permission when they wanted to purchase something for themselves. In northern India, where more stringent cultural restrictions are in place, it is likely that few women control family finances. Conditions of working women in India have improved considerably in the recent years. Ironically, despite the improvement in their status, they still find themselves dependent on men. It is because of the fact that man in patriarchal society has always wielded economic independence and power to take decision. Since the working woman earns an independent income in the same patriarchal set-up, where the basic infrastructure of society has hardly changed, though her own role within the same structure is passing through a transitional phase, it is but natural that she would remain vulnerable to exploitation even in her economically independent state. Society perhaps yet needs to accord due recognition to women to take the lead role and women, at the same time; need to be oriented vigorously towards assuming this role in the society. 1.2. Status of Working Women in India Tapping its rich mine of educated female talent has been an important factor in allowing India to become one of the worlds fastest-growing economies. But recently this particular dynamo has been showing signs of strain. According to Women of Tomorrow a recent Nielsen survey of 6,500 women across 21 different nations, Indian women are the most stressed in the world today. An overwhelming 87per cent of Indian women said they felt stressed most of the time, and 82per cent reported that they had no time to relax. The Nielsen surveys respondents blame the difficulty of juggling multiple roles at home and work. Career opportunities for women in the New India are rapidly expanding, but family expectations and social mores remain rooted in tradition. Not surprisingly, the most stress is felt among women between 25 and 55 years of age, who are trying to balance demanding careers with obligations at home. We discovered some of these pushes and pulls in our research for our upcoming book, winning the war for talent in emerging markets: Why Women are the solution. Traditional family structures have a disproportionate effect on Indian women, even those who are urban, college-educated professionals, and especially for those who are the first generation in their families to have a career. Indian women are pulled by demands from relatives as they attempt to conform to the paradigm of ideal daughter, ideal wife, and ideal daughter-in-law. Among the many interviews conducted in researching the book, it wasnt at all rare to hear of successful professionals who woke up at 4:30 a.m. to make breakfast and lunch for children and parents-in-law, put in a full day at work, then returned home to clean up after the extended family and prepare dinner. Ambitious women often feel they have to overcompensate at work, too, to counter ingrained preconceptions about their commitment or competence. Theres a sense that a woman is just working until she gets married, [that] she is not a long-term resource, said one senior finance professional. But proving their worth by putting in longer hours or volunteering for business trips the conventional methods to further ones career isnt always possible. Despite the technological prowess of Indias engineers and outsourcing firms, the countrys basic infrastructure isnt sophisticated enough to support telecommuting and work-from-home arrangements on a widespread basis. Furthermore, flex time is rarely an option in a workplace culture that focuses on face time rather than results, says Hema Ravichandar, human resources adviser and formerly the global head of HR at Infosys. Even in companies which have these facilities, it is not considered the right thing to do if you are serious about going up the corporate ladder, says Ravichandar. These stresses have serious ramifications for Indias continued economic growth. More than half (55per cent) of the Indian women interviewed have encountered workplace bias severe enough to make them consider scaling back their career goals, reducing their ambition and engagement, or quitting altogether, feeding into the very biases they grapple with and dealing a sharp blow to the countrys demographic dividend, a key factor in Indias growth which is experiencing its own stress. Some Indian companies are taking steps to help these stressed women. For example, Infosys, the Bangalore-based info-tech powerhouse, offers the Infosys Womens Inclusivity Network (IWIN). IWIN makes Infosys a female-friendly environment by identifying the stress points at which women tend to leave the organization and creating policies that help them deal with those stresses. Surveys showed that many Infosys women dropped out after getting married; the numbers skyrocketed after the birth of their first child and were almost universal after the second. In response, Infosys introduced a one-year child care sabbatical with the option of working part-time for the next two years. Further discussions help women have a say in how their company can help their work-life balance. Every year, we ask women, What are three things you want us to do?' to make Infosys more attractive to them and make it easier for them to do their job, says Nandita Gurjar, senior vice president and group head of human resources. We do all of them. Women are critical contributors in finance, info-tech, pharmaceutical research, and other industries that are driving the growth of India Inc, Easing the stresses that prevent them from reaching their full potential at work is a smart way for companies to attract and retain key talent. Keeping womens careers on track may not guarantee ongoing economic success but not doing so will surely limit it. 1.3 Work-Life Status of Women Work and family life have been an integral part of a womans life. These two together form an integrated whole and therefore attract a lot of attention. The need to study the inter-linkages becomes all the more important with an increasing number of women entering the formal labour market. The very fact that they go out of home to work in a à ¢Ã¢â€š ¬Ã… ¾public space poses all kinds of pulls and pushes upon home life which includes their à ¢Ã¢â€š ¬Ã… ¾work to maintain home and the family. A plethora of research has been conducted to ascertain the impact of a job outside home on the home life and vice versa or to understand the relationship between the two. Research so far has been emphasizing the conflict between the home and office life of a woman as a result of employment outside the home. 1.4 Objectives After studying this Unit you will be able to: Describe the Quality of Life and its indicators; Analyze the importance of Work-life Balance; and Discuss the significance of developing the strategy to strike a balance in work and life. 1.5 Definitions In this section we focus on definitions of work-life balance and work-family expansion. 1.6 Work-Life Balance (WLB) Work-life balance is not a new concept. The change in the pattern of work and the concept of the workplace after the industrial revolution in the second half of the 18th century gave a new dimension to the concept of WLB. As time progressed, nuclear families increased. A later change was the fading away of the ideal home in which the earning members spouse took care of the home. With improved education and employment opportunities today, most homes are ones in which both parents work because of necessity and the desire to augment incomes. The need to create congenial conditions in which employees can balance work with their personal needs and desires became a factor that companies had to take note of both to retain them as well as to improve productivity. It was a compulsion that they could not afford to ignore. Having realized that, companies started introducing schemes to attract and retain employees and improve their productivity. Work-life balance is the extent to which individuals are equally involved in and equally satisfied with- their role and their family role. In his book managing work-life balance, David Clutter buck defines work-life balance as: being aware of different demands on time and energy; having the ability to make choices in the allocation of time and energy; knowing what values to apply to choices; and making choices. Work-Life Balance does not mean an equal balance. Trying to schedule an equal number of hours for each of various work and personal activities is usually unrewarding and unrealistic. Life is dynamic and not static. Each persons work-life balance will vary over time, often on a daily basis. The right balance for each one today will probably be different from tomorrow. The right balances differ when one is single and will be different when one marries or has a partner or if they have children. When one starts a new career versus when one is nearing retirement brings changes in work-life balance there is no perfect, one-size fits all, balance that one should be striving for. 1.7 Work-Family Expansion refers to the notion that: simultaneously engaging in multiple work and family roles is beneficial for the physical and mental relationship health of individuals. The quality of the roles, rather than the number of roles occupied or the amount of time spent in a particular role, determine the degree to which individuals experience the positive effects of participating in multiple roles. 1.8 Importance of work-life balance in womens lives Todays career women are continually challenged by the demands of full-time work and when the day is done at the office, they carry more of the responsibilities and commitments to home. The majority of women are working 40-45 hours per week and the majorities are struggling to achieve work-life balance. Women reported that their lives were a juggling act that included multiple responsibilities at work, heavy meeting schedules, business trips, in addition to managing the daily routine responsibilities of life and home. Successfully achieving work-life balance will ultimately create a more satisfied workforce that contributes to productivity and success in the workplace. Employers can facilitate WLB with many schemes that can attract women employees and satisfy their needs. Some of the schemes are: Facilities for child care; Financial planning services for employees who need them; Flexi-timings; Work sharing; Part-time employment; Leave plans both paid and unpaid to suit employees needs; Subsidized food plans; Insurance plans; Counselling services for problems like managing work and the home; Rest rooms, food preparation services; Jobs with autonomy and flexibility; Realistic workloads; and Review of work processes to see if the burden on employees can be lightened. (Source: http://www.indianmba.com/Occasional_Papers/OP183/op183.html) 1.9 work-life and family relationships Edwards Rothbard (2000) explain the relationship between work and family roles through a variety of linking mechanisms: Work-family conflict or interference refers to simultaneous pressures from the work and family domains that are mutually incompatible in some respect such that meeting the demands of one role makes it difficult to meet the demands of the other role. Sometimes referred to as negative spill over, work-family conflict can take different forms and can originate either in the work domain or the family domain. Work-family conflict and consequent outcomes can be buffered by various coping behaviours. Some researchers have looked into how Asian women cope with these stressors, and Halls (1972) typology of coping provides a useful way to categorize these coping behaviours. Lo, Stone, and Ng (2003) found that the most popular strategy for coping in their sample was personal role re-definition (i.e., changing ones own role expectation and not the expectations themselves, such as prioritizing time with children over grocery shopping [Lo et al., 2003]), followed by reactive role behaviour (i.e., assuming a rigidity of role expectations such that the person has no choice but to find ways to meet them), and finally structural role re-definition (i.e., changing the expectations imposed by an external source, such as flexible work scheduling or spousal negotiation of household roles). Other studies have found Asian women to employ similar coping strategies. For example, Lee, Um and Kim (2004) found that married Korean women often coped by working harder in reaction to their role conflicts (a reactive role behaviour), which was associated with higher rates of depression compared to those who coped through other strategies such as negotiation with their spouse and prioritizing household tasks. Asian professional women may also cope reactively by lowering their career ambitions, as evidenced by an absence of women from the top levels. Ayree, Luk, Leung, and Lo (1999) framed coping behaviours in terms of emotion-focused coping (i.e. regulating distress created by the appraisal of stressors) and problem-focused coping (i.e. removing the negative impact of a stressor) and found that these efforts, in concert, positively influenced job and family satisfaction. Several studies have also cited greater help from extended family or domestic workers in some Asian cultures, which can alleviate some of the burdens of work-family conflict. Enlisting the social support of husbands in domestic roles also helps to redefine structural roles, thus reducing work-family stress. Some studies have sought to explore the extent to which workplaces are accommodating structural role re-definition. Unfortunately, in Asian societies, there is little dialogue between women and their employers with respect to work-family issues. This may be less true in societies with longer histories of egalitarian policies around gender and work. The following section will elaborate upon the implications for research and practice that extend to what is currently known about Asian womens experiences with work and family. Work family accommodation refers to the process by which individuals reduce their involvement in one role to accommodate the demands of the other role. Work-family accommodation can be used as a strategy in response to actual or anticipated work-family conflict such that individuals reduce their involvement in a role that is less important to them. The reduction in involvement can take either of two forms: behavioral (i.e. curtailing the amount of time devoted to a role) or psychological (i.e. restricting the level of ego attachment to a particular role). Work-life compensation refers to efforts by individuals to offset dissatisfaction in one role by seeking satisfaction in another role. These efforts can take the form of decreasing involvement in a dissatisfying role and increasing involvement in a more satisfying role. Alternately, individuals may respond to dissatisfaction in one role by pursuing rewarding or fulfilling experiences in the other role. The latter form of compensation can be either supplemental or reactive in nature. Supplemental compensation occurs when individuals shift their pursuits for rewarding experiences from a dissatisfying role to a potentially more satisfying one, e.g., individuals with little autonomy at work seek more autonomy outside of their work role. On the other hand, reactive compensation represents individual efforts to release negative experiences in one role by pursuing contrasting experiences in the other role such as engaging in leisure activities after a fatiguing day at work. Work- family segmentation originally referred to the notion that work and family roles are independent of one another such that individuals can participate in one role without any influence on the other role. More recently, segmentation has been viewed as an international separation of work and family roles such that the thoughts, feelingsand behaviours of one role are actively suppressed from affecting the individualà ¢Ã¢â€š ¬Ã… ¸s performance in the other role. Work-family enrichment refers to the process by which one role strengthens or enriches the quality of the other role. Work-family enrichment also refers to work-family enhancement, work-family facilitation and positive spill over. All these terms describe the notion that a variety of resources from work and family roles have the capacity to provide experiences in the other role. Unlike conflict or interference, two mechanisms that ar

Is English killing other languages Essay

Abstract Is English Killing other languages? As we went on to know and find out what people think about question, we learned and observed people’s different opinion, rather we should term it as conflicting. Some say we cannot blame the English to be a language killer, world is changing and those who couldn’t survive die out, same theory goes for the languages also. While on the other hand people are very critical of the growing usage of English. A section of people also see it as a means of connecting cultures and promoting globalization. What we learned through working with questionnaires and interviewing people, is we cannot generalize anything, like yes this is it because majority thinks so, may be the next person you go to have a totally different opinion to say about it. It’s the person’s circumstances in life, his age, occupation, the environment he lives in, is brought up, that mainly shape his thinking process. Keeping in mind all these differences, and what we learned from people. We gave our best efforts to get a conclusion about this question. Contents Introduction Definition of Language Findings from people and sites, online discussions Extinct Languages in India Conclusion from interviews and questionnaire Final Conclusion Reference Appendix Introduction All over the world there is a concern about the disappearance of languages. Languages are dying in a very big way everywhere in the world. And who is to blame is the much asked question. And our topic for the project, â€Å"Is English Killing Other Languages† is a big question, whether we can blame alone English as the cause of increasing number of extinct regional languages or other factors are also at work. We went on to find out people’s notion to this question. Definition of Language We will begin by delving into the question that what exactly is a language. The answer that we get most often is that, it is a means of expressing oneself, and of communicating with each other. The dictionary will tell us that it is the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way. We can also add non-verbal communication on top of this. What we think often is true, but it is just one small aspect of what really a language. Language is much more. A major part of is dependent on communities of speakers†. In truth, language is far more than a means of communication; it is a carrier of the entire social history and cultural heritage of a people. Through language, we communicate words, norms, ideas, social practices, values and emotions . The entire culture of a people is encapsulated in what we call language. So it is just not a means of communication that we are talking here of, it is the entire culture that is at stake with a language becoming endangered or extinct. Gatherings from blogs and online discussion groups Having this definition of language in mind, we begin with what we gathered from people over the internet .Talking firstly about the Mark Tully, former BBC India correspondent who sees English from a completely different viewpoint. Mark definitely doesn’t see English as a language killer infact he makes one think the growing usage of English from a different perspective. What he says is â€Å"English is one of the advantages India has, which are said to be propelling it to economic superpower status. So Why not use it†. He clearly means us to reflect towards the job opportunities and many other things that English has created how it has helped India to improve its economy. Also Former editor of the Economist, Bill Emmott said  India fell short of china in almost every measure except ability to speak English .So why should not India built on its one advantage. Not only Mark and Bill many other people also see English as the means of creating more opportunities. People have also cited life changing experiences when they acquired the ability to speak fluently in English. On the other hand we also have people criticizing the growing usage of English language . As Nicholas Ostler founder of endangered languages [ELF] said â€Å"English is killing off scores of minority languages in its wake to spread, with English creeping in among younger generations everywhere as the language of mass communications and symbol of progress minority regional languages are becoming increasingly difficult to accommodate†. Marc Ettlinger PhD linguistics UC, Berkeley had also quite the same opinion. He says often Languages associated with a nation state kill minority languages as a function of Nationalized school where success is determined by knowing the dominant language. Also in Centralized government dominant language is crucial to finding a job. Social pressure to fit in with what everyone is doing. Urban migration and many other reasons. Fortunately in India government does promote other languages also. But by default nowadays the main language seems to be either Hindi or English. Because of English becoming a global language as well as important for getting a job. What mostly people think is that English is just a requirement in this globalized world. It makes us a global player. It makes us versatile. One definitely needs to adapt to it. This was all in what we found through people on net. Extinct languages of India Now looking at the extinct languages of India, referring to a survey and the reasons they say behind the increasing extinct languages. According to People’s Linguistic Survey of India, India speaks 780 languages, 220 lost in last 50 years. The survey was conducted over the past four years by 3,000 volunteers and staff of the Bhasha Research & Publication Centre. It concludes that 220 Indian languages have disappeared in the last 50 years, and that another 150 could vanish in the next half century as speakers die and their children fail to learn their ancestral tongues. Now the looking upon the reasons that they saw during the survey behind the languages being  extinct, is the small group of people using a language, increased use of English or other reasons that are responsible for this extinction. Firstly ruling out the option that the small group of people using a language is the reason for language extinction. Because history provides evidence that very large languages had also gone down sometimes. Latin is one example. The (ancient) Greek language is another, Sanskrit is the third one. A language does not have to be small in order to face extinction. That is the nature of language. So this equation that the government will come will do something, then language will survive, that has to be taken out of all thinking. It is a cultural phenomenon. And we can see that all over the world there is a concern about the disappearance of languages. Languages are dying everywhere in the world. Secondly, wherever the English language has gone in the last 200 years, it has managed to wipe out the local languages. But in India, English did not manage to do that because Indian languages have a historical experience of having to deal with two mega languages in the past – one was Sanskrit, and after that, Persian. So Indians know how to cope with English. And that is why even today, though so many of us use English as if it is our first language, we still do not pray in English, and we do not sing our songs in English. So English is not the reason. When a language imbibes words from outside, it grows. Languages grow by taking words from other languages. Every language is from beginning to the end, a polluted language. The threat will come. Hindi has its roots – there are 126 languages surrounding the Hindi belt.Because they are feeder languages, they feed into Hindi, they are the roots for Hindi. So the bottom line is Hindi definitely will not extinct and English certainly is not the reason for language extinction. English is the sky. The sky will not harm the tree, but if you chop the roots, a mighty tree can fall. This happened with Latin, and should not happen with Hindi. Out attitude of neglect towards smaller languages is a threat to larger languages, English is nowhere to blame.

Security Policy Protecting The Privacy, Integrity And...

Security policy is a document that contains rules and regulations on how to protect the network and its resources. It covers areas such as password, Internet and E-mail policies, administrative and user responsibilities, disaster recovery and intrusion detection. Effective security policy reduces risks and protects data and information. The aim of security policy is to create a secure organization by protecting the privacy, integrity and accessibility of systems and information, as well as explaining the members how they are responsible for protection of the company’s resources and how important secure communication is for the whole organization. Every security policy should take into consideration the organization’s culture and structure so that it can support productivity without having a negative impact on the members and the organization’s goals. Security policies protect from external threats and reduce internal risks (SANS, 2015). The three security policies that I would recommend to an organization are the Acceptable Use Policy (AUP), the Disposal and Destruction Policy and the Firewall Policy. The Acceptable Use Policy is a document that contains restrictions for access to corporate network or the Internet. It shows the proper usage of company’s resources and specifies the consequences for unacceptable actions. The AUP defines how to use company’s network and what activities are allowed when working with company’s equipment. A member of an organization is allowed toShow MoreRelatedIn Today’S Technologically Advanced Society, Data Is An1682 Words   |  7 Pagessociety and must be protected from all threats to maintain the data’s integrity. Security is one of the most important and challenging tasks that concerns the entire world but provides safety and comfort for those it defends. Similarly, security in the world of technology has great significance. 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Essay about A Swift Change Is Imminent - 1714 Words

At a first glance, a misogynist’s paradise is apparent when perceiving Jonathan Swift’s The Lady’s Dressing Room and a cannibalistic one in A Modest Proposal. However, Swift’s intricate feelings do not depict Ireland’s crude social convention, but rather for Swift’s revolutionary vitriolic satire, which permeates humanity’s blindness through political stand points. By using grotesque metaphors, to open the figurative eyes of the public, Swift’s poetry forced society to analyze the ways of living in order to push reform. The push came in his many satiric works, which criticized humanity, but also acquitted the feelings of a personal vendetta. Swift’s vendetta against oppression in his society constructed the transition to a more heavily†¦show more content†¦From a political stand point, Swift, in appealing to the British landlords of Ireland, revealed that humanity for the Irish would either be audacious and exis tent or stupefied and full of carnage. The audience as well, the people of Ireland, know the troubles and have no reason to argue against the same philosophy in thought, Swift proposes, but rather entertain it for if the law-makers realize the extent of damage their country is facing, they will also endure the hardship; provoking an adequate reformation. Swift further argues reform by magnifying his vendetta â€Å"As to our city of Dublin, shambles may be appointed for this purpose in the most convenient parts of it, and butchers we may be assured will not be wanting,† meaning conformity, has caused Irelands socio-economic problems. What furthermore, can a carver of brutal proportions fulfill in respect to Dublin, titivate the carved proportions of an immoral death (Swift 284)? Introducing children was essential to show oppression as most kids are nurtured by their parents in an oppressive and controlling manner. The death and birth of children in A Modest Proposal exhibits the end of oppressive rule but the beginning of a violated and easily corruptible muse: political oppression. However, Swift’s immediate muse for writing A Modest Proposal is because he must inform and liberate the community from the failures of politics. Ireland does no longer contain the luxury or strategyShow MoreRelatedPresidential Responsibility And Power : Presidential Power947 Words   |  4 Pagestimes of conflict. The Amendment shall read: Congress shall authorize the use of military force in all offensive and preemptive conflicts. The President, in the case of imminent danger, may deploy military forces as necessary; upon deployment the President shall report to Congress within forty-eight hours. These constitutional changes reflect the need to distinguish specific powers that each branch will maintain. 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Furthermore, China could threaten to move toward conventional war in order to compel the DPRK to decommission its program. China’s first strike ability and absolute military power would give China legitimacy with nuclear or traditional military threats. Threatening imminent nuclear or conventional militaryRead MoreHamlet, By William Shakespeare1691 Words   |  7 Pagesof its’ own death and if so how could the spirit be taken for the word it speaks? Hamlet manipulates the play t o reduce uncertainty towards the ghost and his claims. When Hamlet speaks to the actors, he tells them that he would like to make a few changes to the play whenever they present it in front of the king. The play is twisted so that the nephew kills the king, much like Hamlet plans. Claudius becomes frightened and leaves the play immediately. 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As Marlow starts his journey from the city of civilization and enlightenment which creates an atmosphere of light, but his viewpoint changes as on his journey he encounters the African jungles that lead to immense darkness. In Fitzgerald’s May Day, in and out is symbolic of Gordon’s situation. Gordon is out of luck and seeks help, is in a hope that his friend Philip Dean can help him inRead MoreThe Metal Fire1191 Words   |  5 Pagesgrating of the fire escape and began a swift descent. A fireball continued to burn in his gut from the bullet wound. His vision blurred as the throbbing radiated through his torso. Before he could manage the leap from the last rung on the steel ladder to the ground, he fell. He hit the pavement hard with a solid thud. â€Å"Damn,† he shrieked, writhing in pain. A clickety-clack of boot heels soon grabbed his attention. He lifted his head with concern for the imminent danger. If the man had been turned, he’d

Mary Shelley s Frankenstein - 1646 Words

Mary Shelley’s Frankenstein is a mishmash of stories within stories within a story, and several other texts are referenced within this amalgamation of literature. The intertextual links made in Frankenstein help to provide the reader with a greater insight into the mind of Mary Shelley and her most famous work. References to the text Paradise lost and Greek mythology in the development of characters adds depth to a tale of creation and destruction, causing the questions Shelley asks about humanity to resonate far more poignantly with the reader. Frankenstein in many ways acts as a mirror, reflecting Milton’s Paradise Lost explicitly throughout the text. Milton’s purpose in writing Paradise Lost was to â€Å"justify the way of God to man†, this†¦show more content†¦Victor, like Satan does not consider the ramifications of his actions. He â€Å"ardently desired knowledge† in an attempt to become more than his father, his creator (of sorts) even if it lead to his destruction. The word â€Å"ardently† is typically a feminine and irrational feeling conveying his recklessness and contrasting the rationality of science causing the reader to question Victor’s ability as a scientist or creator. In Milton’s works Eve never interacts with god. The women in Frankenstein, Walton’s sister and Elizabeth are kept away from the main story and the action; they are used mostly as narrative or plot devices: the sister as giving someone for Walton to write to and Elizabeth as a com panion and then catalyst for Victor and the Monster’s chase. The narrator of Paradise Lost describes Adam as created for God, and Eve as created for Adam, and that she was designed for the purpose of companionship much like Elizabeth’s depiction. Although the gender imbalances of Paradise Lost are based on the current societal ideologies and those of the bible, Shelley’s depiction (or lack thereof) can been seen to suggest their importance in the creation of life. Victor Frankenstein, through his speech and actions is constructed as a symbolic parallel to God, particularly through his creation of life. However Shelley’s God figure is

Langston Hughes Free Essays

He wrote poetry and short fiction for the Belfry Owl, the school’s literary gagging, and edited the school yearbook. It was the summer of 1919 when he visited his father in Mexico for the first time. That visit proved to almost be his moral demise b cause his father was materialistic and, ironically was prejudiced against blacks, Mexicans, and Indians. We will write a custom essay sample on Langston Hughes or any similar topic only for you Order Now He thought of them as lazy and ignorant. This changed Hughes perception of hi myself and other minorities. When Hughes graduated from high school in 1 920, he returned to Mexico, where he taught English for a year and wrote poems and literature pieces for publication in the Crisis, the magazine of the National Association for the Advancement of Colored people In the early sass, Hughes worked as a dishwasher boy in Paris. One year late r, he enrolled at the Columbia University in New York. His freshman year, he droop deed out of college and worked a series of odd jobs to support his mother. In 1 923 Hughes Signs d on as a cabin boy on a merchant freighter en route to West Africa. In 1 925 he resettled with his mother and half brother in D. C. While continuing his writing and poetry. In 1 925 in May and Au just, Hughes verses garnered him literary prizes from both Opportunity magazine and the Crisis. Four months later, Hughes worked as a busboy at a Washington D. C. Hotel, and attracted t he attention of the poet, Vacate Lindsay, by placing three of his poems on his dinner table. Later on that evening, Lindsay read his poems to an audience and announced his discovery of a † En grog busboy poet†. Photographers and reports were eagerly wanting to meet him the next day. His friends, family, and other writers inspired Hughes to write. His style of Poe try, is free verse. One of my favorite poems by Hughes is called Dreams. Some other one s that he wrote that people best know him for are â€Å"The Negro Speaks of Rivers†, and â€Å"l too Sing A America†. In 1930, Hughes got a Harmon Gold Medal for Literature. In 1948 he got Honorary Doc tort of Letters, Lincoln University, and also got his PHD. Longboats Hughes died on May 22, 1 967, in New York. He has inspired a great deal of us, including Alice Walker who wrote an illustrated book about him. How to cite Langston Hughes, Papers Langston Hughes Free Essays Langston Hughes’ two works are similar and different in certain ways. One similarity that stands out is that both writings had racial issues as its central theme. However, each work utilized a different manner by which to tackle the said subject matter. We will write a custom essay sample on Langston Hughes or any similar topic only for you Order Now Hughes’ poem, Theme for English B, seemingly uses the author’s own experience as the focal point upon which to discuss racial differences. In the poem, Hughes points out that race does not completely define the character of an individual. His writing exemplifies the fact that racial differences does not equate to a different likes and dislikes altogether. By saying, I guess being colored doesn`t make me not like The same things other folks like who are other races, The author shows that color does not completely divide society. Blacks and whites can share and appreciate the same things. They can read the same books, listen to the same music, and have the same hobbies. In his poem, Hughes personifies the American as either being black or white but have the same interests. Using the character of the instructor as his personification of the white people, the author is able to show that indeed blacks and whites share something in particular, they are both Americans. Ultimately, what Hughes points out is that people of different races can co-exist and can benefit from each other. The line, As I learn from you,  I guess you learn from me Is a clear depiction of Hughes belief that blacks and whites can live in the same society. In his short story, Who’s Passing for Who, Hughes uses another perspective to show the issue of race. The author’s attitude towards race in this work is far different from that which he showed in the poem. In the story, Hughes shows how blacks and whites are divided. He shows how each race sticks together and how a white man or a black man seemingly cares for only those of the same race as he. In the lines: â€Å"Well,† answered the red-haired Iowan, â€Å"I didn’t mean to be butting in of they were all the same race.† â€Å"Don’t you think a woman needs defending from a brute, no matter what race she may be?† asked the painter. â€Å"Yes, but I think it’s up to you to defend your own women.† Hughes clearly shows the principle that a people of the same race should only look after the concerns of their race. They should not get involved in the matters of different races. This is a clear sign of division between races. In other words, Hughes shows the idea that no unity can exist between blacks and whites and that they are confined by their race. Although such attitude seemingly changes in the latter part of the story, the fact that they had to pretend that they were black so that they could enjoy the company of the Black writers once again shows the distaste that each race has for the other. Personally, I like the attitude that Hughes shows in the poem. Although the story may depict the reality that existed at the height of racial tensions in the country, I appreciate the positive stand that the author took in his poem. Much has been written on how race has divided the American society. However, Hughes’ poem is one of the few works that I have read that has shed hope on the possibility of blacks and whites living and co-existing in society. Finally, I like the poem for it is able to show that race does not define th How to cite Langston Hughes, Essay examples

Assignment Final Research Proposal

Questions In this assignment you will finalize your research proposal through including sections on possible data sources and limitations. 1. Introduction2. Research question3. Literature Review4. Methodology 5. Data Collection6. Limitations7. Works Cited Answer: 1. Introduction: Studies are very important aspect of human life, and talking about the studies of children going to school or pursuing higher education is an important topic of discussion. What leads a person to studies is the motivation he gets for it. This motivation can be from someone near to him or can originate from his inner self, but this is the most important thing which drives a person towards education. This essay will focus on various factors that facilitates or de-facilitates the motivation part in a students life, and will help the people working in or associated with the field of education can better understand the needs and drive them more with proper motivation. This will also help them to understand the students mental state and to pre judge when they are going to fall in their studies. (Kamauru, 2000). Lumsden (1994) in his research has found that the zeal to learn new things and study faces a remarkable decline with the growing age, many of the student lose their interest in stud ies and are in the schools more out of compulsion than by their own will, this makes them present physically in the classroom but mentally they are not present there. This is the main reason of large number of youth leaving education before graduation. Motivation is the key ingredient, required for a student to like and pursue education. By the time various researchers have gone through this topic, about what motivates a student and what not. In this process various definitions have been used for the term motivation, as it directly effects the students overall performance. For example Lumsden, (1994) worked on the field of students involvement in education and the role of motivation in it. Marshal (1987) found motivation as a force beneficial to the learners. Ames (1990) was of the opinion that motivation is a long term process, and is linked with the quality of education provided. Most of the theorist form the opinion that learning requires motivation at every step, and it is very difficult to do anything learned without this factor. Considering student as a customer in the system of education, then the customer satisfaction, i.e. the satisfaction to students is the top most priority of all educational institutions. The idea of assuming student as a customer in the educational system is not at all new. Aldridge Rowely (1998) were also of the opinion that things are carried out more efficiently when some sort of feedbacks are collected from the students, but is also important at the same time to collect feedbacks from the academic staff too, because the study of both can only solve the puzzle of overall performance (Aldridge Rowely, 1998). In short we can say that motivational factors are precursors to education. This essay will focus on the intrinsic and extrinsic factors involved in the process of motivation. It is interesting to see that the performance of students who are motivated by themselves, i.e. intrinsically score high and have a constant performance, whereas on the other hand, student who are motivat ed with external forces, i.e. extrinsically perform low and are also not consistent in their studies. 2. Research question: Question 1: How intrinsic and extrinsic motivational factors influence on academic performance? 3. Literature Review: As per Babar Kashif, regarding the effects of teaching and student motivation, it is said that student motivation to learn is actually to acquire the competence that is developed by the basic experience rather than stimulated directly by the expectations communication, modeling, and through socialization and direct instructions through the others mainly teachers and parents (Broussard Garrison, 2004). Motivation implies the reasons, which underlie the behavior, which is actually characterized through the willingness as well as volition (Broussard Garrison, 2004). It is noted that intrinsic motivation is actually animated through the interest, personal enjoyment, and pleasure. Extrinsic motivation is actually governed through the contingency reinforcement (Broussard Garrison, 2004). Motivation includes the constellation of the related perceptions, actions, beliefs, interests, as well as values. Motivation in individuals is actually different all across the various areas of subject s, and this domain mainly enhances with age (Broussard Garrison, 2004). Motivation as a child predicts motivation in the later life and it also helps in bringing the stability within the relationship for the purpose of strengthening with age (Broussard Garrison, 2004). Previously, educators try to consider the intrinsic motivation to get more describe and in result of that it consider better results of learning in place of extrinsic motivation (Broussard Garrison, 2004). In general, most of the children seem to appear to enter school with a high intrinsic motivation level, although this motivation tends towards declining as the children tries to progress in the school (Broussard Garrison, 2004). It is noted that various research has suggested that motivation could be easily manipulated by the specific practices of instructions, although studies has tried to demonstrate the positive as well as negative impacts (Broussard Garrison, 2004). The reward usage might either try to encourage or might get reduced in motivation, relying over the various types of rewards and the context in which it could be offered (Broussard Garrison, 2004). Teachers can also try to provide students with the control over their own style of learning which permits them to make decisions and simultaneously use collaborative as well as approaches of cooperative learning (Eccles Wigfield, 2002). Along with this, teachers can also try to create an environment of a supportive classroom in respect to the structure of goal, external evaluation, as well as attributions (Eccles Wigfield, 2002). Researchers has also tried to made various recommendations over the educators who are interested in helping student motivation by covering up the limited reward usage, or using the rewards for offering the information related to competence, enhancing the autonomy of students and their selection, or using the cooperative methods of learning, and creating the environment of supportive classroom in context of the goal structure, external and attribution evaluation (Eccles Wigfield, 2002). For instance, the literature over the impact of the extrinsic rewards over the motivation of students suggests that teachers should be sparing in giving rewards and should try to use various reward types within the classroom (Eccles Wigfield, 2002). Specifically, tangible rewards holds importance and might have negative impacts on both the behavior of free choice or it is self-reported interest as compared with intrinsic rewards, although when the rewards are actually expected, they tend not to hold the effects of decreasing motivation (Eccles Wigfield, 2002). When the rewards are quite contingent in the activity, in spite of the students excel in the task, the negative impact of the tangible reward over the free selection behavior importantly higher for the children in comparison to the students of the college (Eccles Wigfield, 2002). While it is noted that events can dramatically alter the motivation of the students towards learning and this can positively impact over every student, it is significant to acknowledge that motivation of student is quite dynamic (Eccles Wigfield, 2002). Through ones own behavior, or through the teaching practices and course design, one can try to create the conditions of classroom, and can even try to encourage the motivation and engagement towards learning at various levels (Eccles Wigfield, 2002). Therefore, through implementing the various strategies that could fit into the classroom environment or in the teaching style, one can easily try to sustain the motivation of students towards learning in the classroom or in the overall matter of subject (Eccles Wigfield, 2002). Along with the motivational resources, the schools can even organize the workshops all throughout the year over student motivation, classroom management, and various styles of learning and engagement of student (Eccles Wigfield, 2002). 4. Methodology: 4.1 Data Sample collection The sample was collected from the some of the renowned universities in Delhi, India. The dataset was of 342 students in total. The questionnaire was about the level of motivation they feel in their university experience and what actually motivates them. The survey was carried out on both boys and girls. There were 82% male and 18% female students in the survey and their average age was 20 years. 4.2 Instrumentation and Measurement Survey was carried out using TUSMSQ2 instrument developed by Neill and containing 30-items. The questions focus on measuring both the Intrinsic and Extrinsic factors of motivation for students. In total there occurred two intrinsic factors of motivation, i.e. Self-exploration and Altruism and four extrinsic motivators were found, i.e. rejection of Alternative options, career and qualifications, Social enjoyment, and Social pressure in the questionnaire. The questions were based on five point Likert scale. For each item, students rated themselves on a scale of 1 to 5; 1 being Very False, towards, 5 being Very True. 4.2.1 TUSMSQ Questionnaire Background Information (Write or circle the best answer) Office Use ID 1. Gender: Male / Female 2. Age:________ years 3. Overseas Student? Yes / No4. Name of Degree enrolled in: _______________________________________________5. Enrolment Status: Part-time / Full-time 6. % of degree completed (approx): ______7. GPA: ________ 8. UAI: _________ 9. Accommodation: With Parents / Ressies / Other10. Relationship Status: Single / Partner / Other 11. Number of Dependent Children: _____12. Average hours per week in paid employment: _________13. How likely is it that you will complete your current degree? Definitely wont finish 1 2 3 4 5 6 7 Definitely will finish 14. What have been the main motivations for you to attend university? Please describe up to 3 key reasons for why youve chosen to be a university student?1.2.3.Student MotivationListed below are several motivations for going to university. Please rate the extent to which each motivation is accurate for you, using this scale. Circle the best answer for each item. FALSE NOT LIKE ME TRUE LIKE ME 1 2 3 4 5 6 7 8 This statement doesnt describe me at all; it isnt like me More false than true More true than false This statement describe me very well; it is very much like me I attend university False True 1 Because I dont know what else to do. 1 2 3 4 5 6 7 8 2 To understand myself better. 1 2 3 4 5 6 7 8 3 To gain valuable skills for my career. 1 2 3 4 5 6 7 8 4 Because its fun place to be. 1 2 3 4 5 6 7 8 5 Because others expect me to get a degree. 1 2 3 4 5 6 7 8 6 Because I genuinely want to help others. 1 2 3 4 5 6 7 8 7 Because its a better alternative than working. 1 2 3 4 5 6 7 8 8 Because I want to explore new ideas. 1 2 3 4 5 6 7 8 9 To enhance my job prospects. 1 2 3 4 5 6 7 8 10 Because I enjoy the social life. 1 2 3 4 5 6 7 8 11 Because other people have told me I should. 1 2 3 4 5 6 7 8 12 Because I want to contribute to society. 1 2 3 4 5 6 7 8 13 To avoid being unemployed. 1 2 3 4 5 6 7 8 14 Because I want to challenge myself. 1 2 3 4 5 6 7 8 15 In order to get the qualification. 1 2 3 4 5 6 7 8 16 Because I enjoy the social environment. 1 2 3 4 5 6 7 8 17 Because it would disappoint other people if I didn't. 1 2 3 4 5 6 7 8 18 Because I want to help solve society's problems. 1 2 3 4 5 6 7 8 19 Because it gives me something to do. 1 2 3 4 5 6 7 8 20 For my personal growth and development. 1 2 3 4 5 6 7 8 21 Because it will help set up my future career. 1 2 3 4 5 6 7 8 22 Because of the social opportunities. 1 2 3 4 5 6 7 8 23 It seems to be the recommended thing to do. 1 2 3 4 5 6 7 8 24 Because I want to improve the world situation. 1 2 3 4 5 6 7 8 25 Because I dont have any better options. 1 2 3 4 5 6 7 8 26 Because I love learning. 1 2 3 4 5 6 7 8 27 So I can get a better job. 1 2 3 4 5 6 7 8 28 Because its a great place to develop friendships. 1 2 3 4 5 6 7 8 29 Of social expectations from those around me. 1 2 3 4 5 6 7 8 30 Because I want to be more useful to society. 1 2 3 4 5 6 7 8 Student Satisfaction We are interested to learn more about students satisfaction with their university experience. 1. Please describe what aspect of this university have you been most satisfied with? 2. Please describe what aspect of this university have you been least satisfied with? Listed below are several aspects of students university experience. Please honestly rate your level of dissatisfaction-satisfaction by circling an answer for each item: 1 2 3 4 5 Very Dissatisfied (VD) Dissatisfied (D) Neither Satisfied or Dissatisfied (N) Satisfied (S) Very Satisfied (VS) My satisfaction with VD D N S VS 1 Library resources. 1 2 3 4 5 2 Opportunities to make friends. 1 2 3 4 5 3 Professionalism of my lecturers tutors. 1 2 3 4 5 4 Lecture theatres, tutorial rooms laboratory facilities. 1 2 3 4 5 5 Social events provided for students. 1 2 3 4 5 6 Level of knowledge of the staff who teach me. 1 2 3 4 5 7 Availability of computers technology. 1 2 3 4 5 8 Opportunities to develop close friendships. 1 2 3 4 5 9 Quality of the education I am receiving. 1 2 3 4 5 10 Extra campus facilities (e.g., banks, cafes, childcare, parking, bookshop, etc.). 1 2 3 4 5 11 Chances to pursue my social interests. 1 2 3 4 5 12 Quality of the staff who teach me. 1 2 3 4 5 13 Places to study on campus. 1 2 3 4 5 14 Quality of the social life at this university. 1 2 3 4 5 15 Interest that teaching staff take in my progress. 1 2 3 4 5 16 Student support services (e.g. student union, academic assistance, counseling, etc.). 1 2 3 4 5 17 Chances to spend enjoyable time with other people. 1 2 3 4 5 18 Teaching ability of my tutors lecturers. 1 2 3 4 5 19 Overall quality of the campus facilities. 1 2 3 4 5 The following items contain the key to sources of motivation mentioned in the survey:- Intrinsic Extrinsic Self- Exploration 2, 8,14,20,26 Rejection of Alternative options 1, 7,13,19,25 Altruism 6, 12,18,24,30 Career and Qualifications 3, 9,15,21,27 Social enjoyment 4, 10,16,22,28 Social Pressure 5, 11, 17, 23, 29 4.3 Procedure The survey questionnaire was distributed among the students of various disciplines, studying in different years of their university randomly, and the data was collected. Data was then analyzed using SPSS for Windows (version 17.0) for the accuracy of analysis and results. Analysis included regression analysis, and analysis of variance (ANOVA). 5. Result The report begins with the results of the students information on segments like gender and languages. This study revealed that 82.4% respondents are male while 17.6% female, participating in this survey. Responses of the females were so minimal to be called as significant. This study reveals percentages of languages: Language Percentage Punjabi 34.5 Sindhi 8.6 Hindi 10.8 Tamil 6.5 Urdu 33.5 English 0.7 Marathi 5.4 Different languages are spoken across the entire country, but in a university, students from different background, cultures and places of origin come to study under the same roof, so consideration for language was also done. Some prominent languages and few local languages were selected for the survey to happen. Now we have a clear picture of the respondents answers regarding student motivation and student performance, as shown in the table: The results reveal that the model is significant (p.10) and there is a strong relationship between independent and dependent variables. The independent variables of the study show strong relationship with the dependent variable. The variables when compared on an individual basis, all variables are insignificant (p05). The results of regression analysis with the values of R-Square=0.80 and the F-statistics= 16.010. Option Regression Coefficient Rejection Alternative 0.713 Career Qualification 0.088 Social Enjoyment 0.069 Social Pressure 0.035 Self Exploration 0.100 Altruism 0.112 The regression coefficient for Rejection Alternative Option is 0.173, and signifies that students performance is sensitive to Rejection Alternative Option and increase by 17% due to it. The regression coefficient for Career Qualification is 0.088, signifying that students performance is sensitive to Career Qualification and increase by 08% due to it. The regression coefficient for Social Enjoyment is 0.069, bringing out that students performance is sensitive to Social Enjoyment and increase by 07% due to it. The regression coefficient for Social Pressure is 0.035, which signifies students performance is sensitive to Social Pressure and increase by 03% due to it. The regression coefficient for Self Exploration is 0.100, meaning to students performance is sensitive to Self Exploration and increase by 10% due to it. The regression coefficient for Altruism is 0.112, pertaining to students performance is sensitive to Social Pressure and increase by 11% due to it. This result is self-explanatory to describe the students performance with both intrinsic and extrinsic factors. The results of regression analysis with the values of R-Square=0.79 and the F-statistics=24.585 are as follows: The results bring out that the model used for survey is significant (p.05) and there exists a strong relationship between independent and dependent variables. The variables when compared on an individual basis, both the variables are insignificant (p Regression Coefficient Percentage Performance Intrinsic motivation 0.237 increase by 34% Extrinsic motivation 0.342 decreases by 23% The regression coefficient of intrinsic motivation is 0.237 in this model and remarkably significant, it means that students performance is decreased by 23%. The model is overall significant (p.05) and both independent and dependent variables are important to student performance, with varying degree of importance. 6. Findings Rejection of alternative options, career and qualifications and social pressure are the factors responsible for degradation in the academic performance. Same way, intrinsic motivation is achieved through altruism, and self-exploration. This survey researches factors of student motivation and their impact on student academic performance. Student performance is found to get increased between 23 to 34 percent due to extrinsic and intrinsic motivation. The survey and its findings reveal R-square is 80 percent which signifies the strong relationship of students motivation with their performance. Academics performance is found to increase by 34 percent due to extrinsic motivation whereas academic performance is found to increase by 23 percent due to intrinsic motivation. Every student is unique and comes from a completely different background, with differences in the various factors in the environment leading to various level or type of motivation in him. Some student who had best schooling options available with them are found to have abundance of skill due to the reason they were grown up in a better environment to grow. It also depends on the capability of the teacher teaching in the classroom to make the subject much more interesting to gain students attraction and make him learn it by himself. There is no miraculous formula available to judge the performance of a student, other than the method of intrinsic and extrinsic questionnaire. 7. Conclusion and Recommendations The study examined various factors involved in the process of motivation to the student, whether intrinsic or extrinsic. It was observed that there exists a relationship between the various factors of motivation and overall performance. It was seen that students who were better motivated performed better, and those student who performed good were motivated easily. From the above findings it can be concluded that intrinsically motivated students show a better performance academically than extrinsically motivated students. Students who are extrinsically motivated, might deliver a good job or perform well to achieve a certain reward, but it does not keep them motivated for long-term and overall performance does not change or is consistent. They might perform very well in one semester or quiz to achieve a certain reward or goal and then next semester might show poor performance because the reward did not exist anymore. Their performance does not remain constant as a result. Students who are intrinsically motivated take up tasks or perform well academically for their own interest and for their own learning. These kinds of students are truly interested in learning and in achieving high goals. This shows in their overall consistent performance. From the above results as well as analysis, this study comes to a conclusion that performance in academics is positively affected by intrinsic motivation and also negatively influenced by extrinsic motivation. References 1. Ames, C. A. (1990). 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