Discuss the contribution of Work Related Learning programme to the professional socialisation of the learner (SOCIOLOGY OF EDUCATION)

This essay is going to open a debate on the contribution of the work related learning programme to the professional socialisation of the learner in tertiary institutions. However, key terms such as work related learning (WRL), professional socialisation and learner would be defined. Again examples particularly on students at Midlands State University from various departments in the faculty of social sciences would be cited through out to add substance to the debate for and against. The term socialisation is defined by Brim (1996:3) in a broader sense as the process by which a person acquire the knowledge, skills and dispositions that make them more or less affective member of their society. Another scholar Haralambos and Holborn (1995:4) state that socialisation is a process by which individuals learn the culture of their society. Again socialisation in not confined to childhood, but rather it is a lifelong process. Levitas (1974:3) notes that socialisation continues during every stage of adulthood into old age and cease only in death. He further argued that socialisation works because currently shared meanings that are proven over and over again, and because the new meanings that are learnt as life goes on are appropriate. It is important in this piece of work to discuss how WRL programmes mould learners to be professional. The essay would establish how professional norms and values at work and industries worldwide can be acquired by learners from various field of specialisation through WRL, a programme that enables the learner to be placed to an organisation for a certain period in order to acquire skills and knowledge. Work Related Learning (WRL) is a broad range of activities for all age. These activities help students to learn about the world of work by experiencing and preparing for it. WRL takes place in the context of the world of work to help students develop knowledge, skills and understanding that will be useful in that world (Glasgow 2007). Lievegood cited in German (1990) notes that WRL involves three core issues as follows; • Elaborating on work competence by learning from and in practice (Elaboration). • Expanding on theoretical knowledge and insight by learning explicitly from and in research (Expansion). • Externalising innovations, building on practical and theoretical insight and contributing to the development of the organisation and the profession (Externalism) It can be observed from the above diagram that WRL contribute towards professional socialisation of the learner by fusing elaboration, expansion and externalisation to the learner. Elaboration through WRL enables the learner to acquire skills implicitly from and in practice. Self reflection on action which is informative can be achieved by the learner which fulfils professional socialisation. Expansion through WRL enforces explicit learning. Therefore theoretical learning, inquiry learning and critical learning can be achieved. Learners can gain and share new insight from work place which also is effective professional socialisation. Externalisation which refers to the need we see to connect learning to concrete and public milestones. This enforces collective vision, innovations and action plans at work as well as academically. Another important term that needs to be fully explored in this essay is the word “professional socialisation”. According to Page (2000) says that professional socialisation refers to the acquisition of values, attitude, skills and knowledge pertaining to professional sub-culture. Howkins and Ewen (cited in Secrest, Norwood and Keatly (2003) state that professional socialisation encompasses values and norms as well as skills and behaviour. WRL programmes shapes the learner in multiple ways to learn the values and norms, skills and behaviour required and charged normal and acceptable by the captains of industry. It can be argued that WRL enable the learner to acquire professional identity that involves learning not only the knowledge and skills to perform certain duties competently, but also the attitudes, values, norms and language and perspective necessary to interpret experience, interact with others, priorities activities and determine appropriate behaviour. For instance, those studying law through WRL, can learn the accepted dressing code, discourse associated with their field and seating in law courts to defend their clients. Such practices would acquaint the learner with knowledged and experience on how certain terms like defamation, libel, bull and so forth can be used in its proper context. On the other hand, it should not be forgotten that learners are human beings with personalities and attitudes which can make them chose not to acquire experience through WRL programme. Again peer pressure from friends and relatives can also be a major contributor towards shaping their professional career. So is can be argued that though WRL can assist in professional socialisation there are other subtle issues that can shape the learner. Another contribution of WRL programme to the professional socialization of the learner is that enables the learner from various disciplines as noted by Merton, Reader and Kendall (1957) to combine its component knowledge and skills, attitude and values in a professional and social acceptable fashion. For instance, all media students on WRL they should conduct themselves and the challenges they are likely to encountering media houses can be nurtured professional to integrate ethical philosophy knowledge with basic news writing skills in newsrooms were there would be placed. Learners can sharpen their talent, boost their business communication competence, and can learn through doing or discovery a move that is likely to create and indelible mark in accumulation of work experience. Here socialisation would be contained cognitively as well as affective dimension, to understand professional area we need to address both curricular (knowledge and skills) and normative dispotions which has been lacking in tertiary education and industries particularly in Zimbabwe. Again as formative evaluation it means the learner can assess the strength and weakness of the programme they are doing and can formal or informal advise their lectures on how they can match the industry need with their programme intended goals. Furthermore, WRL enhances what Trede (2012:161) termed “self identity”. Self identity can be described as “to know what one is doing and why one is doing it”. It also implies that learners can articulate the reason behind their actions. For example, learner in the field of Human resources can develop self knowledge and awareness on who they are, and how they should conduct themselves and the challenges they are likely to encounter as professionals in the industry. Therefore WRL makes the learner to fuse academic knowledge with practical skills. Such orientation to the working class world can instil confidence to the learner and broaden their scope a move that can boost production in the industry sector. This is strongly supported by Bauman (2005a), who states that professional socialisation learnt from WRL can enhance three broad concepts as follows; • The conscious self at the centre of professional identity development (academically and at work). • The power of social relations in corporate organisation among various departments and • The power of language and discourse at work. Therefore WRL can reinforce good ethical practices to learners by industries and groom the learners to be responsible practitioners who are aware of self and others, who can make appropriate situated decision and can see other possibilities. It can be argued on the other hand, that WRL programme though it is important it is not the best way of socialising the learner. At times learners would be treated as workers and would be not mentored by anyone on work placement. Again at times learners on work placement would be executing duties different from what they are expected to be doing. Despite all those challenges but still it can be argued that WRL programme contribute immensely to professional socialisation of the learner. WRL programme contribute immensely to professional socialisation of the learner by enabling the learner to acquire “organisational socialization”. Van Maanen and Schein (1979:211) described organisational socialisation as the process by which an individual acquire the social knowledge and skills necessary to assume an organisational role. In this way, the leaners acquire the skills and knowledge necessary for entrance to and success in the professional milieu. This also necessitates double socialization where the learner can be moulded by the organisation and oriented into the community of an academic department in particular discipline. WRL also make the learners to be engaged with their peers and faculty in ways that contribute to their professional socialization. On the other hand, the learner’s professional socialization can be disturbed by the mentors in industry who would be lacking adequate training in that field and are unqualified. At time there is contrast between practical skills with theoretical knowledge. Therefore although learners can be professional socialised but through WRL there would be forced not to take theoretical knowledge seriously and the two sometimes does not tally. Furthermore, through WRL, the learner’s involvement at the national level concomitantly facilitates engagements with other professionals in the field, thereby contributing to the student’s professional socialization to larger professional norms beyond the scope of their department or institution. Again WRL programme contribute to professional socialization of the learner by enabling the learner to engage in self assessment. The learner can be better equipped to assess their own progress and self-regulate in respect of expected professional standards. Learners can shift away from dependence on the lecturer for judgement about their achievements to the autonomy to undertake a considerable amount of self assessment hence practical intelligence. For instance, our media students after teaching them on basic news writing skills, on WRL they can write good stories which they do not need lecturers assessment , but can be commented by the reader as well as the editor of the newspaper. It can be concluded that WRL plays a salient role in professional socialising for the learner’s to acquire the working class norms and values. In addition, it cannot be denied that WRL fosters the working class culture and enable the learners to assess the strength of the programme in response to the job market. On the other hand, it can be argued that there are various factors like personality, ambition, attitude and behaviour that also operate alongside WRL in enabling the learner to be professional socialised. Another challenge with WRL programme is that at times the learner would be mentored by the wrong people who lack adequate training and are unqualified hence the knowledge learnt by the learner though important but would not be well directed. Learners at times are not exposed to job rotation and would be assigned the wrong duties hence professional socialization would be misdirected. In this essay for clarity sake all key terms such as socialization, professional socialization and work related learning were defined from scholarly view point. Examples drawn from the department of media and Society studies department were cited in order to forefront substantial knowledge. References Bauman,Z(2005a) Afterthought in N. Denzin and Lineon Y. The Sage Handbook. Sage: London Conner H and Macfarlane (2007) Work related learning in He- A scoping study. Glasgow Caledonian University: America Gardner, S.K and Barnes, B.J (2007) Vol 48, No4. Graduate Student Involvement: Socialisation for the professional Role. University of Massachusetts, Amhest. Haralambos and Holborn (1995) Sociology; Themes and Perspective Fourth Edition. . Harper Collins Publishers: London John C, Darla WJ, Twale, Stein EL (2001) Socialization of Graduate and Professional Students in Higher Education. New York. John Wiley and Son Levitas, M (1974) Marxist Perspectives in the Sociology of Education. Routledge and Kegan Paul LTD: USA Merton, R.K., Reader, G., and Kendall, P.L,(1957) The Student Physician. Cambridge, MA: Harved University Press. Page, G. M (2000) Professional Socialization of Valuation students: What the Literature Says. University of South Australia. Geoff.page@unisa.edu.au Page, G. M (2000) Graduate qualities in Proceedings 6th Pacific Rim Real Estate Society Conference, 22-24 , Sydney Treds,F (2012) Role of Work-Integrated learning in developing professionalism and professional identity. Charles Sturt University, Australia.

Philosophy of my teaching statement

Learning is a central position where reality and truth constantly take place, and students are active agent and conductor of transformation either by thought or by action. Learners should be forth coming in deciding what is to be learnt and how it should be learnt. Things of reality can only become known when they interact with the student. Students should be allowed to gather their own situational facts and a lecturer should provide the student with tasks in constantly evolving situations, and to use every situation as a learning experience. Learning should be a two way interaction between a lecturer and the students that should take a dialogical reflective practice of the issue under discussion. Thought experiments should serve in building new knowledge base. Practical experimentation and intervention are the essential part of studying surrounding environment and human practices in the locale. Learning should allow students to create constantly new competence to fit the contemporary situation. Education through research, group discussion and practical task should enable the students to answer WHY and WHAT to learn and WHAT the student will use learnt issues for in life. Learners should be taught to learn using scientific and non-scientific methods, and to think and act on their own initiative. As a lecturer I should pay close attention to the particularities, to the individual student and their environmental influences, so that every instructional strategy can be adjusted in light of these. As a lecturer in charge I should master a large number of different methods to support learning and to vary them according to situational needs. A lecturer student-relationship must be placed within the situation to personally experience the problems. They should organise the conflicting explanation and alternatives presented to them, and arrive at a reasonable recommendation for action. As a lecturer I should also be responsible for transmitting advanced intellectual action in the professional field. I should provide space for students and facilitate their knowledge-construction processes in relation to practical and theoretical experiments. As a lecturer I should get constant feedback from the students and students should also get constant feedback from me as their mentor. This will fulfil the mutual benefit to both the students and the lecturer and place us on the same footing in understanding the common understanding on the subject topic. Above all students and myself as a lecturer should be punctual, organised, be disciplined, hardworking, sociable and follow instruction if need be all the time

Critically assess the claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum (PHILOSOPHY OF EDUCATION).

This essay is going to assess critically the relevant of the claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum. For the clarity sake key terms like pragmatist and modern technology will be defines and clear examples drawn from the modules taught in the department of Media and Society studies would be fore-fronted in an attempt to assess pragmatist can be relevant in imparting knowledge to students in the contemporary technological divide error.

The term “pragmatism”, according to Dewey 1929, James 1907 and Pierce 1992 is an action-oriented philosophy of science which studies the link between action and truth, practice and theory. Pragmatism favours action oriented solutions where students gather their own situational facts. Again pragmatic universities provide the students with tools to accomplish real tasks in constantly evolving situations and to use every situation as a learning experience. In addition, Dewey (1931:31) says that pragmatism is the doctrine that reality possesses practical character. Basing from the above definition, assessing most of the modules taught by the department of Media and Society Studies at Midlands State University (MSU); it is true to strongly support the above claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum. This is true in the sense that most modules , especially Journalism and Desktop publishing though it uses new technology like computers for creating blogs, Adobe Page Marker for designing a newspaper , such module blend both theory and practical aspects. In fact there are more practical than theoretical and most of the things taught are true and can be applied in real life situation to solve certain problems. Another important word in this piece of work is “technology”, a word that comes from Greek word “techne”, which means “craft and “logy” which means “scientific study of”. So technology means the scientific study of craft. Craft in this Case, means any method or invention that allows humans to control or adapt to their environment. In support of the claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum is valid. For example, our media department uses new technology as computers, Andorid mobile phones, social network such as Facebook and Twitter to disseminate news to largely dispersed audiences who can be homogenous or heterogeneous. Lecturer’s who teaches most of the practical modules need to be knowledgeable with the new technology in solving real problems in life. Again students are taught to scientifically solve media related problem using the pragmatic approaches and principles. To a greater extent it is true to support the view that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing curriculum. Tertiary institution like MSU just like pragmatism philosophy favours project methods and consider it active and dynamic. Through this method the students learn by their own activities and experience. For example, in Media and Society Studies department students conduct research for their fourth year. Students use various computers application software like Microsoft word and Microsoft excel in writing their dissertations. Lecturers are there are there to assist students and at times to teach them on how they can use Microsoft excel to transform figures into bar graphs or pie charts. In Journalism and desktop publishing modules students are taught to design a newspaper layout using adobe page marker though computers. This is learning by doing. This fulfils Miettinen (2006:394) assertion that pragmatism provides students with tools to accomplish real tasks in constantly evolving situations, and to use every situation as a learning experience. In addition, pragmatism exists in reality, where change is constantly taking place, and man is an active agent and conductor of transformations, either by thought or by action. For instance, students in media and society studies can perform and solve journalism task using computers. They can create brochures, business cards and newsletters using computers under the instruction they get from the lecturer in charge. Things of reality like brochures become known when they interact with the human. Therefore this make it true to support the claim that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing their curriculum. Basing from the cited above examples it is true that students can learn practical by designing media products such as news letter using new technology like cameras for photos and computer application software package like adobe in executing the curriculum. Furthermore, tertiary institution like MSU and many others across the country uses new technology like video camera to produce films and computers to edit images. Here a lecturer in charge can impart knowledge to students on how to use cameras for taking image and computers for editing the image and integrating it with message for public consumption. This fulfills Dewey’s (1961) claim that pragmatism regards practice as a solution to the problems caused by Cartesian dualism between the subject (consciousness) and object (nature, reality). Again this enhances two way interactions which is the dialogical reflective practice of pragmatism. Hence although the lecturer uses computers to train students he should resort to pragmatism approaches and principles in imparting the knowledge of executing certain task and solving real problems that exist in real life situation. This therefore makes it true to claim that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing curriculum. Miettinen (2006:400) argues that pragmatism regards practical experiment and intervention as an essential part of studying human practices. At tertiary education some modules can blend theory with practice. For example, Journalism modules taught in the department of Media and Society Studies at MSU students through experiments using new technology in creating media products such as newspapers and videos enables students to see education not only as an academic exercise to increase general knowledge, but also as an answer to “why” and “what” should one learn, and what students will use learning for. Most media students after their practical’s modules they can perform any media related task which increases their practical competences. Judging from this example, it makes it true to assert that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing curriculum. In tertiary education just like in pragmatism, learning is in a central position. At tertiary education even theoretical modules can be learnt using new technology. For instance, the modules like Global media Studies and political Economy and The Media, albeit that they are theoretical modules, students can use internet and computers to research for information and to write assignments. Students can use the internet to translate useful knowledge of real-life problems into action. Again students can search on-line and acquire new knowledge and skills using technology. This can make students learn to use scientific methods, think and act on their own initiative in the media field. This makes it true to support the claim that tertiary education in modern technological world cannot survive without adopting approaches and principles in executing curriculum. Pragmatism approaches and principles according to Singh (2007) states that human life always changes with the changing times, places and circumstances. For example, at MSU through media department the curriculum constantly changes to address the current industrial trends. New modules and module content is adjusted to suit the contemporary industrial community needs using new technology. This strongly support the assertion that the aim of education in the light of pragmatism is more and more growth and creation of new values and to provide such dynamic direction and guidance to students at tertiary institution according to their natural interest, aptitude and capacities in the field of academic activities that he grows up and develops more and more capacities to successfully achieving a happier life. For instance, new computer application software such as coral draw, in-design and Ashampoo burning studio application soft-wares have been introduced in the journalism module to empower students and to boost their competent. Instead of students grasping knowledge of using 5W’s and 1H for news writing, students can now use new technology like computers, cameras, recorders to record news, write news and designing news-letters and designing a newspaper layout. Such knowledge is practical and the lecturer through new technology assist students to achieve intended learning goals using new technology. At times students conduct projects for themselves on certain task the lecturer would have delegated them which fulfill learning by doing. Again most of the modules taught in the media department are useful to the present need of learners and also meet the future expectations of adult life. For instance, practical modules such as TV broadcasting, radio broadcasting and film making are useful in preparing the learner to the expectations of adult life. Such modules offered in media department uses new technology like computers, mike, recorders, digital cameras and compact disk. All these practical modules encourages original thinking and freedom to develop social and purposeful attitude, which blend vocations and experiences. This strongly supports the view that tertiary education in the modern technological world cannot survive without adopting pragmatism approaches and principles in executing its curriculum. In conclusion pragmatism is a temper of mind, an attitude, idea and truth. In addition, it is experimental and regard practice as a solution to the problems caused between the subject and object. Again it is true to strongly support the claim that tertiary education in the modern technological world cannot survive without adopting approaches and practices in executing curriculum. All key terms in this essay has been defined with clear examples drawn from MSU, particularly from the media department to indicate how pragmatism approaches and principles are relevant in tertiary education. An assessment has been made to show how the pragmatism approaches and principles that favours project methods, experiments, social discipline based on students interest, activities and sense of social responsibility can be important and relevant in tertiary education in the modern technological world in executing the curriculum. It cannot be disputed that in the technological world pragmatism approaches and principles are useful in tertiary education. Again pragmatism oppose bookish knowledge and condemns those methods which promote knowledge which is not useful in every day walk of life. References Dewey, J (1931) Philosophy and Civilization. New York, Milton, Balch and Company Dewey, J (1929) The Quest for Certainty: A Study of the relation of knowledge and action. New York, Minton, Balch, and Company. Eyler, J (2009) The Power of Experintial Education. Liberal Education. Association of American Colleges and Universities. James, W(1907) Pragmatism, A New Name for some Old ways of Thinking. Popular Lectures on Philosophy. New York, Longmans, Green and Co Miettinen, R (2006) Epistemology of Transformative Material Activity: John Deweys Pragmatism and Cultural-Historical activity theory, Journal for the theory of Social Behaviour, 36:4:389-408 Peirce, C.S (1992) The Essential Pierce: Selected Philosophical Writings, Vol.1 (Indianapolis, IN, Indiana University Press. Shahabi, P.Z and Ashkezari, M.M.D (2011) Principles of Education: Link of Philosophy and Pragmatism. Iran. Islamic Azad University. Singh, Y. K. (2007). Philosophical foundation of education. New Delhi: A P H Publishing. Shahid, S. M. (2000). Philosophy of education. Lahore: Majeed Book Depot. Taatila, V.P and Raij, K (2011) Philosophical Review of pragmatism as a Basis for Learning be Developing Pedagogy . Finland. Laurea University of Applied Science.

Examine five main ideas of Maslow’s theory of motivation showing their relevance to tertiary education.

The essay is going to look at the five main ideas of Maslow’s theory of motivation as follows; the physiological needs, the safety needs, self actualisation, belonging and love needs and the esteem needs. However, key terms like motivation and tertiary education would be clearly defined for the benefit of the essay. Again the relevance of Maslow’s theory of motivation to tertiary education would be discussed with clearly cited examples drawn from what happens at Midlands State University. The term “motivation” is derived from a Latin word “Movere” or “Motum”, which means to move which was the original source for the word motivation (Webstera Collegiate Dictionary, 1941) Motivation has been described as what energizes, directs and sustains behaviour (Porter, Bigley and Steers 2003) Maslow (1970) claims that people move up a need hierarchy as they satisfy each of them. Unsatisfied needs motivate until they are fulfilled. According to Woolfolk (2013:465) motivation is an internal state that arouses, directs, and maintains behaviour. It is clear from the above definition that the study of motivation focuses on how and why people initiate actions directed towards specific goals, how long it takes them to get started in the activity. Student’s motivation to learn at tertiary institutions like colleges and universities is both a trait and a state. That is, it involve taking academic work seriously, trying to get the most from it, and applying appropriate learning strategies in the process. It is imperative in this essay to check how Maslow’s five main ideas motivate students at tertiary institution to achieve the intended goals in life. Maslow (1970) conceives a human being, not as an empty organism, but as an active being whose behaviour is being propelled by some potent forces. He postulates that unsatisfied needs creates tension within an organism and serves as a force to direct behaviour towards reduction of the tension. Maslow arranges the human needs into a hierarchy in their order of prepotency. Maslow (1970) placed the needs in five stages. He formulates the principles under which they operate thus (a) it is only when a person partially gratifies a more basic and pressing need that the next level on the hierarchy rears up its head, (b) deprivation of a satisfied need best equips one to seek a way to restore the gratification of the need in future; and (c) when basic needs have been met, people become healthy and motivated to actualizes their highest potentialities. It is important to establish how gratification of these needs at tertiary institution like Midlands State University can make one to have emotional satisfaction and stability. Students, lectures and administrative personnel can gratify their needs. It cannot be refuted that failure to attain the five needs can result in poor self-concept and loss of age identity. It can also be noted that failure to achieve this five needs in tertiary institution can make the tertiary institutions to fail meeting the goals and mission of an institution. The physiological Needs: Undoubtedly these physiological needs are the most pre-potent of all needs (Marlowe and Canestrari 2006:219). What it means specifically is that in the human being who is missing everything in life in an extreme fashion, it is most likely that the major motivation would be the physiological need rather than any other. A student from tertiary institution like Midlands State University who lack food, safety, love and esteem would most probably hunger for food more strongly than for anything else. All capacities are put into the services of hunger-satisfaction, and the organisation of these capacities is almost entirely determined by the one purpose of satisfying hunger. The receptors and effectors, the intelligence, memory, habits, all may now be defined simply as hunger gratifying tools. This factor is salient both to students and workers in tertiary institution since lack of it will disturb effective learning and concentration in lecturers. On the other hand, if lectures are faced up with this challenge of hunger, it means that they would spend most of their time elsewhere and students would not be fairly accorded their time. Marlowe and Canestrari (2006) state that a man who is extremely and dangerously hungry, no other interests exist but food. He dreams good, he remembers food, he thinks about food, he perceived only food, and he wants only food. Another perculiar characteristic of the human organism when it is dominated by a certain need is that the whole philosophy of the future tends also to change. Physiological need is relevant and important to tertiary institution like Midlands State University. For instance, students who cannot satisfy the hunger need may end up resorting to prostitution or falling in love with many partners. Such students be it female or male may be infected by sexually transmitted diseases such as HIV/Aids and that can cut short the life span for the learners. Female students may end up falling pregnant and loosing focus and concentration to their studies. The safety Needs: Safety needs include security, stability, dependency, protection, freedom from fear, from anxiety and chaos, need for structure, order, law, limits, strength in the protector and so on. Safety needs may serve as the most exclusive organiser of behaviour, recruiting all the capacities of the organism in their service, and we may then fairly describe the whole organism as a safety-seeking mechanism (Marlowe and Canestrari 2006:222). Again as in the hungry man, we find that the dominating goals are a strong determinant not only of his current world outlook and philosophy, but also of his philosophy of the future and of values. Practical everything looks less important than safety and protection. For instance, at tertiary institution, injustice, unfairness or inconsistencies in the lecturer seem to make students feel anxious and unsafe. Again if the students lose faith and trust from the lecturer or institution this can work negatively on the side of students and intended goals to be achieved can be thwarted. Students need to be protected from unprofessional male lecturers who will always abuse their power and trade a mark with sex. Again students need to be protected from theft. For instance, at Midlands State University, the security department is there to safe guard the property of students in hostels from being getting stolen. Furthermore, the attitude may be not so much because of the injustice per se or any particular pains involved, but rather because this treatment threatens to make the world look unreliable, or unsafe or unpredictable. Also lecturers out-burst of rage or threats of punishment directed to students, calling names, speaking to them harshly, handling them roughly or chuckle them out of a lecture sometimes elicit total panic and terror that we must assume more is involved than the physical pain alone. The peaceful, smoothly running, stably, good learning environment at tertiary institution ordinarily makes students feel safe enough from criminal assault, chaos and so on. Students in a lecturer need to be motivated through assurance and positive comments so as to enable them to be out standing in their academic pursuance. The safety needs can become very urgent on the social scene whenever there are real threats to law, to order, to the authority of students. Students at tertiary institution can be disturbed by threats to authority like being taken to university disciplinary committee, to legality like security guards and to the representatives of law. The need for self-Actualisation: Self-actualization is the ultimate process of personal growth (Tuchman and Monetti 2011:418). It is based on the belief that “what man can be, he must be. He must be true to his own nature”. Heyligher (1992:41) asserts that self actualisation is reached when all needs are fulfilled, in particular the highest need, and due to positive feedback, self actualisation in not fixed state, but a process of development which does not end. This is relevant in university so as to make students develop an insatiable appetite of learn and acquiring new knowledge and skills. For instance, at university level like Midlands State University, self-actualisation can be in the form of openness to experiences, to be eager to undergo new experiences, learn new ideas and skills and to try out new things. For example, to be elected as the Students Representative Council (SRC) President or to be chosen to represent you university in AZUSA games. Here students would value and appreciate the talent and capabilities they possess well ahead of others who would have failed to emerge as victors. In addition, through self actualisation students may walk for the thousandth time through the same street, yet suddenly experience beauty and excitement as if he or she saw it for the first time. For instance, a student who can be awarded a scholarship for being outstanding in his or her academic performance can experience the beauty of hard working and as well as being excited for getting nominated. Such sense of beauty, wonder or revivification is usually triggered by the same type of objects or situations, depending upon the individual. Again social interaction and creation of relationships between and among students from other part of the world can lead to self actualisation. For instance, students at Midlands State University can develop self actualisation after mixing and mingling with students from Namibia and Lesotho. Here self actualisation would develop general feeling of empathy and kinship towards humanity as a whole. Students in such multiracial groups of students can listen to other students from other race, age, religion or ideologies, without being inhibited by prejudices which is a form of self actualisation termed by Maslow (1970) as “democratic character structure”. Deducing from the contribution made to this aspect of self actualisation as one of the main five ideas of Maslow motivation tool it is clear that self-actualisation is relevant in university set up for effective learning . The belonging and love needs: If both the physiological and the safety needs are fairly well gratified, there will emerge the love and affection and belongingness needs. The love or belongingness needs come into play after the physiological and security drive is satisfied. Gratification is a matter of degree rather than and either or accomplishment. Maslow’s concept of belong combines the twine urge to love and give. Giving love is different from the passion of rock music lyrics that announce, “I want you, I need you “. Now the person will feel keenly, as never before, the absence of friends, family, wife, children and sweetheart. The person will hunger for affectionate relations with people in general, namely for a place in his group or family, and he will strive with great intensity, to achieve this goal. Alderfer (1972) says that; “human have a desire to live and belong to groups including clubs, work groups, religious group and family. Belong and love is relevant at tertiary education and since it is adult learning this creates the bond and relationship between students and lecturers and as well as other working staff at the tertiary institution. For instance, lecturers need students for their profession to be recognised. On the other hand, students need lecturers for them to achieve their goals. When analysing the student-lecturer relationship the two groups are intertwined and cannot live without appreciating the other. Students would perform better if they know that their lecturers love them and lecturers would be happy to hear their students passing lovely comments about them. Therefore judging from this argument it is clear that belonging and love is necessary at tertiary learning. At tertiary institution students will want to attain such a place more than anything else in the world and may even forget that once, when they were hungry, they sneered at love as unreal or unnecessary or unimportant. Self esteem Needs; All people in our society including students at tertiary institutions desire for a stable, firmly based, usually high evaluation of themselves, for self respect, or self esteem and for esteem of others. These needs may therefore be classified into two subsidiary sets. These are first the desire for strength, for achievement, for adequacy, for mastery and competence, for confidence in the face of the world and for independence and freedom.. Secondly, we have what we call the desire for reputation or prestige (defining it as respect or esteem from other (people). Status, fame and glory, dominance, recognition, attention, importance, dignity or appreciation. It can be argued that all the above stated aspect are important and can be applied in tertiary learning in order to achieve the intended goals. For example, lecturers would want to be respected by their students and students on the other hand would want to be recognised by their lectures. Students would also be happy to be given attention by their lecturers. The tertiary institution workers would want to be dignified and highly appreciated by their bosses that is, the Chancellor, vice Chancellor and together with the university administration. Hence self esteem is relevant to tertiary learning and is an important motivator to students, academic staff and none academic staff in their day to day operation.

In addition, satisfaction of the self esteem needs leads to feelings of self confidence, worth, strength, capability, and adequacy, of being useful and necessary in the world. Thwarting of these needs at tertiary institution would lead to inferiority and helplessness. These feeling in turn give rise to either basic discouragement or else compensatory or neurotic trends. The most stable, most healthy self esteem in based on deserved respect from others rather than on external fame or celebrity and unwarranted adulation. It can be argued that self esteem is relevant in tertiary institution in order to assist lecturers, students and other university workers to perform their duties to the maximum benefit and prosperity of the institution. Students would work hard so as to achieve the best grades that they can use to compete in the outside world. Lecturers have to thrive teaching and assisting their students so as to have good profile and the institution MSU have to continue producing well behaved students, who are hard working, competent and productive to the industry so as to gain respect and recognition. Hence this makes esteem need important and relevant to tertiary learning. It can be concluded that all the five main ideas of Maslow’s theory of motivation are relevant to tertiary education. Basing on the examples cited in this essay drawn from Midlands State University, as one good example of the tertiary education it cannot be disputed that Maslow’s motivation five main ideas enables the students, lecturers and other university workers to thrive for the best in improving their plight together with the entire society plight. Key terms such as motivation and each of the five main concepts were clearly defined. Therefore physiological needs, safety needs, the belonging and love needs, the need for self actualisation need and the esteem needs are applicable and relevant in tertiary learning and must be taken seriously in order to meet our intended goals together with the institution goals. References Alderfer, C (1972) Existence. Relatedness and Growth. New York: Free Press. Heylighen, F (1972) A Cognitive Systematic Reconstruction of Maslow’s Theory of Self- Actualisation. PESP Free University of Brussels Marlowe, B.A and Canestrari, A.S (2006) Educational Pyschology in Context: Reading for Future Teachers. London. Sage Maslow, A.H (1970) Motivation and Personality. Second Edition. New York: Harper and Row. Osuji, S.N (2007) Maslovian Theory of Human Needs: Implication for Adult Education Curriculum in Nigeria. Obafemi Awolow University. Nigeria. Tuckman,B.W and Moneti, D.M (2011) Education Psychology. International Edition. USA: Wadsworth Woolfolk , A (2013) Educational Psychology Twelfth Edition. USA. Pearson www.afirstlook.com PDF. A first look at Communication Theory

STYLE FOR NEWS WRITING

CAVEN MASUKU( +263773210607) Gweru, Zimbabwe SEPTEMBER 2012 masuku.caven@gmail.com +263773210607 STYLE FOR NEWS WRITING; Inverted Pyramid Literal Allusion. Champagne Glass, Stack of Blocks and Nut Graph In Zimbabwe all hard news are written following the Inverted Pyramid. In addition, Inverted Pyramid is the most space-efficient story form known. It permits writers to go on at great length, or, as is more often the case, to deliver the most important information in a paragraph or two. Information is arranged in descending order of importance. The most salient issues about Inverted Pyramid can be summarized below; Inverted Pyramid: Most news stories are written in a traditional form it puts most important details first. The form is called an INVERTED PYRAMID. It begins with a terse/short opening paragraph called LEAD that summarizes the principal items of a news event. The second paragraph and each succeeding paragraph contain secondary or supporting details in order of decreasing importance. NB All the paragraphs of the story contain newsworthy information, but each paragraph is less vital than the one before it. The writing form puts the punch of a story at the beginning. This writing form is different from the writing form used for novels, short stories, drama and some news features, where an author begins with background and works to a climax. Guideline for using the Inverted Pyramid 1. Avoid a “buried lead”. The ingredients of an inverted pyramid are the WHO, WHAT, WHEN, WHERE, WHY and HOW of news event. For example: X“Police Chief John Jones discussed Riversdale crime problem with interested town’s people at a meeting Monday night. Jones agreed to meet with residents who have grown increasingly concerned about the safety of their neighbors’. The Chief said there were more serious crimes reported in the last 12 months in Riverdale than during any year in the city’s history” “Police Chief John Jones said Monday night that there were more serious crimes reported in Riverdale last year than during any 12 months in the city’s history” (Anderson and Itule 1984) 2. Keep the lead as brief as possible: If you can do it in 25 words or fewer, fine, but never write a lead with more than 35 words. The writer should not have attempted to put two ideas into one sentence. Effective Leads: “ZIMBABWE Prime Minister Morgarn Tsvangirai warned SADC yesterday that is has two weeks to settle the pending issues in the Global Political Agreement among the Main Political parties”. 3. Keep all sentences as simple as possible: Trim superfluous or hard-to-understand words. Do not clutter sentences with un-necessary adjectives, advertisements or subordinate Clauses. 4. Write in an active voice (Subject acting upon object) rather than passive voice (subject is acted upon). -Active voice is considered more direct and vigorous. Lead: “Chicago firefighters battled dense smoke for nearly six hours Saturday to bring a multi-alarm blaze in a downtown frozen foods storage building under control. WHO……Firefighters WHAT….Battle dense smoke in a multi-alarm blaze WHEN….Saturday WHERE...Downtown Chicago WHY……To control a fire (Anderson and Itule 1984:19) NB: Hard News uses INVERTED PYRAMID as well as SOFT NEWS use literary lead Champagne glass The style takes a similar form to the Inverted Pyramid with the first top/ first half of the story containing a strong lead and all the important facts. There is a strong transition to a chronological retelling of the story from beginning to end The style ends with a great kicker It is important to give your readers a “reward” for staying with you for the whole story. Complex events are simplified in narrative order and it keeps the story in context NB The only problem though is that this kind of story is much harder to edit. Stack of block This style takes the form of a lead followed by several distinct and separate sections and a strong ending. The advantage of grouping information into specific sections is that it allows for easier explanation and helps readers remember the major points and explanations. The major disadvantage is that a reader has to scan an entire story to get all the points. Editing is easy and less important information can be removed without the rest of the story not being affected Anecdote and nut graph It can lead the reader easily into difficult subjects and complex analyses. Story written under this style starts with a long soft lead. The paragraph following the SOFT LEAD is called the “NUT GRAPH”. Nut Graph tells the reader what the story is all about (ie) it gives essential facts which show why the story is so important The style takes a similar form to the Inverted Pyramid with the first top/ first half of the story containing a strong lead and all the important facts. There is a strong transition to a chronological retelling of the story from beginning to end The style ends with a great kicker It is important to give your readers a “reward” for staying with you for the whole story. Complex events are simplified in narrative order and it keeps the story in context NB The only problem though is that this kind of story is much harder to edit. REFERENCES Anderson D.A and Itule B.D (1984) Contemporary News Writing. New York. USA, Random House. Brooks et al (1998) News Reporting and Writing. USA. St Martins Press. Day (2000) Ethics in Media Communications; Cases and Controversies 3rd Edition. Belmont, CA.Wadsworth. Fry,D.(2009) Champagne Glass http://donfry.wordpress.com/2009/06/24champagne-glass/Accessedon20/08/12 Greer G (1999) A New introduction to Journalism . South Africa. Cape Town . Juta Hohenburg J (1976) The professional Journalists Fourth Edition. London. University of Kansas.

My photo taken in October 2013