The Evolutionary Drive Is Sexual Selection - 887 Words

Biological Perspective Certain factors which may contribute to honor killings stem from biology, specifically from evolutionary drives. One such drive is sexual selection. According to Charles Darwin, animals—including humans— might choose their mates based on specific traits which they find attractive. In human males, appealing physical traits involve height and masculinity. Psychological characteristics would include sexual aggressiveness. Aggression is therefore more liable to be passed down to the next generation and to modern males, making them exceedingly likely to assert their control over women (Goldstein, 2002). Another related drive is that of paternal certainty. Males of any species generally want to ensure that the offspring of females with which they have reproduced are, in fact, theirs. The concept of paternal certainty guarantees that males assure their genetics are passed down. The fact that female fidelity within sexual relationships would sanction for greater paternal certainty, whereas male fidelity would not do the same has led to social norms of harsher punishments for female adultery as well as norms of patriarchal control. Likewise, it elucidates the behavior which is used to control women (Goldstein, 2002). Psychological Factors In addition to biological contributors, it remains likely for psychological factors to influence the likelihood of committing honor-based violence. For instance, those who commit honor crimes tend to show a specific type ofShow MoreRelatedRape, Sexual, And Sexual Behavior1069 Words   |  5 Pagesof violence in the United States. The statistics behind sexual assault are staggering, affecting approximately 1 in 3 women (George Mason University, 2005). Sexual violence extends across various human cultures and overwhelmingly occurs in countless animal species. 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Although these theories play a key role in understanding patterns in human mating preferences, evolutionary psychology and sexual selection theory provide more concrete frameworks for explaining human mating. Evolutionary framework for human mating is based on three elements. First, strategies for mating developed to solve specific problems in human evolutionary history. Second, people behave differently depending on the type of mating involved. There are two types of matingRead MoreGenetics and Human Sexuality1320 Words   |  6 Pagesmost important drives we have to deal with as humans. That is, it takes up so much of our time in thought and behavior that it sometimes seems that every facet of our life revolves around this to a certain extent. Human sexual behavior is different from the sexual behavior of other animals, in that, it seems to be governed by a variety and interplay of different factors. That is, while lower animals or species are driven by a force to reproduce and therefore partake in sexual behavior. CharlesRead MoreEvolution Of A Evolutionary Theory1500 Words   |  6 Pagesthat classification should be based on evolutionary relationships Darwin used fossils, the remains or traces of organisms from the past, to study and observe change over time. Paleontology is the study of these fossils Darwin said that if geologic change results from slow, continuous actions rather than from sudden events, then the Earth must be much older than what was previously thought. Lamarck used two main principles already accepted to prove his evolutionary theory. The first was use and disuseRead MoreThe Manual Of Mental Disorders1489 Words   |  6 PagesManual of all Mental Disorders AN is characterized by â€Å"distorted body image and excessive dieting that leads to severe weight loss with a pathological fear of becoming fat† (DSM-5, 2013) and I shall outline Evolutionary reasoning and Biological reasoning behind this statement. The evolutionary approach states current human behaviour can be understood in terms of how it may have been adaptive in our ancestral past. It would have been necessary to frequently move habitual areas when food resources wereRead MoreNatural Selection And Its Effect On A Population Essay1356 Words   |  6 PagesNatural selection is the process whereby species that are better equipped for survival in their environment are able to prolong their bloodline by reproducing. Advancements in these species, evolution, can be seen as a result of natural selections force. Natural selection can be broken down into three concepts that require it to operate. The first is the constant struggle a species face for survival, which results in the continuation of the successful branches of the species, as the others becomeRead MoreThe Phenomenon Of Reproductive Parasitism And Its Evolutionary Implications1210 Words   |  5 Pages The Phenomenon of Reproductive Parasitism and its Evolutionary Implications. Marcelo Vieira da Silva Genetics and Evolution – BIO372 Professors Kate Bryant and Jennie Chaplin October 16, 2014â€Æ' Evolutionary biology is a branch of biology that investigates the evolution of organism, especially in the areas of molecular and microbial evolution, behavior, genetics, ecology, life histories, development, paleontology, systematics, and morphology. In this essay I am going to discuss aboutRead MoreAesthetic Judgement And Aesthetic Judgment1448 Words   |  6 Pagesunderstanding of the world around them. Ultimately, while their perspectives may vary, these philosophers fundamentally acknowledge that this evolutionary change is ever-present and influentially active in individuals’ lives and understanding of human nature. To begin, this â€Å"aesthetic judgment† or psychological perspective originates from an evolved mental drive, in which adaptive behavior and assimilation is triggered in response to making choices that arise in a person’s life. 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Implications of Learning Theories in Modern World Free Essays

string(265) " delight in collecting and organizing almost everything they can get their hands on and why adolescents who have begun to attain formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated \(Stipek, 1993\)\." Motivation Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. Definition of Motivation (p. 399) Behavioral Views of Motivation (pp. We will write a custom essay sample on Implications of Learning Theories in Modern World or any similar topic only for you Order Now 399-402) Cognitive Views of Motivation (pp. 402-406) The Humanistic View of Motivation (pp. 406-409) The Impact of Cooperative Learning on Motivation (pp. 416-417) Suggestions for Teaching in Your Classroom: Motivating Students to Learn (p. 422) Resources for Further Investigation (pp. 433-434) Definition of Motivation Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior. Nevertheless, many teachers have at least two major misconceptions about motivation that prevent them from using this concept with maximum effectiveness. One misconception is that some students are unmotivated. Strictly speaking, that is not an accurate statement. As long as a student chooses goals and expends a certain amount of effort to achieve them, he is, by definition, motivated. What teachers really mean is that students are not motivated to behave in the way teachers would like them to behave. The second misconception is that ne person can directly motivate another. This view is inaccurate because motivation comes from within a person. What you can do, with the help of the various motivation theories discussed in this chapter, is create the circumstances that influence students to do what you want them to do. Many factors determine whether the students in your classes will be motivated or not motivated to learn. You should not be surprised to discover that no single theoretic al interpretation of motivation explains all aspects of student interest or lack of it. Different theoretical interpretations do, however, shed light on why some students in a given learning situation are more likely to want to learn than others. Furthermore, each theoretical interpretation can serve as the basis for the development of techniques for motivating students in the classroom. Several theoretical interpretations of motivation — some of which are derived from discussions of learning presented earlier — will now be summarized. Top Behavioral Views of Motivation Operant Conditioning and Social Learning Theory The Effect of Reinforcement In Chapter 8 we discussed Skinner’s emphasis of the role of reinforcement in learning. After demonstrating that organisms tend to repeat actions that are reinforced and that behavior can be shaped by reinforcement, Skinner developed the technique of programmed instruction to make it possible for students to be reinforced for every correct response. According to Skinner, supplying the correct answer–and being informed by the program that it is the correct answer–motivates the student to go on to the next frame; and as the student works through the program, the desired terminal behavior is progressively shaped. Following Skinner’s lead, many behavioral learning theorists devised techniques of behavior modification on the assumption that students are motivated to complete a task by being promised a reward of some kind. Many times the reward takes the form of praise or a grade. Sometimes it is a token that can be traded in for some desired object; and at other times the reward may be the privilege of engaging in a self-selected activity. Operant conditioning interpretations of learning may help reveal why some students react avorably to particular subjects and dislike others. For instance, some students may enter a required math class with a feeling of delight, while others may feel that they have been sentenced to prison. Skinner suggests that such differences can be traced to past experiences. He would argue that the student who loves math has been shaped to respond that way by a series of positive experiences with math. The math hater, in contrast, may have suffered a series of nega tive experiences. The Power of Persuasive Models Social learning theorists, such as Albert Bandura, call attention to the importance of observation, imitation, and vicarious reinforcement (expecting to receive the same reinforcer that we see someone else get for exhibiting a particular behavior). A student who identifies with and admires a teacher of a particular subject may work hard partly to please the admired individual and partly to try becoming like that individual. A student who observes an older brother or sister reaping benefits from earning high grades may strive to do the same with the expectation of experiencing the same or similar benefits. A student who notices that a classmate receives praise from the teacher after acting in a certain way may decide to imitate such behavior to win similar rewards. As we pointed out in Chapter 8, both vicarious reinforcement and direct reinforcement can raise an individual’s sense of self-efficacy for a particular task, which, in turn, leads to higher levels of motivation. Top Cognitive Views of Motivation Cognitive views stress that human behavior is influenced by the way people think about themselves and their environment. The direction that behavior takes can be explained by four influences: the inherent need to construct an organized and logically consistent knowledge base, one’s expectations for successfully completing a task, the factors that one believes account for success and failure, and one’s beliefs about the nature of cognitive ability. The Impact of Cognitive Development This view is based on Jean Piaget’s principles of equilibration, assimilation, accommodation, and schema formation. Piaget proposes that children possess an inherent desire to maintain a sense of organization and balance in their conception of the world (equilibration). A sense of equilibration may be experienced if a child assimilates a new experience by relating it to an existing scheme, or the child may accommodate by modifying an existing scheme if the new experience is too different. In addition, individuals will repeatedly use new schemes because of an inherent desire to master their environment. This explains why young children can, with no loss of enthusiasm, sing the same song, tell the same story, and play the same game over and over and why they repeatedly open and shut doors to rooms and cupboards with no seeming purpose. It also explains why older children take great delight in collecting and organizing almost everything they can get their hands on and why adolescents who have begun to attain formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated (Stipek, 1993). You read "Implications of Learning Theories in Modern World" in category "Learning" Top The Need for Achievement Have you ever decided to take on a moderately difficult task (like take a course on astronomy even though you are a history major and have only a limited background in science) and then found that you had somewhat conflicting feelings about it? On the one hand, you felt eager to start the course, confident that you would be pleased with your performance. But on the other hand, you also felt a bit of anxiety because of the small possibility of failure. Now try to imagine the opposite situation. In reaction to a suggestion to take a course outside your major, you flat out refuse because the probability of failure seems great, while the probability of success seems quite small. In the early 1960s John Atkinson (1964) proposed that such differences in achievement behavior are due to differences in something called the need for achievement. Atkinson described this need as a global, generalized desire to attain goals that require some degree of competence. He saw this need as being partly innate and partly the result of experience. Individuals with a high need for achievement have a stronger expectation of success than they do a fear of failure for most tasks and therefore anticipate a feeling of pride in accomplishment. When given a choice, high-need achievers seek out moderately challenging tasks because they offer an optimal balance between challenge and expected success. By contrast, individuals with a low need for achievement avoid such tasks because their fear of failure greatly outweighs their expectation of success, and they therefore anticipate feelings of shame. When faced with a choice, they typically opt either for relatively easy tasks because the probability of success is high or rather difficult tasks because there is no shame in failing to achieve a lofty goal. Atkinson’s point about taking fear of failure into account in arranging learning experiences has been made more recently by William Glasser in Control Theory in the Classroom (1986) and The Quality School (1990). Glasser argues that for people to succeed at life in general, they must first experience success in one important aspect of their lives. For most children, that one important part should be school. But the traditional approach to evaluating learning, which emphasizes comparative grading (commonly called â€Å"grading on the curve†), allows only a minority of students to achieve A’s and B’s and feel successful. The self-worth of the remaining students (who may be quite capable) suffers, which depresses their motivation to achieve on subsequent classroom tasks (Covington, 1985). Top The Humanistic View of Motivation Abraham Maslow earned his Ph. D. in a psychology department that supported the behaviorist position. After he graduated, however, he came into contact with Gestalt psychologists (a group of German psychologists whose work during the 1920s and 1930s laid the foundation for the cognitive theories of the 1960s and 1970s), prepared for a career as a psychoanalyst, and became interested in anthropology. As a result of these various influences, he came to the conclusion that American psychologists who endorsed the behaviorist position had become so preoccupied with overt behavior and objectivity that they were ignoring other important aspects of human existence (hence the term humanistic to describe his views). When Maslow observed the behavior of especially well-adjusted persons–or self-actualizers, as he called them–he concluded that healthy individuals are motivated to seek fulfilling experiences. Maslow’s Theory of Growth Motivation Maslow describes seventeen propositions, discussed in Chapter 1 of Motivation and Personality (3d ed. , 1987), that he believes would have to be incorporated into any sound theory of growth motivation (or need gratification) to meet them. Referring to need gratification as the most important single principle underlying all development, he adds that â€Å"the single, holistic principle that binds together the multiplicity of human motives is the tendency for a new and higher need to emerge as the lower need fulfills itself by being sufficiently gratified† (1968, p. 55). He elaborates on this basic principle by proposing a five-level hierarchy of needs. Physiological needs are at the bottom of the hierarchy, followed in ascending order by safety, belongingness and love, esteem, and self-actualization needs. This order reflects differences in the relative strength of each need. The lower a need is in the hierarchy, the greater is its strength because when a lower-level need is activated (as in the case of extreme hunger or fear for one’s physical safety), people will stop trying to satisfy a higher-level need (such as esteem or self-actualization) and focus on satisfying the currently active lower-level need (Maslow, 1987). The first four needs (physiological, safety, belongingness and love, and esteem) are often referred to as deficiency needs because they motivate people to act only when they are unmet to some degree. Self-actualization, by contrast, is often called a growth need because people constantly strive to satisfy it. Basically, self-actualization refers to the need for self-fulfillment — the need to develop all of one’s potential talents and capabilities. For example, an individual who felt she had the capability to write novels, teach, practice medicine, and raise children would not feel self-actualized until all of these goals had been accomplished to some minimal degree. Because it is at the top of the hierarchy and addresses the potential of the whole person, self-actualization is discussed more frequently than the other needs. Maslow originally felt that self-actualization needs would automatically be activated as soon as esteem needs were met, but he changed his mind when he encountered individuals whose behavior did not fit this pattern. He concluded that individuals whose self-actualization needs became activated held in high regard such values as truth, goodness, beauty, justice, autonomy, and humor (Feist, 1990). In addition to the five basic needs that compose the hierarchy, Maslow describes cognitive needs (such as the needs to know and to understand) and aesthetic needs (such as the needs for order, symmetry, or harmony). While not part of the basic hierarchy, these two classes of needs play a critical role in the satisfaction of basic needs. Maslow maintains that such conditions as the freedom to investigate and learn, fairness, honesty, and orderliness in interpersonal relationships are critical because their absence makes satisfaction of the five basic needs impossible. (Imagine, for example, trying to satisfy your belongingness and love needs or your esteem needs in an atmosphere characterized by dishonesty, unfair punishment, and restrictions on freedom of speech. ) Top The Impact of Cooperative Learning on Motivation Classroom tasks can be structured so that students are forced to compete with one another, work individually, or cooperate with one another to obtain the rewards that teachers make available for successfully completing these tasks. Traditionally, competitive arrangements have been assumed to be superior to the other two in increasing motivation and learning. But reviews of the research literature by David Johnson and Roger Johnson (Johnson ; Johnson, 1995; Johnson, Johnson, ; Smith, 1995) found cooperative arrangements to be far superior in producing these benefits. In this section we will describe cooperative-, competitive, and individual learning arrangements (sometimes called goal structures or reward structures), identify the elements that make up the major approaches to cooperative learning, and examine the effect of cooperative learning on motivation, achievement, and interpersonal relationships. Types of Classroom Reward Structures Competitive goal structures are typically norm referenced. (If you can’t recall our discussion of the normal curve in Chapter 5, now might be a good time for a quick review. This traditional practice of grading on the curve predetermines the percentage of A, B, C, D, and F grades regardless of the actual distribution of test scores. Because only a small percentage of students in any group can achieve the highest rewards and because this accomplishment must come at some other students’ expense, competitive goal structures are characterized by negative interdependence. Students try to outdo one anot her, view classmates’ failures as an advantage, and come to believe that the winners deserve their rewards because they are inherently better (Johnson, Johnson, Holubec, 1994; Johnson et al. 1995). Some researchers have argued that competitive reward structures lead students to focus on ability as the primary basis for motivation. This orientation is reflected in the question â€Å"Am I smart enough to accomplish this task? † When ability is the basis for motivation, competing successfully in the classroom may be seen as relevant to self-esteem (since nobody loves a loser), difficult to accomplish (since only a few can succeed), and uncertain (success depends on how everyone else does). These perceptions may cause some students to avoid challenging subjects or tasks, to give up in the face of difficulty, to reward themselves only if they win a competition, and to believe that their own successes are due to ability, whereas the successes of others are due to luck (Ames Ames, 1984; Dweck, 1986). Individualistic goal structures are characterized by students working alone and earning rewards solely on the quality of their own efforts. The success or failure of other students is irrelevant. All that matters is whether the student meets the standards for a particular task (Johnson et al. , 1994; Johnson et al. , 1995). Thirty students working by themselves at computer terminals are functioning in an individual reward structure. According to Carole Ames and Russell Ames (1984), individual structures lead students to focus on task effort as the primary basis for motivation (as in â€Å"I can do this if I try†). Whether a student perceives a task as difficult depends on how successful she has been with that type of task in the past. Cooperative goal structures are characterized by students working together to accomplish shared goals. What is beneficial for the other students in the group is beneficial for the individual and vice versa. Because students in cooperative groups can obtain a desired reward (such as a high grade or a feeling of satisfaction for a job well done) only if the other students in the group also obtain the same reward, cooperative goal structures are characterized by positive interdependence. Also, all groups may receive the same rewards, provided they meet the teacher’s criteria for mastery. For example, a teacher might present a lesson on map reading, then give each group its own map and a question-answering exercise. Students then work with each other to ensure that all know how to interpret maps. Each student then takes a quiz on map reading. All teams whose average quiz scores meet a preset standard receive special recognition (Johnson et al. , 1994; Johnson et al. , 1995; Slavin, 1995). Cooperative structures lead students to focus on effort and cooperation as the primary basis of motivation. This orientation is reflected in the statement â€Å"We can do this if we try hard and work together. † In a cooperative atmosphere, students are motivated out of a sense of obligation: one ought to try, contribute, and help satisfy group norms (Ames ; Ames, 1984). William Glasser, whose ideas we mentioned earlier, is a fan of cooperative learning. He points out that student motivation and performance tend to be highest for such activities as band, drama club, athletics, the school newspaper, and the yearbook, all of which require a team effort (Gough, 1987). We would also like to point out that cooperative-learning and reward structures are consistent with the constructivist approach discussed in Chapters 1, 2, and 10 since they encourage inquiry, perspective sharing, and conflict resolution. Top Suggestions for Teaching in Your Classroom: Motivating Students to Learn 1. Use behavioral techniques to help students exert themselves and work toward remote goals. 2. Make sure that students know what they are to do, how to proceed, and how to determine when they have achieved goals. 3. Do everything possible to satisfy deficiency needs — physiological, safety, belongingness, and esteem. . Accommodate the instructional program to the physiological needs of your students. b. Make your room physically and psychologically safe. c. Show your students that you take an interest in them and that they belong in your classroom. d. Arrange learning experiences so that all students can gain at least a degree of esteem. 4. Enhance the attractions a nd minimize the dangers of growth choices. 5. Direct learning experiences toward feelings of success in an effort to encourage an orientation toward achievement, a positive self-concept, and a strong sense of self-efficacy. . Make use of objectives that are challenging but attainable and, when appropriate, that involve student input. b. Provide knowledge of results by emphasizing the positive. 6. Try to encourage the development of need achievement, self-confidence, and self-direction in students who need these qualities. a. Use achievement-motivation training techniques. b. Use cooperative-learning methods. 7. Try to make learning interesting by emphasizing activity, investigation, adventure, social interaction, and usefulness. Top Resources for Further Investigation Surveys of Motivational Theories In a basic survey text, Motivation to Learn: From Theory to Practice (2d ed. , 1993), Deborah Stipek discusses reinforcement theory, social cognitive theory, intrinsic motivation, need for achievement theory, attribution theory, and perceptions of ability. In Appendix 2-A, she presents a rating form and scoring procedure with which teachers can identify students who may have motivation problems. Appendix 3-A is a self-rating form that teachers can use to keep track of how often they provide rewards and punishments. A useful summary of motivation theories and techniques can be found in the Worcester Polytechnic University’s WWW site for teacher development, at http://www. wpi. edu/~isg_501/motivation. html. Top Motivational Techniques for the Classroom Motivation and Teaching: A Practical Guide (1978), by Raymond Wlodkowski, and Eager to Learn (1990), by Raymond Wlodkowski and Judith Jaynes, are a good source of classroom application ideas. Motivating Students to Learn: Overcoming Barriers to High Achievement (1993), edited by Tommy Tomlinson, devotes four chapters to elementary school and four chapters to high school motivation issues. Two sources of information on motivation techniques and suggestions for teaching are found at Columbia University’s Institute for Learning Technologies, which contains documents, papers, and unusual projects and activities that could be used to increase student motivation; and at Northwestern University’s Institute for Learning Sciences Engines for Education on-line program, which allows educators to pursue a number of questions about students, learning environments, and successful teaching through a hyperlinked database. The Institute for Learning Technologies is found at http://www. ilt. columbia. edu/ilt/. The Institute for Learning Sciences is found at http://www. ils. nwu. edu/. This was excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. For more information on â€Å"Motivation† in Gage/Berliner, EDUCATIONAL PSYCHOLOGY, 6/e, Houghton Mifflin Co. 1998, see Chapter 8, â€Å"Motivation and Learning† For more information on â€Å"Motivation† in the Grabes’ INTEGRATING TECHNOLOGY FOR MEANINGFUL LEARNING, 2/e, Houghton Mifflin Co. , 1998 see page 97 for â€Å"the role of motivation in drill and practice,† pages 51-55 for â€Å"the role of motivation in meaningful learning†, page 163 for â€Å"the role of motivativation in writing,† and pages 398-99 for â€Å"learning styles and social and motivational preferences. † Teaching Implications of Learning Theories The best college teachers] have ge nerally cobbled together from their own experiences working with students conceptions of human learning that are remarkably similar to some ideas that have emerged in the research and theoretical literature on cognition, motivation, and human development (from Ken Bain’s book, What the Best College Teachers Do). Theories of learning, whether explicit or tacit, informed by study or intuition, well-considered or not, play a role in the choices instructors make concerning their teaching. The major trend   in understanding how students learn has been a movement away from the behaviorist model to a cognitive view of learning (see Svinicki (below) for an overview of learning theories). Implications for teaching practice of some key ideas from   learning theories 1. Learning is a process of active construction. Learning is the interaction between what students know, the new information they encounter, and the activities they engage in as they learn. Students construct their own understanding through experience, interactions with content and others, and reflection. Teaching Implication Provide opportunities for students to connect with your content in a variety of meaningful ways by using cooperative learning, interactive lectures, engaging assignments, hands-on lab/field experiences, and other active learning strategies. 2. Students’ prior knowledge is an important determinant of what they will learn. Students do not come to your class as a blank slate. They use what they already know about a topic to interpret new information. When students cannot relate new material to what they already know, they tend to memorize—learning for the test—rather than developing any real understanding of the content. Teaching Implication Learn about your students’ experiences, preconceptions, or misconceptions by using pre-tests, background knowledge probes, and written or oral activities designed to reveal students’ thinking about the topic. 3. Organizing information into a conceptual framework helps students remember and use knowledge. Students must learn factual information, understand these facts and ideas in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and application in order to develop competence in a new topic. Teaching Implication Support students by using concept maps, flowcharts, outlines, comparison tables, etc. , to make the structure of the knowledge clear. 4. Learning is a social phenomenon. Students learn with greater understanding when they share ideas through conversation, debate, and negotiation. Explaining a concept to one’s peers puts knowledge to a public test where it can be examined, reshaped, and clarified. Teaching Implication Use Cooperative learning strategies, long-term group projects, class discussions, and group activities to support the social side of learning. . Learning is context-specific. It is often difficult for students to use what they learn in class in new contexts (i. e. , other classes, the workplace, or their personal lives). Teaching Implication Use problem-based learning, simulations or cases, and service learning to create learning environments similar to the real world. 6. Students’ metacognitive skills (thinking about thinking) are important to their learni ng. Many students utilize few learning strategies and have a limited awareness of their thinking processes. Teaching Implication Help students become more metacognitively aware by modeling your thinking as you solve a problem, develop an argument, or analyze written work in front of the class. Teach metacognitive strategies, such as setting goals, making predictions, and checking for consistency. Focus attention on metacognition by having students write in a learning journal or develop explanations of their problem-solving processes. Resources on Learning Theories Bransford, J. D. , Brown, A. L. , ; Cocking, R. R. (Eds. ) (1999). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press. Donovan, M. S. , Bransford, J. D. , ; Pelegrino, J. W. (Eds. ) (1999). How People Learn: Bridging Research and Practice. Washington DC: National Academy Press. Learning Theories Knowledgebase. (2008, May). Index of Learning Theories and Models at Learning-Theories. com. Svinicki, M. D. (1999). New directions in learning and motivations. New Directions for Teaching and Learning, 80 (Winter), 5-27. http://cte. illinois. edu/resources/topics/theories. html How to cite Implications of Learning Theories in Modern World, Essays

The Merger and Acquisition in UK

Question: How toanalyze the current market trend regarding the merger and acquisition in UK and the present situation of British Home Stores (BHS) Ltd? Explain. Answer: Introduction: The purpose of this report is to analyze the current market trend regarding the merger and acquisition in UK and the present situation of British Home Stores (BHS) Ltd. It is a very popular departmental store founded in the year of 1928 (bhs.co.uk, 2016). At the beginning of the report, the business description of the company BHS is given. In the first section of this report, the current policies regarding the mergers and acquisitions in the UK market has been analyzed and then the scope of the company regarding this has been analyzed. In the later section of the report, the internal environment, competitors and external environment of BHS have been analyzed with the help of McKinsey 7s framework, Porters five forces framework and PESTEL framework. Company description: British Home Stores (BHS) is a popular departmental store in UK. The branches of the departmental chain are located in mostly in the street side or shopping malls. Main business of the organization is about the household items and clothing. Some U.S. entrepreneurs established the company in the year of 1928. Currently the business of the company is not limited in the clothing and household items (bhs.co.uk, 2016). They are expanding their business in electronic goods, furniture, entertainment items, beauty products and some other groceries. At present, the parent company of the business organization is the Retail Acquisitions Ltd (BBC News, 2016). At present, the company has near about 163 stores across the United Kingdom and other 18 different stores in some other countries. The company became one of the members of the Greens Arcadia Group in the year of 2009. Currently almost 8000 employees are working with the organization in the different sectors of the business. The company has the slogan of Modern Living, Made Easy (ITV News, 2016). In this year, the company entered administrations putting almost 11000 jobs in high risk. In this risky situation the company has high amount of debts which requires mergers and acquisition to be sustain in the future and give security to the jobs of the employees working with the company (the Guardian, 2016). Current mergers and acquisitions policies in UK: At present, mergers and acquisitions are gaining high popularity for the aspiring foreign companies who are interesting to invest to the companies in UK. Foreign companies are showing high interests in the mergers and acquisitions for different types of reasons like gaining the intellectual properties, captured market and market knowledge of the existing companies in the UK market (Lee, 2015). In order to choose a company for the mergers and acquisitions, the foreign investor companies should be concerned about the following areas: Strategy and financial analysis: In this context, the company needs to review the market capitalization, total asset value and revenues of the target company. The net margin of the profitability and free cash flow of the target company also needs to be considered by the company wants to invest in the target company. The shareholders over the operations of the company should be analyzed in the primary level, i.e., whether the shareholders control will be minor or major (Kioko, 2013). The acquisition of the shares against the sales of the company is also important in this case. In the management area, the leadership style, expertise, compatibility of the organization towards new changes, organizations cultures need to be assessed in the primary level of investigation for taking the decisions regarding mergers and acquisitions (Ghosh and Dutta, 2014). Operational analysis: The product lines of the company and available distribution channels of the company should be analyzed in this section. After analyzing these basic facts, the RD activities of the company and current portfolio of the buyers and sellers should be assessed for understanding the competitive position of the company and the future status of the company in the target market (Di Maria, 2015). Synergy expectations: The ability of market expansion and scope of asset utilization are the important factors of this case. The return of the investments and cost saving synergy are analyzed in this section. Other important synergy expectations are avoidance of duplicity, expenditure avoidance, practices adaptation, streamlining the processes, realignment of the performance and economics of sale (Chang, 2016). In case of the mergers and acquisitions in the overseas companies,, the organizational culture is one of the most important facts needed to be considered. In most of the cases, it has been found that the overseas companies are found difficulties in handling the organizational process due to the different culture. In UK, the Labour Law UK, 1981 have to be followed by the company (Verbeke, 2013). In this area, the Competition Law and European Union Merger Law are also need to be considered by the companies. Acquisitions of BHS: BHS is an established company in the current UK market which is conducting their business successfully throughout a long time period. At present the company is facing some serious financial problems. According to the report of ITV News (2016), the company needs an investment of 60 million in the business for handling the critical situation. The product line of the company is vast and it has already captured a wider area in the target market. Therefore, it can be said that the company has a good future if it is able to handle this critical situation. At present, many of the companies are showing interests in the mergers and acquisition with the company, but there is a big question about the profitability of the company (the Guardian, 2016). In order to understand the sustainability issues and current status of the company, the internal and external environment analysis of the company is required. These analyses are given in the following sections of this report. Internal environment analysis: In order to understand the internal environment of the company, McKinsey 7s framework has been used in this report. The 7 Ss are connected to each other and represents how an organization is performing the different types of business activities. The 7s need to be analyzed for understanding the internal environment of the business organization and what are required changes for improving the status of the organization (Johnston and Bate, 2013). The 7 Ss of BHS have been analyzed in the section below: McKinseys 7 Ss (Source: Gawankar, Kamble and Raut, 2015) Strategy: This refers to the way of getting competitive success by the company. The company is expanding the product lines for capturing a wider market throughout the whole world. They are also trying to introduce new technical tools in the business of the company. Structure: The business of the company is distributed among many sections such as clothing, electronic items, groceries and beauty products. Depending on these different product lines, the production units of the company are different. There are four types of management in the organization. They are operation, human resource, production and sale. Systems: The HR management of the company controls the employee management system. The employees are rewarded on the basis of their performances. The HR management of the company used to measure the performances of the employees depending on some performance indicators. Skills: The best skill of the company is to understand the market demand and develop best product line for the target customers. The company is expanding their business by introducing new updated technical products for the customers. However, the company failed to use the latest technology for understanding the customers perception and offering them the most superior product and services to them. This is one of the major reasons of facing this critical situation in their business. Style: The management style of the company is distributed leadership style. The overall management activities are divided into the different management levels. The sectional managers are the responsible persons for taking the decisions regarding the business activities in their sections. Staff: Huge amounts of staff are currently working within the company in different sectors. They are well trained about their job responsibilities in the workplaces of the organization. Shared value: The organization used to share the values with the internal stakeholders. At the time of higher profits, the company gives extra rewards to the employees. The shareholders of the company also get the fair part of the profit earned by the company. Industry competition analysis: The industry competition faced by the company can be understood by the use of the Porters five forces model. The five forces affecting the competitive situation of the company are given in this section. Threat of new entrants: Threat of the new entrants is high for the business operations of the company as it is operating on many products. The product of the company are very general, which can be easily replaced by other companies products. New companies can come up with new products, which can negatively affect the business of the company (ITV News, 2016). Threat of substitutes: There is no such big uniqueness of the products of the company, which cannot be replaced by other products. New types of products can easily substitute clothes, electronic goods and general groceries. Therefore, the threat of substitutes are also very high for the company. Bargaining power of the buyers: As there are many options available in the current UK market. The buyers have the high power of bargaining while purchasing the products of the company (the Guardian, 2016). This is not good for the health of the company. This may affect the sustainability of the company in the future. Bargaining power of the suppliers: The bargaining power of the suppliers is dependent on the availability of the suppliers. If the number of the suppliers is less, then the bargaining power of them are high and if the number of the suppliers high then the power is low (Goleman, Boyatzis and McKee, 2013.). In this case, there are many suppliers available for the production of the different product lines of the company. It is good for the sustainability of the company. Industry Rivalry: The industry rivalry is high for the company as there are many competitors available in the current market. Tesco, Zara, Sainsburys are the potential competitors of the company. Therefore, the company is in intense market competition with these companies. Macro environment analysis: The macro environment of the company has been analyzed with the help of the PESTEL framework (Werbach, 2013). The different external factors affecting the business of the company are analyzed in the section below: Political and Legal: In the area of the political influences, the tax law of the country is the most important factor. People of the age group 40-65 years have a propensity to be oversized, which is a potential influence for boosting the oversized clothes. These clothes are of high price, which is the reason of paying more costs as tax to the government (McGrath, 2013). The cost of handling with the consequences has become a popular topic in the political environment. This is also affecting the business operations of the company. Another big issue is the wage law of the country. As an example, a minimum wage law may affect the company directly if the employees are getting payment at the minimum rate. Economic: Government plays a vital role at both the local and international level of the business operations of the company. The economic condition of the country has direct effect on the profitability and sale of the company. Mostly the section of the clothing items are affected by the economic factors of the country. The tax rate of the business operations are influenced by overall economic condition of the countries in which the company is currently operating. Social: The social and cultural factors of the target market have a major effect on the business of the company. Especially the choices of the clothing products are highly dependent on the local culture of the area where the business is currently operating (Goleman, Boyatzis and McKee, 2013). Technological: Technical factors are also very important in the business activities of the company as it has started the business of many technical instruments such as mobile phones and some household electronic goods (BBC News, 2016). The technology is also using for handling the business activities of the company. Environmental: The increased cost of the raw materials for the clothing products is the most important environmental factor of the business of the company. The cotton price are rising and the global environmental changes are the cause of changing in the operational strategy of the company (bhs.co.uk, 2016). The company needs to conduct the business operation by utilizing the energy and water at the minimum level without any wastage. External environment analysis (Source: Goleman, Boyatzis and McKee, 2013) Conclusion and recommendations: After conducting the market research on the internal and external environment of the business organization, it can be concluded that the current situation of the company is not so good. It has been also found that the company has high amount of debt. In the present situation, the company needs some investor who can take the imitative of handling the critical situation of the business. In order to take initiative of investment or merger and acquisitions, the current situation of the company need to be understood by the investors. This report may be helpful for this purpose. The investment in the technical sections will be very helpful for the profit through the business operations. The mergers and acquisitions with this company will be profitable as the company has a good reputation in the market. The foreign companies, which want to conduct business in the UK market, can invest in this company. It will be easier for them to conduct business in already developed market rather than capturing new target market. References: BBC News. (2016).BHS files for administration - BBC News. [online] Available at: https://www.bbc.com/news/business-35834473 [Accessed 13 Jul. (2016)]. bhs.co.uk. (2016).Home, Lighting Furniture. [online] Available at: https://www.bhs.co.uk/en/bhuk/category/home-lighting-furniture-2565866/home [Accessed 13 Jul. (2016)]. Chang, J.F., (2016). 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