Greek Debt Crisis Essay Example for Free

Greek Debt Crisis Essay Europes debt crisis is a continuation of the global financial crisis and also the result of how Europe attempted to solve the global financial crisis that brought an end to a decade of prosperity and unrestricted debt. European attempts at defending itself against a deep recession, has now created a new crisis of unsustainable and un-serviceable sovereign debt. In early 2010 fears of a sovereign debt crisis, the 2010 Euro Crisis developed concerning some European states including European Union members Portugal, Ireland, Italy, Greece, Spain,(affectionately known as the PIIGS) and Belgium. This led to a crisis of confidence as well as the widening of bond yield spreads and risk insurance on credit default swaps between these countries and other EU members, most importantly Germany. Concern about rising government deficits and debt levels across the globe together with a wave of downgrading of European government debt has created alarm in financial markets. The debt crisis has been mostly centered on recent events in Greece, where there is concern about the rising cost of financing government debt. On 2 May 2010, the Euro zone countries and the International Monetary Fund agreed to a â‚ ¬110 billion loan for Greece, conditional on the implementation of harsh Greek austerity measures. On 9 May 2010, Europes Finance Ministers approved a comprehensive rescue package worth almost a trillion dollars aimed at ensuring financial stability across Europe by creating the European Financial Stability Facility. Europes heavyweights spent massively on stimulation packages. However such attempts at defending themselves against a deep recession, has now created a sovereign debt crisis. The crisis in Europe has to do with the fear that some countries may be unable to pay back their use more money than they earn. Governments were able to borrow so cheaply in the past decade that running a deficit was often used to stimulate economic growth. One of the ways governments can raise money is through selling bonds, which are bought back after a number of years with interest added. Interest on government bonds has been low for most European countries because bonds were considered secure investments. The market worked on the assumption that governments would always be able to afford buying them back. But what if a country can’t pay back their loans? If a business or individual is in this position, they default and are found bankrupt. But countries can also default on their loans. Argentina defaulted on almost $100 billion of debt owed to the World Bank in 2002. Unemployment soared to 25 percent, GDP dropped by over 10 percent and the Argentine peso lost half its value overnight. This is the scenario that European leaders wanted to avoid when in 2009 concern started to mount over Greece’s ability to pay off its debt. Should Greece default, it would probably be forced to pull out of the euro with unknown but potentially grave consequences for the global economy debt. But debt in itself is not always considered a problem and European governments often. INTRODUCTION A DEBT CRISIS deals with countries and their ability to repay borrowed funds. Therefore, it deals with national economies, international loans and national budgeting. The definitions of debt crisis have varied over time, with major institutions such as Standard and Poors or the International Monetary Fund (IMF) offering their own views on the matter. The most basic definition that all agree on is that a debt crisis is when a national government cannot pay the debt it owes and seeks, as a result, some form of assistance. In the real world, of course, things definitely get messy. People are optimistic, hence they offer themselves for jobs they are not quite qualified for; they borrow money on more of a hope that their business plan will work out than a real knowledge of the difficulties and the problems ahead. There is also the government, who has entered the credit system to borrow money to finance its wars. If the wars turned out well then the bond holders got their money back. If the war was a disaster then the credit system crashed and bond-holders were lucky to get anything back. The causes of the current debt crisis are complex, rooted in economic policies and development choices going back to the 1970s and 1980s. When the Organization of Petroleum Exporting Countries (OPEC) quadrupled the price of oil in 1973, OPEC nations deposited much of their new wealth in commercial banks. The banks, seeking investments for their new funds, made loans to developing countries, often hastily and without monitoring how the loans were used. Some of the money borrowed was spent on programs that did not benefit the poor, such as armaments, failed or inappropriate large scale development projects, and private projects benefiting government officials and small elite. Meanwhile, as inflation rose in the U.S., the U.S. adopted extremely tight monetary policies that soon contributed to a sharp rise in interest rates and a worldwide recession. The irresponsible lending on the part of creditors, mismanagement on the part of debtors, and the worldwide recession all contributed to the debt crisis of the early 1980s. Developing countries were hurt the most in the worldwide recession. The high cost of fuel, high interest rates, and declining exports made it increasingly difficult for them to repay their debts. During the rest of the decade and into the 1990s, commercial banks and bilateral creditors (i.e., governments) sought to address the problem by rescheduling loans and in some cases by providing limited debt relief. Despite these efforts, the debt of many of the worlds poorest countries remains well beyond their ability to repay it. AIMS AND OBJECTIVES At the end of this assignment my aim is to learn: ââ€" ª What a Debt Crisis is? ââ€" ª The European countries affected by a Debt Crisis. ââ€" ª In detail about the Greek Debt Crisis. ââ€" ª The causes of the European Debt Crisis ââ€" ª The effects of the European Debt Crisis ââ€" ª The various solutions undertaken to resolve the European Debt Crisis The European Debt Crisis The European debt crisis is the shorthand term for Europe’s struggle to pay the debts it has built up in recent decades. Five of the region’s countries – Greece, Portugal, Ireland, Italy, and Spain – have, to varying degrees, failed to generate enough economic growth to make their ability to pay back bondholders the guarantee it was intended to be. Although these five were seen as being the countries in immediate danger of a possible default, the crisis has far-reaching consequences that extend beyond their borders to the world as a whole. In fact, the head of the Bank of England referred to it as â€Å"the most serious financial crisis at least since the 1930s, if not ever,† in October 2011. This is one of most important problems facing the world economy, but it is also one of the hardest to understand. Greece In the early mid-2000s, Greeces economy was one of the fastest growing in the eurozone and was associated with a large structural deficit. As the world economy was hit by the global financial crisis in the late 2000s, Greece was hit especially hard because its main industries — shipping and tourism — were especially sensitive to changes in the business cycle. The government spent heavily to keep the economy functioning and the countrys debt increased accordingly. On 23 April 2010, the Greek government requested an initial loan of â‚ ¬45 billion from the EU and International Monetary Fund (IMF), to cover its financial needs for the remaining part of 2010. A few days later Standard Poors slashed Greeces sovereign debt rating to BB+ or junk status amid fears of default, in which case investors were liable to lose 30–50% of their money. Stock markets worldwide and the euro currency declined in response to the downgrade. The downgrading of Greek government debt to junk bond status in April 2010 created alarm in financial markets, with bond yields rising so high, that private capital markets practically were no longer available for Greece as a funding source. On 2 May 2010, the Eurozone countries and the International Monetary Fund (IMF) agreed on a â‚ ¬110 billion bailout loan for Greece, conditional on compliance with the following three key points: ââ€" ª Implementation of austerity measures, to restore the fiscal balance. ââ€" ª Privatization of government assets worth â‚ ¬50bn by the end of 2015, to keep the debt pile sustainable. ââ€" ª Implementation of outlined structural reforms, to improve competitiveness and growth prospects. The payment of the bailout was scheduled to happen in several disbursements from May 2010 until June 2013. Due to a worsened recession and the fact that Greece had worked slower than expected to comply with point 2 and 3 above, there was a need one year later to offer Greece both more time and money in the attempt to restore the economy. In October 2011, Eurozone leaders consequently agreed to offer a second â‚ ¬130 billion bailout loan for Greece, conditional not only the implementation of another austerity package (combined with the continued demands for privatization and structural reforms outlined in the first programme), but also that all private creditors holding Greek government bonds should sign a deal accepting lower interest rates and a 53.5% face value loss. This proposed restructure of all Greek public debt held by private creditors, which at that point of time constituted a 58% share of the total Greek public debt, would according to the bailout plan reduce the overall public debt burden with roughly â‚ ¬110 billion. A debt relief equal to a lowering of the debt-to-GDP ratio from a forecast 198% in 2012 down to roughly 160% in 2012, with the lower interest payments in subsequent years combined with the agreed fiscal consolidation of the public budget and significant financial funding from a privatization program, expected to give a further debt decline to a more sustainable level at 120.5% of GDP by 2020. The second bailout deal was finally ratified by all parties in February 2012, and became active one month later, after the last condition regarding a successful debt restructure of all Greek government bonds, had also been met. The second bailout plan was designed with appointment of the Troika to cover all Greek financial needs from 2012-14 through a transfer of some regular disbursements; and aimed for Greece to resume using the private capital markets for debt refinance and as a source to partly cover its future financial needs, already in 2015. In the first five years from 2015-2020, the return to use the markets was however only evaluated as realistic to the extent, where roughly half of the yearly funds needed to patch the continued budget deficits and ordinary debt refinance should be covered by the market; while the other half of the funds should be covered by extraordinary income from the privatization program of Greek government assets. Mid May 2012 the crisis and impossibility to form a new government after elections and the possible victory by the anti-austerity axis led to new speculations Greece would have to leave the Eurozone shortly due. This phenomenon became known as Grexit and started to govern international market behaviour. Due to a delayed reform schedule and a worsened economic recession, the new government immediately asked the Troika to be granted an extended deadline from 2015 to 2017 before being required to restore the budget into a self-financed situation; which in effect was equal to a request of a third bailout package for 2015-16 worth â‚ ¬32.6bn of extra loans. On 11 November 2012, facing a default by the end of November, the Greek parliament passed a new austerity package worth â‚ ¬18.8bn, including a labor market reform and midterm fiscal plan 2013-16. In return, the Euro group agreed on the following day to lower interest rates and prolong debt maturities and to provide Greece with additional funds of around â‚ ¬10bn for a debt-buy-back programme. The latter allowed Greece to retire about half of the â‚ ¬62 billion in debt that Athens owes private creditors, thereby shaving roughly â‚ ¬20 billion off that debt. This should bring Greeces debt-to-GDP ratio down to 124% by 2020 and well below 110% two years later. Without agreement the debt-to-GDP ratio would have risen to 188% in 2013. Causes Many experts agree that the eurozone crisis began in late 2009, when Greece admitted that its debts had reached 300 billion euros, which represented approximately 113% of its gross domestic product (GDP). Meanwhile, the European Union (EU) had already warned several countries about their debt levels, which were supposed to be capped at 60% of GDP. In early 2010, the EU noted several irregularities in Greeces accounting systems, which led to upward revisions of its budget deficits. The negative sentiment led investors to demand higher yields on sovereign bonds, which of course exacerbated the problem by making borrowing costs even higher. Higher yields also led to lower bond prices, which meant larger countries and many eurozone banks holding sovereign debt in troubled countries began to suffer, requiring their own set of solutions. After a modest bailout by the International Monetary Fund, eurozone leaders agreed upon a 750 billion euro rescue package and established the European Financial Stability Facility (EFSF) in May of 2010. Eventually, this fund was increased to about 1 trillion euros in February of 2012, while several other measures were also implemented to stem the crisis. Countries receiving bailout funds from this facility were required to undergo harsh austerity measures designed to bring their budget deficits and government debt levels under control. Ultimately, this led to popular protests throughout 2010, 2011 and 2012 that culminated in the election of antibailout socialist leaders in France and likely Greece. In January 2010 the Greek Ministry of Finance highlighted in their Stability and Growth Program 2010 these five main causes for the significantly deteriorated economic results recorded in 2009. ââ€" ª GDP growth rates: After 2008, GDP growth rates were lower than the Greek national statistical agency had anticipated. ââ€" ª Government deficit: Huge fiscal imbalances developed during the past six years from 2004 to 2009, where the output increased in nominal terms by 40%, while central government primary expenditures increased by 87% against an increase of only 31% in tax revenues. ââ€" ª Government debt-level: Since it had not been reduced during the good years with strong economic growth, there was no room for the government to continue running large deficits in 2010, neither for the years ahead. ââ€" ª Budget compliance: Budget compliance was acknowledged to be in strong need of future improvement, and for 2009 it was even found to be A lot worse than normal, due to economic control being more lax in a year with political elections. ââ€" ª Statistical credibility: Problems with unreliable data had existed ever since Greece applied for membership of the Euro in 1999. In the five years from 2005–2009, Eurostat each year noted a reservation about the fiscal statistical numbers for Greece, and too often previously reported figures got revised to a somewhat worse figure, after a couple of years. Effects Many economists have argued that Greek should default and pull out of the euro. But according to a study released this September by UBS bank, Greece would suffer a painful economic contraction if it were to do so. According to its figures, a weak euro country such as Greece pulling out of the Euro would face a drop in GDP of between 40 and 50 percent, or a per person cost of between â‚ ¬9,500 and â‚ ¬10,500. According to Diego Valiante from the Centre for European Policy Studies, the effects on global financial system could be more severe than we could imagine. â€Å"We have discovered that the financial system is enormous and is just too big and interconnected to fail. We have to save the financial system from a collapse which would have repercussions on the economies and competitiveness of countries.† Valiante argued that if Greece went down, it would inevitably affect the rest of the global economy due to intertwined the relationships of global banks. If Greece defaults, then banks across Europe who bought billions of euros of Greek debt – because it was considered safe – would suddenly be left with worthless assets. This is where contagion kicks in. Other banks, unsure of who has bought Greek debt, will then start calling in debts out of fear that they cannot reclaim their loans. This then trickles down to businesses which would then be unable to raise the capital they need and Europe’s economies would inevitably experience another recession. Sigurd Nà ¦ss-Schmidt, from the think tank Copenhagen Economics, believes this process has already started. â€Å"Banks are losing trust in each other again. They don’t know who has enough assets and credit markets are freezing up,† he said at a recent lecture in Brussels. Solutions The failure to resolve the eurozone crisis has been largely attributed to a lack of political consensus on the measures that need to be taken. Rich countries like Germany have insisted on austerity measures designed to bring down debt levels, while the poorer countries facing the problems complain that austerity is only hindering economic growth prospects further. Perhaps the most popular solution proposed has been the so-called Eurobond, which would be jointly underwritten by all eurozone member states. The problem with this solution is mostly that of complacency. Some experts believe that access to low interest debt financing will eliminate the need for countries to undergo austerity and only push back an inevitable day of reckoning. Meanwhile, countries like Germany could face the brunt of the financial burden in the event of any Eurobond defaults or problems. With disagreements between rich and poor countries in the region, there is a risk that nothing will be accomplished and the situation will only worsen. In the end, there may not be any easy answer to the eurozone crisis, but financial markets continue monitoring the situation in hopes that a solution amicable to all countries arises. RESEARCH METHODOLOGY My source of knowledge was mainly the INTERNET, through which I used various sites wikipedia and related sites. CONCLUSION In conclusion I would like to say that, the EU finance ministers in their latest efforts to turn things around, have reached a deal on cutting Greek debt and given the green light for the country to receive the next pot of bailout money. Its been waiting since June for the cash and it means the government there will be able to pay workers wages and pensions in December. I also learnt that Greek debts will be cut by 40bn euros ( £32bn) and the country will get another 44 billion euros ( £35billion) of bailout loans. Several countries in the eurozone have borrowed and spent too much since the global recession, losing control of their finances. Greece was the first to take a multi-billion pound bailout from other European countries, followed by Portugal and Ireland. Their governments had to agree to spending cuts before the loans were approved. Greece is still in trouble though and needs more money. Many Greek people dont want any more tax rises and job losses, but tough spending plans have been pushed through so the government can receive its bailout cash. There have been angry protests on the streets and strikes at power stations. The Greek government is relieved at the latest deal, but the main opposition party, Syriza, doesnt think it goes far enough and called it a half-baked compromise. If Greece is unable or unwilling to keep paying what it owes, the country will effectively go bankrupt and probably become the first country to leave the euro currency. There are worries that other countries could do the same, threatening the strength of Europe. Life would also become even tougher for Greek people, who would feel much poorer as their money wouldnt be worth as much. Governments in other eurozone countries like Ireland and Portugal would have to pay more to borrow money and might have to raise taxes and cut spending to balance the books As the UK doesnt have the euro, it hasnt contributed to the bailout except through its membership of the International Monetary Fund, which lends to countries around the world. But some British banks have lent money to Greece and would lose billions if the country went bankrupt. They would lose even more if the problems spread to other countries like Spain and Italy. If the banks are hit hard there could be another credit crunch, making it much harder for British people and businesses to borrow cash for loans and mortgages. Companies in the UK also do many of their trade deals with firms in Europe, so financial problems overseas would affect British business too.

Transitions Essay Example for Free

Transitions Essay Transitions are changes that take place in our life; changes that move us from one stage to another, for example from being single to being married, or from being unemployed to being in work. Children go through lots of transitions from 0-19years birth itselffrom milk to solidsfrom crawling to walkingfrom being fed to feeding ourselvesfrom nappies to being trainedbecoming self awareable to be cared for by othersgoing to nurserygoing to school developing new skills. nd college or work home to early childcare when the child is getting ready for going to a childminder or nursery then the John Bowlby Attachment theory helps as it can be difficult for children to separate from there parents so it its important to let them know that everything is fine and that they are loved moving on to primary school this is a big transition because they are moving into full time school so its a good to introduce them to the teacher a few times before starting as this get the use to a new face and classr oom some schools let the children have a morning with the teacher before they that start the class. Moving on to secondary school each school is different some schools let the the children have a have a full day at the new school other schools let them have a week of moving around the school its important that the children are told what is happening at that a familiar face is there to help with the transition. Moving on to college,employment or training there are many different agencies there is connections for teenagers where they can get support and advice for careers that they want or at college there is a student service that will help. any children can deal with a particular change unaffected but for some children find the divorce or a death a life changing experience. children need to have a positive relationship during periods of transition as they need to feel secure in other areas of their lives. Each child is different some children may want to talk about the transition so its important to make the time for them. If there is enough time to prepare the child or children for the transition then it will help them when the time comes. Some children’s behaviour may change for example the child may become quiet and withdrawn may show signs of uncharacteristic behaviour or become attention seeking The child’s development may also become affected lack of motivation avoiding social contact or regressing All of these transitions present the child with challenges. Of course, the child doesn’t usually have to go through the transitions on his own, he will be supported by those around him at home or in day care, or in education. However, the experience of going through the transition will depend on the kind of response and support he gets from those around him. We must also keep in mind the fact that a child’s early experiences of transitions will have a big effect on how he handles transitions at later stages of his life.

College Enrollment Essay Example for Free

College Enrollment Essay Income inequality has been increasing for the past 20 years. A substantial part of the increase in income differences can be explained by changes in the return to education. In dollar terms, 1973 college graduates earned 45 percent more than high school graduates; by 1994 they earned 65 percent more, based on real average hourly wages for college and high school graduates (Baumol and Blinder, 1997). The increasing income disparities between groups of differing educational attainment raises concern that access to postsecondary education (PSE) may not be as widespread as desired. President Clinton urged for the goal of universal college access in his 1997 State of the Union address, â€Å"We must make the thirteenth and fourteenth years of education—at least two years of college—just as universal in America by the 21st century as a high school education is today, and we must open the doors of college to all Americans. † Using data from the National Education Longitudinal Study of 1988 (NELS) and the National Postsecondary Student Aid Study (NPSAS), this study examines access to postsecondary education by individuals in different income and test score groups. While many studies have found a statistically significant effect of income on college enrollment,1 less attention has been paid to the effect of family income after controlling for student achievement. This study specifically addresses this issue. We also explore differences in the decision of whether or not to attend PSE or in the type of PSE attended. We are interested in whether students are substituting less expensive alternatives (such as public or 2-year institutions) for high cost institutions, or whether they are not attending PSE at all. However, we do not examine selectivity of institutions attended. Another goal of this study is to determine which factors, including high school experiences, are especially important in determining college enrollment patterns. Hossler and Maple (1993) find that information on individual background factors allows them to predict, with a high degree of accuracy, which ninth-graders will go to college. The emphasis in our study is on how 1 See, for example, Leslie and Brinkman (1987), Savoca (1990), Schwartz (1986), and Mortenson and Wu (1990). SECTION I. INTRODUCTION 1 MATHTECH, INC. early indicators, such as expectations and course-taking behavior in the eighth grade, are related to college attendance six years later. 2 Last, we explore whether financial aid availability is a critical factor in determining PSE attendance. The combined effects of shifting federal support from grants to loans, and college tuition increasing at a rate faster than inflation are expected to have a large impact on enrollment patterns for low income youth. This report examines knowledge of and attitudes toward financial aid, and the relationship between such factors and PSE attendance. We also examine the effect of financial aid receipt on PSE attendance. In summary, the main research questions addressed in this report are: 1. 2. 3. 4. What percentage of students attend PSE, and what types of PSE do they attend? How are income and test score related to who goes to college? What factors, including high school experiences, are especially important in determining college enrollment patterns? Is financial aid availability a critical factor for determining PSE attendance? The rest of the report proceeds as follows. Section II describes the literature on individual and institutional factors that affect PSE attendance. Section III provides an overview of the data used in this report. It describes the NELS data, the NPSAS data, samples and weights used in the study, and correction of standard errors for sampling techniques. Section IV examines who goes to college. The section highlights the main answers to the first two research questions posed above, in a univariate or multivariate framework. Section V examines factors related to PSE attendance. Section VI explores the importance of financial aid, including knowledge of financial aid, financial aid applications, and the relationship between being offered financial aid and PSE attendance. Last, we include a bibliography of cited references. The executive summary (at the beginning of the report) highlights our findings and provides policy implications. An NCES study, not yet released, has focused on the â€Å"pipeline to higher education† using the NELS data (NCES, 1997). SECTION I. INTRODUCTION 2 2 MATHTECH, INC. One subset of analysis for this study is the group of low income, high test score students. Low income, high test score students may have the potential to benefit greatly from PSE attendance and, therefore, we want to identify factors or constraints, particularly financial ones, that might limit the students’ educational opportunities beyond high school. SECTION I. INTRODUCTION 3 MATHTECH, INC. II. LITERATURE REVIEW Much of the research on college enrollment patterns is founded upon the â€Å"human capital† model Gary Becker advanced. According to this theory, one decides to enroll in college as an investment in future earning power. Individuals calculate the value of attending college by comparing costs (direct and indirect) with expected income gains, and they make the decision that will maximize their utility over the long term. To understand enrollment behavior according to this model, it is necessary to look at such factors as tuition levels, student financial aid, average wages for high school graduates, and the difference in lifetime earnings between high school and college graduates. Economists and others agree, however, that non-monetary factors also play a major part in the college enrollment decision. Sociologists’ models of status attainment have suggested a number of background variables that join with economic factors to influence college plans. These include both personal traits (e. g. , academic ability) and interpersonal factors, such as the level of encouragement a student receives from parents and teachers. Hossler and Maple (1993) suggest that individual decisions on enrollment can be broken down into three stages: predisposition, search, and choice. According to their research, students who will ultimately attend college can be differentiated from those who will not as early as the ninth grade. Within the econometric and sociological models outlined above, the factors affecting enrollment in college can be divided into two general types: those specific to individual students, such as academic achievement and parental education levels, and those specific to educational or vocational alternatives, such as college tuition, financial aid, and unemployment levels. Students’ enrollment decisions can be viewed as jointly determined by their individual characteristics and the institutional or societal conditions that prevail. We first review individual traits that affect college enrollment, and then institutional determinants. SECTION II. LITERATURE REVIEW 4 MATHTECH, INC. A. INDIVIDUAL FACTORS THAT AFFECT COLLEGE ENROLLMENT Several studies have used data from the National Longitudinal Study of the High School Class of 1972 (NLS72), the National Longitudinal Survey of Labor Market Experience, Youth Cohort (NLSY), and the High School and Beyond Survey (HSB) to examine the factors affecting college enrollments. Manski and Wise (1983), Rouse (1994), and a number of others have used the variables included in these data sets to estimate multinomial logit models of enrollment decisions. Among the researchers, there seems to be considerable agreement regarding the individual traits that help to determine enrollment. These traits are discussed below. Manski and Wise (1983) presented a key point, namely that the enrollment process begins with the student’s decision to apply to college. This is much more important than the decisions made by college admissions personnel, since most would-be college students are likely to be admitted to some postsecondary institution of average quality. Jackson (1988) reports that in 1972, more than 97 percent of college applicants were admitted to at least one of their top three choices. The factors of greatest interest, then, are those that cause the student to seek to enroll. Both Manski and Wise (1983) and Rouse (1994) find that individual traits such as achievement levels, high school class rank, and parental education levels are of primary importance in determining the likelihood of a student’s applying to college. They state that higher family income levels increase the probability of application as well, but to a lesser extent. Manski and Wise also cite a â€Å" ‘peer’ or high school quality effect,† such that the larger the share of a high school senior’s classmates who attend 4-year schools, the more likely he or she will be to do the same. A recent NCES report (1997) describes the relationship among six risk factors (such as changing schools two or more times) and PSE attendance rates. St. John and Noell (1989) and St. John (1990) draw similar conclusions from the NLS72 and HSB data sets. St. John and Noell state that certain â€Å"social background variables† appear to make college enrollment more likely. These include higher test scores, higher grades, higher SECTION II. LITERATURE REVIEW 5 MATHTECH, INC. maternal education levels,3 and family income, as cited by Manski and Wise and Rouse. Other key variables include participation in an academic track during high school and â€Å"high postsecondary aspirations,† as measured by students’ reporting of the highest level of schooling they expect to achieve. Hossler and Maple (1993) find that parental education levels have a stronger effect on enrollment plans than student ability or income level. Other background factors that researchers have found to be significant include the level of parental encouragement (Hossler, Braxton, and Coopersmith, 1989) and students’ own expectations about the college decision (Borus and Carpenter, 1984). Jackson (1988) concludes that test scores, grades, taking part in a college preparatory program, and attending a school with many college-going peers are the student attributes most important for college enrollment. Kohn, Manski, and Mundel (1976) report that parents’ education level has a positive effect on a student’s likelihood of enrollment, but state that this effect decreases as family income rises. A number of researchers have examined the effects of family income levels on college enrollment. Manski (1992:16) concludes that there are â€Å"persistent patterns of stratification of college enrollments by income. † Both Manski (1992) and Kane (1995) present census data for multi-year periods that show, for ascending income levels, a steadily increasing percentage of 18to 19-year-old dependent family members enrolled in college. Using the same data source, Clotfelter (1991) and Mortenson and Wu (1990) cite positive income effects for the 18- to 24year-old group as well. Hauser (1993) finds large family income effects on college enrollment for White and Hispanic families, but he finds no such effects for Black families. 3 St. John and Noell do not include paternal education levels as a variable in their study. Manski and Wise and Rouse consider maternal and paternal education levels as separate variables, but present their conclusions in terms of parental education levels as a whole. Most of the studies reviewed here do not distinguish between mother’s and father’s education levels. One exception is the study by Kohn, Manski and Mundel (1976). This study estimates a model using subsamples of the SCOPE survey from two different states. While one group shows that the father’s education level has a greater effect on the likelihood of college attendance than does the mother’s, the other group shows the mother’s education level as having a greater effect. SECTION II. LITERATURE REVIEW 6 MATHTECH, INC. B. INSTITUTIONAL FACTORS THAT AFFECT COLLEGE ENROLLMENT. In addition to the factors that operate at an individual level, researchers have found a variety of institutional factors, or factors pertaining to educational and vocational alternatives, that affect college enrollment levels. Manski and Wise (1983) include among these factors tuition level, â€Å"quality of school† (as measured by the average combined SAT score of incoming freshmen), and the availability of government and institutional financial aid. Rouse (1994) examines the factor of proximity by estimating changes in enrollments that would result from decreasing the average  distance to the nearest 2-year college. She also considers the effects of tuition levels and financial aid availability, as well unemployment rates, which serve as a measure of competing opportunities available to high school seniors. Tuition levels are another institutional factor with a significant effect on college enrollment. Leslie and Brinkman (1987) review 25 studies on this subject, and find a general consensus that a $100 increase in tuition nationwide, in 1982–1983 academic year dollars, would result in a 6 percent decline in the college participation rate for the 18- to 24-year-old group. Savoca (1990) makes the point that high tuition levels may lessen postsecondary enrollments in the aggregate by discouraging some students from ever applying to college. The effects of tuition levels are moderated in many cases by the effects of financial aid. McPherson and Schapiro (1991) state that the variable of interest should be net cost, or tuition less financial aid. At the initial stages of the enrollment decision, however, students often lack information on their eligibility for financial aid and the amount of aid they would be likely to receive. Researchers have differing views regarding the effects of financial aid on enrollment at different types of institutions. Reyes (1994) finds that increases in financial aid positively affect both 2-year and 4-year college enrollment rates, based on information from the NLSY and HSB. Manski and Wise (1983), using the NLS72, conclude that financial aid affects students’ decisions to attend 2-year institutions, as opposed to not going to college at all. However, this study finds that enrollments at 4-year schools have little sensitivity to the availability of financial aid. Manski and Wise do not consider the effect of financial aid on the student’s choice between a 2-year and a 4-year institution. SECTION II. LITERATURE REVIEW 7 MATHTECH, INC. Other researchers have compared the effects of decreasing tuition with the effects of increasing financial aid. Manski and Wise (1983) find that for those attending 2-year schools, an additional dollar of financial aid would be worth more than a one dollar reduction in tuition. St. John (1990:172) also finds that â€Å"college applicants [are] more responsive to changes in student aid than to changes in tuition,† except for those in the upper income group. Kane (1995), however, argues that while financial aid increases may be more equitable because they are means tested, they are not as effective as decreases in tuition. This is a consequence of the complexity of the financial aid application process and the unwillingness of low income families to borrow to finance a college education. When studying the effect of tuition and financial aid on PSE enrollment, the group to be especially concerned about is low income students. Leslie and Brinkman (1987) and Savoca (1990) find that tuition levels affect enrollment decisions for low income students much more than for middle and upper income groups. By the same token, the availability of financial aid is a much more crucial factor for those at lower income levels. Orfield (1992) notes that the maximum Pell grant is less than one-fifth of the tuition at an elite university. Such a gap between aid and costs, he contends, may steer many low income students toward lower cost schools. Hearn’s 1991 study supports this hypothesis. He finds that when academic ability, achievement, and other factors are controlled for, lower income students are especially likely to choose institutions of lower selectivity. Schwartz (1985) finds that low income students are affected differently by publicly provided financial aid and aid supplied by institutions. He states that public grants tend to promote greater equity among income groups in college enrollment. Private grants, however, are often awarded on the basis of academic ability, and they tend to favor students who could afford to go to college without them. Clotfelter (1991) expresses the same concern about the effects of institutional aid. Manski and Wise (1983) note that even public aid is not always awarded where the need is greatest. They state that in 1979, 59 percent of Basic Educational Opportunity Grants were awarded to students who would probably have gone to college in the absence of such aid. Table 1 summarizes the data sources used in the studies mentioned here. SECTION II. LITERATURE REVIEW 8 MATHTECH, INC. Table 1 MAIN DATA SOURCES FOR WORKS CITED IN LITERATURE REVIEW STUDY Borus, Michael E.and Carpenter, Susan A. , â€Å"Factors Associated with College Attendance of High-School Seniors† (1984) Clotfelter, Charles T. , â€Å"Demand for Undergraduate Education† (1991) Hauser, Robert M. , â€Å"Trends in College Entry among Whites, Blacks, and Hispanics† (1993) Hearn, James C. , â€Å"Academic and Nonacademic Influences on the College Destinations of 1980 High School Graduates† (1991) Hossler, Don, Braxton, John and Coopersmith, Georgia, â€Å"Understanding College Choice† (1989). Hossler, Don and Maple, Sue, â€Å"Being Undecided about Postsecondary Education† (1993) Jackson, Gregory A., â€Å"Did College Choice Change during the Seventies? † (1988) Kane, Thomas, â€Å"Rising Public College Tuition and College Entry: How Well Do Public Subsidies Promote Access to College? † (1995) Kohn, Meir G. , Manski, Charles F. , and Mundel, David S. , â€Å"An Empirical Investigation of Factors which Influence College-going Behavior† (1976) Leslie, Larry L. , and Brinkman, Paul T. , â€Å"Student Price Response in Higher Education† (1987) Manski, Charles F. , and Wise, David A. , College Choice in America (1983) Manski, Charles F. , â€Å"Income and Higher Education† (1992) McPherson, Michael S., and Schapiro, Morton Owen, â€Å"Does Student Aid Affect College Enrollment? New Evidence on a Persistent Controversy† (1991) Mortenson, Thomas G. , and Wu, Zhijun, â€Å"High School Graduation and College Participation of Young Adults by Family Income Backgrounds 1970 to 1989† (1990) National Center for Education Statistics. â€Å"Confronting the Odds: Students At Risk and the Pipeline to Higher Education† (1997). MAIN DATA SOURCES 1979 and 1980 National Longitudinal Surveys of Labor Market Experience, Youth Cohort (NLSY) Review of studies done by others, with data from Current Population Survey (CPS) and High. School and Beyond (HSB) CPS HSB, Higher Education Research Institute (HERI) data Review of studies done by others Cluster sample of 5,000 Indiana ninth graders National Longitudinal Study of the High School Class of 1972 (NLS72), HSB NLSY, HSB, CPS School to College: Opportunities for Postsecondary Education (SCOPE) Survey Meta-analysis of studies done by others NLS72 NLS72, HSB, CPS Cooperative Institutional Research Program (CIRP) data, CPS HSB, Current Population Report, CPS NELS SECTION II. LITERATURE REVIEW. 9 MATHTECH, INC. STUDY Orfield, Gary, â€Å"Money, Equity, and College Access† (1992) Reyes, Suzanne, â€Å"The College Enrollment Decision: The Role of the Guaranteed Student Loan† (1994) Rouse, Cecilia Elena, â€Å"What to Do after High School: The Two-Year versus Four-Year College Enrollment Decision† (1994) St. John, Edward P. , and Noell, Jay, â€Å"The Effects of Student Financial Aid on Access to Higher Education: An Analysis of Progress with Special Consideration of Minority Enrollment† (1989) St. John, Edward P., â€Å"Price Response in Enrollment Decisions: An Analysis of the High School and Beyond Sophomore Cohort† (1990) Savoca, Elizabeth, â€Å"Another Look at the Demand for Higher Education: Measuring the Price Sensitivity of the Decision to Apply to College† (1990) Schwartz, J. Brad, â€Å"Student Financial Aid and the College Enrollment Decision: The Effects of Public and Private Grants and Interest Subsidies† (1985) Schwartz, J. Brad, â€Å"Wealth Neutrality in Higher Education: The Effects of Student Grants† (1986) MAIN DATA SOURCES Review of history of federal student financial aid programs NLSY, HSB NLSY, HSB, CPS. NLS72, HSB HSB NLS72 HSB, CPS HSB, CPS SECTION II. LITERATURE REVIEW 10 MATHTECH, INC. III. DATA A. NELS DATA While a number of studies have used data from the National Longitudinal Survey, Youth Cohort (NLSY), the National Longitudinal Study of the High School Class of 1972 (NLS72), and the High School and Beyond Survey (HSB) to examine the factors affecting college enrollments, this work effort is among the first to use NELS to analyze these types of issues. In 1988, NELS initially surveyed over 24,000 public and private school eighth graders throughout the United States. The nationally representative eighth grade cohort was tested in four subjects (mathematics, reading, science, and social studies). Two teachers of each student (representing two of the four subjects) were also surveyed, as was an administrator from each school. On average, each of the 1,052 participating schools was represented by 24 students and five teachers. Parents were also surveyed, providing researchers with detailed information on family background variables. Since 1988, the initial eighth grade cohort has been re-surveyed three times (and has been â€Å"freshened† with new sample members). The first follow-up of NELS (spring, 1990), included the same components as the base year study, with the exception of the parent survey, which was not implemented in the 1990 round. It also included a component on early dropouts (those who left school between the end of eighth grade and the end of 10th grade). The second follow-up (spring, 1992), repeated all components of the first follow-up study and also included a parent questionnaire. However, this time only one teacher of each student (either a mathematics or a science teacher) was asked to complete a teacher questionnaire. High school transcript data were also collected for these students. A subsample of the NELS:88 second follow-up sample was again followed-up in the spring of 1994, when most sample members had been out of high school for 2 years. In all, 14,915 students were surveyed, most through computer-assisted telephone interviewing. Major content areas for the third follow-up questionnaire were: education histories; work experience histories; work-related training; family formation; opinions and other experiences; occurrence or SECTION III. DATA 11 MATHTECH, INC. non-occurrence of significant life events; and income. Data collection for this wave began on February 4, and ended on August 13, 1994. At the time the data were collected, most of the respondents were 2 years out of high school. Table 2 summarizes the components of the different waves of the surveys. Table 2 OVERVIEW OF NELS NELS Components Grades included Cohort Base Year Spring term 1988 grade 8 students: questionnaire, tests questionnaire questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) First Follow-up Spring term 1990 modal grade = sophomore students, dropouts: questionnaire, tests none questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) Second Follow-up Spring term 1992 modal grade = senior students, dropouts: questionnaire, tests, H. S.  transcripts questionnaire questionnaire one teacher per student (taken from mathematics or science). Third Follow-up Spring 1994 H. S. + 2 years all individuals: questionnaire none none none Parents Principals Teachers B. NPSAS DATA Because the NELS database does not contain detailed information on financial aid, the National Postsecondary Student Aid Study (NPSAS) database is used to supplement our study with additional financial aid information. This database is used to predict financial aid for the respondents in NELS based on demographic and other characteristics that are available in both databases. NPSAS is constructed specifically to provide information on financing of postsecondary education, so it is a good candidate for this use. This database surveys a nationally representative sample of undergraduate, graduate, and first-professional students attending less than 2-year, 2-year, 4-year, and doctoral granting institutions. Both students who receive and those who do not receive financial aid are surveyed. SECTION III. DATA 12 MATHTECH, INC. The 1993 NPSAS study collected information on more than 78,000 undergraduate and graduate students at about 1,100 institutions. To be eligible, students must have been enrolled between May 1, 1992 and April 30, 1993 at a postsecondary institution in the United States or Puerto Rico. The students had to be enrolled in courses for credit, and in a program of 3 months or longer. Also eligible for inclusion were students who received a bachelor’s degree between July 1, 1992 and June 30, 1993. Students who were enrolled in a GED program or who were also enrolled in high school were not included. C. SAMPLE AND WEIGHTS Of the 14,915 respondents in the third NELS follow-up, 13,120 are represented in all four waves of the NELS data. The remaining 1,795 respondents are either first follow-up â€Å"freshened† students,4 second follow-up freshened students,5 base-year ineligibles,6 or base-year eligible students who declined to participate in one or more of the survey waves, but who did participate in the third survey wave. The breakdown of these 1,795 respondents is as follows: 501 first follow-up freshened students, 102 second follow-up freshened students, 271 base-year ineligibles, and 921 base-year eligibles with missing survey waves. To take advantage of the longitudinal nature of the NELS data and to be consistent across models and issues in the report, we focus our work on the sample of 13,120 respondents represented in all four waves of the NELS data. Consequently, the weight used in our analyses, (â€Å"F3PNLWT†) applies to sample members who completed questionnaires in all four rounds of NELS:88. As a result, the longitudinal analyses that we conduct, and the estimates that are produced in this study can only be used to make projections to the population of spring 1988 eighth graders. In the descriptive tables, all percentages are weighted using F3PNLWT, including the analyses with the high school transcript data. Those who were tenth graders in 1990 but were not in the base-year sampling frame, either because they were not in the country or because they were not in the eighth grade in the spring term of 1988. Those who were 12th graders in 1992 but were not in either the base year or first follow-up sampling frames, either because they were not in the country or because they were not in the eighth (10th) grade in the spring term of 1988 (1990). 6 5 4 Students excluded in 1988 due to linguistic, mental, or physical obstacles to participation. 13 SECTION III. DATA MATHTECH, INC. This sample includes dropouts, since the purpose of this study is to examine the overall question of what characteristics of eighth graders in 1988 are related to PSE attendance. We focus on early indicators, such as educational expectations and course-taking behavior in the eighth grade, and not on the â€Å"pipeline† of high school experiences that a dropout would lack access to. However, the dropouts were not asked the same set of survey questions as the other respondents, and, therefore, some of the analysis does not include dropouts. For each of our tables or figures, we note whether or not the dropouts are included in the analysis. D. CORRECTED STANDARD ERRORS Because NELS data are collected through a multi-stage sampling scheme, calculation of standard errors through standard methods can understate these errors. The sampling technique used in NELS is a selection of schools, and then within schools, a selection of students. With this sampling method, the observations of different students may not be independent from one another. Stataâ„ ¢, the statistical software used for analysis in this report, corrects the standard errors for these sampling techniques. Except for multinomial logit models, for which this correction is not available, survey correction techniques are used, and we note whenever the corrections are not used. However, we have found that such corrections do not have a large effect on our results, and therefore, we present all results with confidence. E. VARIABLE DEFINITIONS. The appendix to this study contains definitions of the key variables used in our analysis. For each key variable, we describe how we constructed the variable and we list the names of the NELS variables used in the construction. SECTION III. DATA 14 MATHTECH, INC. IV. WHO GOES TO COLLEGE? A. WHAT PROPORTION OF STUDENTS ATTEND COLLEGE, AND WHAT TYPE OF COLLEGE DID THEY ATTEND? We begin our analysis by examining the demographics of postsecondary school choice and discussing our main findings regarding college attendance rates and types of postsecondary education (PSE) attended. As shown in Table 3, a majority of 1988 eighth graders attend some type of PSE by 1994. Overall, 62. 7 percent of the respondents attend PSE. (Note that in all of the tables in this report, all percentages are weighted. ) Students are most likely to attend a 4-year public or a less than 4-year public school. Approximately 24 percent of the students attend each of these types of schools. Next most common are 4-year private schools. Just over 11 percent of the respondents attend 4-year private schools. Only 4 percent of the respondents attend less than 4-year private schools. Thirty-seven percent of the respondents do not attend any type of PSE. Women are slightly more likely than men to attend PSE. While 60 percent of men attend PSE, 65 percent of women attend. Women are more likely than men to attend 4-year private schools and less than 4-year private schools. Native Americans, Blacks, and Hispanics are least likely to attend PSE and Asians and Pacific Islanders are most likely to attend PSE. Hispanics are most likely to attend less than 4year private schools. Students whose parents have higher education levels are much more likely to attend PSE. While only 33 percent of students whose parents have less than a high school education attend PSE, 90 percent of students whose parents have an advanced degree attend PSE. SECTION IV. WHO GOES TO COLLEGE? 15 MATHTECH, INC. Table 3 DEMOGRAPHICS OF POSTSECONDARY SCHOOL CHOICE1 No PSE 4-Year Public 4-Year Private.

Helicobacter Pylori Treatment and Rosacea

Helicobacter Pylori Treatment and Rosacea Running title: Helicobacter Pylori Treatment and Rosacea Parviz Saleh1, Mohammad Naghavi-Behzad2, Hamdieh Herizchi3, Fatemeh Mokhtari3, Mohammad Mirza-Aghazadeh-Attari2 , Reza Piri4* 1- Chronic Kidney Diseases Research Center, Tabriz University of Medical Sciences, Tabriz, Iran 2- Students Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran 3-Department of dermatology, Tabriz University of Medical Sciences, Tabriz, Iran 4- Medical Philosophy and History Research Center, Tabriz University of Medical Sciences, Tabriz, Iran Effects of Helicobacter pylori Treatment on Rosacea: a Single Arm Clinical Trial Study Abstract: Rosacea is a chronic dermatologic disease. Helicobacter pylori has been discussed as one of its causative factors. In this clinical trial study, it was tried to evaluate the effect of H. pylori standard eradication protocol on the rosacea clinical course. In this single-arm clinical trial, patients with approved H. pylori infection based on serological studies were assessed to examine rosacea existence. Then, the patients with concurrent rosacea and H. pylori infection were included in the study and underwent a standard Helicobacter pylori eradication therapy. Rosacea was evaluated using Duluth rosacea grading score at beginning, 2 months later, and at the end of the trial (day 180). Of 872 patients with positive H. pylori, 167 patients (19.15%) manifested the clinical features of rosacea. The patients with concurrent rosacea were younger (p Keywords: Rosacea, Helicobacter pylori, Prevalence, Eradication, Treatment Effects of Helicobacter pylori Treatment on Rosacea Introduction: Rosacea is a chronic dermatological disorder mostly affects facial convexities, which is characterized by telangiectasia, flushing and papulopustular changes (1, 2). These findings tend to be in cluster patterns, which allow identification of different subgroups of patients. In other words, rosacea includes a wide spectrum of dermatological manifestations with different severities (3-5). Pathogenesis of rosacea is thought be related to vascular changes, but the main process of pathogenesis for rosacea is still unknown. A combination of dermal connective tissue damage and vascular dysfunction consisting endothelial damage, impaired reactivity, and autonomic dysfunction has been proposed (5-9). So researchers have always tried to reveal the pathophysiology process by proposing possible pathogenic factors such as solar irradiation, sensitivity to noxious stimuli, change in redox status, and the presence of parasitic mites (Demodex folliculorum) (10-14). The role of Helicobacter pylori related gastritis in the pathogenesis of rosacea has been also a subject of controversy. Diverse prevalence of H. pylori infection has been reported among rosacea patients (15-21), ranging from zero to 100%. Some studies have suggested that rosacea could be considered as an extra-gastric symptom of H. pylori infection or reported improved rosacea clinical course post H. pylori eradication (22) (23), while others concluded no significant relationship between H. pylori infection and rosacea (24, 25). Based on our literature review, no confident and precise conclusion has been made about any change in the clinical course of rosacea after H. pylori eradication yet today. So the present clinical trial aimed to evaluate changes in the clinical course of rosacea after H. pylori eradication by standard treatment protocol. Subjects and Methods Study design In this single-arm clinical trial which was conducted in clinical-educational centers of Tabriz University of Medical Sciences (Tabriz, Iran) from May 2013 to November 2015, patients with proved H. pylori infection based on serological study were screened for evaluation of concurrent rosacea disease. Then, the patients with concurrent rosacea clinical presentation and H. pylori infection were enrolled into the study. Considering sample number limitation, sampling was performed during a year to calculate sample size, then study power was calculated 0.85 according to that number of samples. Rosacea severity was graded using Duluth rosacea grading score (26) before and after H. pylori eradication protocol. Finally, the patients were examined 2 and 6 months after medication, to compare dermatological findings of rosacea with primary findings. All participants were provided an informed written consent, and the study protocol was in compliance with the Helsinki Declaration and was approved by the Ethics Committee of Tabriz University of Medical Sciences. In all stages of study patients information were anonymous and based on codes and patients could refuse to take part in the study at any stage. This study is registered at Iranian Registry of Clinical Trials (IRCT2015051418946N3). Study population All patients who were 20-65 years old, with confirmed H. pylori infection and active rosacea, attending clinical-educational centers of TUMS were included in the study. Prior H. pylori eradication treatment, the existence of any other dermatologic problem, allergy to clarithromycin or omeprazole, antibiotic therapy within past 2 months, topical treatment of rosacea in past 3 weeks, history of hospitalization in past 6 months, pregnancy and breastfeeding, patients were considered as exclusion criteria of the study. H. pylori infection evaluation H. pylori stool antigen test was implicated to confirm H. pylori infection before enrolling the patients into this study (day 0) and to confirm H. pylori eradication (day 60). Stool samples were collected in a standard container. In the laboratory, using an applicator stick 4-5 mm of stool was transferred in a diluent vial, then it was vortexed for 20 seconds. Then, 4 drops of vial were dispensed in ImmunoCard STAT HpSA kit (Meridian Diagnostics, Inc., OH, USA); positive predictive value of this test was 89.3% based on literature (27). The positive and negative results were concluded based on the manufacturers recommendation. Rosacea evaluation Rosacea severity was evaluated using Duluth rosacea grading score (26) at beginning (day 0), 2 months later (day 60), and at end of the trial (day 180). Dermatology team examined rosacea based on detecting primary and secondary signs and symptoms of rosacea and graded them as absent, mild, moderate, or severe (0-3), based on the Duluth scoring system. Primary features of rosacea included: flushing (transient erythema), non-transient erythema, papules and pustules, telangiectasia. Secondary features included: burning or stinging, plaques, dry appearance, edema, ocular manifestations, peripheral location (present or absent), phymatous changes. Finally, rosacea condition was compared in day 0, day 60, and day 180 by the same team. H. pylori treatment Standard two-week triple therapy was administered to eradicate H. pylori, including metronidazole 500 mg orally twice per day, clarithromycin 500 mg orally twice per day, and pantoprazole 40 mg orally per day. Primary and secondary outcomes The primary outcome was the severity of rosacea before and after H. Pylori eradication. Secondary outcomes were H. Pylori eradication rate and prevalence of rosacea among patients with H. Pylori and demographic differences between H. Pylori positive patients with rosacea and without rosacea. Demographic and outcome measurement All demographic information was collected at patients enrollment time. Patients rosacea stage was evaluated on day 0, 60, and 180, then they were compared. Same dermatology team reevaluated clinical course of rosacea to decrease inter-observer error. Statistical methods Statistical analysis was performed by SPSS software package, version 16.0, for windows (SPSS Inc.). Quantitative data are presented as mean  ± standard deviation (SD), while qualitative data are demonstrated as frequency and percent (%). Paired sample t-test, chi-square, and Friedman test were used for analysis of data. Mann-Whitney U test was used to compare between groups and Wilcoxon ranked sum test was used to compare within groups. Probable confounding factors were considered as inclusion and exclusion criteria. However, some factors which could have been confounding factors were analyzed using multivariate analysis but they were not presented in results the section. P value less than 0.05 was considered statistically significant. Normal distribution of data was assessed using Kolmogorov-Smirnov test. Results In the present study 872 patients with positive H. pylori stool antigen were assessed by dermatologists team. Of 872 patients, 167 patients had clinical features of rosacea. Some demographic information about patients is shown in Table 1; of all patients with a positive test for H. pylori, patients diagnosed with rosacea had lower ages (p>0.001) and the difference in gender composition was also statistically significant (p=0.034); in this conclusion, multivariate analysis was used. Based on the results, rosacea prevalence among patients with positive H. pylori stool antigen was 19.15% (167/875). Of 167 patients with positive H. pylori stool antigen and rosacea, 17 patients rejected to take part in the study while 150 patients agreed. Of 150 patients who underwent H.pylori eradication therapy, 138 (92%) had negative H. pylori stool antigen (successful treatment) at the end of the trial. Rosacea Duluth score at day 0, 60 and 180 was 15.55 ±4.34, 14.11 ±3.96 and 12.57 ±3.62, respectively; the differences between all stages were statistically significant (p Based on Wilcoxon signed-rank test, comparison of primary and secondary features of rosacea between stages of study is shown in table 3; Of secondary rosacea features, burning or stinging, plaques, dry appearance edema and ocular manifestations the difference between two stages of study were mostly significant; but the differences for peripheral involvement and phymatous change were mostly not statistically significant. Discussion Rosacea as a chronic dermatological disease, with an almost unknown pathogenesis process so far, has been the subject of many studies. One of the proposed pathogenic processes attributed to rosacea is gastric infection with H. pylori, so many researchers have tried to examine this association by trying to investigate the correlation between H. pylori infection and rosacea or by observing changes of rosacea after H. pylori eradication. Based in the present study, Prevalence of rosacea among H. Pylori positive patients was 19.15% in this study, which seems as twice as the highest reported rate in other populations, ranging from 1-10% (2, 28-31). This different has been correlated to various variables including race, culture and diet of these. In a study by Argenziano et al. potential association between rosacea and serological evidence of H. pylori infection was investigated and they concluded that there is a significant association between rosacea and H. pylori infection (32), while A bram et al. evaluated several suspected risk factors for rosacea and concluded that there was no statistically significant differences between rosacea patients and those of control group (33). Patients with rosacea and H. pylori infection had female gender predominance and lower age in comparison to those suffering only H. pylori infection. H. pylori cure rate after routine triple therapy was 92%. During 6 months of follow-up, H. pylori eradication among those who had rosacea and H. pylori infection led to a significant improvement in rosacea condition based on Duluth score grading. There was a significant decrease in intensity of almost all primary and secondary criteria except phymatous changes, telangiectasia, and peripheral involvement; this difference in phymatous changes, telangiectasia, and peripheral involvement might be due to the more time taking nature of these criteria to be resolved. Based on the literature, diverse conclusions have been made regarding rosacea resolution after H. pylori eradication. In a study by Szlachcic et al. investigating the link between Helicobacter pylori infection and rosacea, it was concluded that after H. pylori eradication therapy among patients with rosacea and H. pylori infection, H. pylori cure rate was 97%, and in 85% of patients the symptoms of rosacea decreased markedly or disappeared within 2-4 weeks (22); although H. pylori cure rate in the present study is less than that reported in this study, the effect of H. pylori eradication on rosacea is similar in both of the studies. In another study conducted by Rojo et al. on the role of H. pylori in rosacea and chronic urticarial, it was concluded that H. pylori eradication led to a significant improvement both in rosacea (75.6%) and urticarial (85.7%) when compared with control group (22%) in 4 weeks (34); results of that study is similar to what was concluded in the present study, although no precise description of clinical features of rosacea was presented after treatment. On the hand, Bamford et al. in a study investigating effect of treatment of H. pylori infection on rosacea concluded that rosacea was significantly improved after H. pylori eradication, although this improvement was also significant in control group, the difference between the improvement of rosacea was not statistically significant between intervention and control group (35); this fact that both groups had significant improvement in rosacea totally undermined the association of H. pylori infection and rosacea which was concluded in the present study, also in this article the improvement was attributed to probable placebo effect. In another study by Herr et al. relationship between H. pylori and rosacea was examined by evaluating the response of patients with rosacea to H. pylori eradication, and they concluded that there was no statistically significant change in rosacea condition both in intervention and control group, although papulopustules had significantly decreased in interven tion group comparing baseline and follow-up (36), which is the only improvement detected after H. pylori eradication in this study, but in the present study besides improvement of papulopustules, almost all the other clinical manifestations of rosacea had improved. In a study by El-khalawany evaluating the effect of H. pylori eradication in rosacea subtypes it was concluded that H. pylori eradication led to a significant improvement in rosacea, where papulopustular subtype improved significantly more than erythematotelangiectatic subtype (37); these results are similar to the results of present study, since in the present study almost all clinical manifestations of rosacea had decreased while no statistically significant change was shown about telangiectasia. According to the mentioned literature, different conclusions have been derived from studies about the efficacy of H. pylori eradication in rosacea treatment; ranging from significant improvement in rosacea (22) or significant improvement between baseline and follow-up but not when compared to control group (35) to no significant improvement in rosacea. One of the reasons which might be responsible for these diverse conclusions is multifactorial nature of rosacea where ethnic group, bacterial subtypes or genetics might be other confounding factors. One of the main limitations of this study was lack of control group, so it might have affected this study to prevent coming to a precise and confident conclusion, also this might have led to undermining probable placebo effect of administered treatment. The main thought behind not including a control group was not willing to deprive patients of H. pylori treatment where their H. pylori infection had already been proved. Another factor which could have resulted in a more precise and reliable conclusion was including possible confounding factors such as gender, ethnic groups, and occupational environment status and analyzing rosacea improvement while taking confounding factors into account. In conclusion, the present study indicated that prevalence of rosacea among patients with H. pylori infections is slightly more than what literature attribute to different populations, it also showed a statistically significant improvement in rosacea when Duluth scores were compared between baseline and follow-up. Considering the present controversy about the association of H. pylori infection and rosacea, it is suggested that further clinical trials considering multifactorial nature of rosacea take all possible confounding factors into account, also as far as rosacea is a dermatological condition with different manifestations, recognition of alterations in the dermatological pattern of rosacea might lead to a more confident conclusion. Acknowledgments: This Study was supported by Tabriz University of Medical Sciences. Conflict of Interests: No conflict of interests are declared References: 1.Plewig G, Kligman A M. Acne and rosacea: Springer Science Business Media: 2012. 2.Powell F C. Rosacea. New England Journal of Medicine 2005: 352: 793-803. 3.Tan J, Blumeà ¢Ã¢â€š ¬Ã‚ Peytavi U, Ortonne J, et al. An observational crossà ¢Ã¢â€š ¬Ã‚ sectional survey of rosacea: clinical associations and progression between subtypes. British Journal of Dermatology 2013: 169: 555-562. 4.Tan J, Berg M. Rosacea: current state of epidemiology. Journal of the American Academy of Dermatology 2013: 69: S27-S35. 5.Steinhoff M, Buddenkotte J, Aubert J, et al. Clinical, cellular, and molecular aspects in the pathophysiology of rosacea. In: Journal of Investigative Dermatology Symposium Proceedings: Nature Publishing Group, 2011: 2-11. 6.Del Rosso J Q. Advances in Understanding and Managing Rosacea: Part 1 Connecting the Dots Between Pathophysiological Mechanisms and Common Clinical Features of Rosacea with Emphasis on Vascular Changes and Facial Erythema. Journal of Clinical Aesthetic Dermatology 2012: 5. 7.Fimmel S, Abdel-Naser M B, Kutzner H, et al. New aspects of the pathogenesis of rosacea. Drug Discovery Today: Disease Mechanisms 2008: 5: e103-e111. 8.Pouralibaba F, Babaloo Z, Pakdel F, et al. Serum level of interleukin 17 in patients with erosive and non erosive oral lichen planus. J Dent Res Dent Clin Dent Prospects 2013: 7: 91. 9.Naderi N J, Tirgari F, Esmaili F, et al. Vascular endothelial growth factor and Ki-67 antigen expression in relation to age and gender in oral squamous cell carcinoma. J Dent Res Dent Clin Dent Prospects 2012: 6: 103. 10.Tisma V S, Basta-Juzbasic A, Jaganjac M, et al. Oxidative stress and ferritin expression in the skin of patients with rosacea. Journal of the American Academy of Dermatology 2009: 60: 270-276. 11.Guzman-Sanchez D A, Ishiuji Y, Patel T, et al. Enhanced skin blood flow and sensitivity to noxious heat stimuli in papulopustular rosacea. Journal of the American Academy of Dermatology 2007: 57: 800-805. 12.Marks R. The enigma of rosacea. Journal of Dermatological Treatment 2007: 18: 326-328. 13.Lacey N, Delaney S, Kavanagh K, et al. Miteà ¢Ã¢â€š ¬Ã‚ related bacterial antigens stimulate inflammatory cells in rosacea. British Journal of Dermatology 2007: 157: 474-481. 14.Golfroushan F, Azimi H, Ali E T H. Comparison of Efficacy of Topical Combination Solution of Salicylic Acid% 2 and Erythromycin% 4 with Topical Solution of Erythromycin 4% Alone in Mild to Moderate Acne Vulgaris Treatment: A Double-Blinded Randomized Clinical Trial. Medical Journal of Tabriz University of Medical Sciences Health Services 2013: 34. 15.Zandi S, Shamsadini S, Zahedi M, et al. Helicobacter pylori and rosacea. Eastern Mediterranean health journal= La revue de sante de la Mediterranee orientale= al-Majallah al-sihhiyah li-sharq al-mutawassit 2002: 9: 167-171. 16.Hernando-Harder A C, Booken N, Goerdt S, et al. Helicobacter pylori infection and dermatologic diseases. European Journal of Dermatology 2009: 19: 431-444. 17.Elà ¢Ã¢â€š ¬Ã‚ khalawany M, Mahmoud A, Mosbeh A S, et al. Role of Helicobacter pylori in common rosacea subtypes: a genotypic comparative study of Egyptian patients. The Journal of dermatology 2012: 39: 989-995. 18.Bhattarai S, Agrawal S, Rijal A, et al. The study of prevalence of Helicobacter pylori in patients with acne rosacea. Kathmandu University Medical Journal 2014: 10: 49-52. 19.Prelipcean C C, Mihai C, Gogălniceanu P, et al. Extragastric manifestations of Helicobacter pylori infection. Revista medico-chirurgicala a Societatii de Medici si Naturalisti din Iasi 2006: 111: 575-583. 20.Yousefi L, Ghotaslou R, Akhi M T, et al. Frequency of Helicobacter pylori blood-group antigen-binding adhesion 2 and sialic acid binding adhesion genes among dyspeptic patients in Tabriz, Iran: H. pylori babA2 and sabA genes. Journal of Analytical Research in Clinical Medicine 2015: 3. 21.Salehi M R, Aboei M S, Naghsh N, et al. A comparison in prevalence of Helicobacter pylori in the gingival crevicular fluid from subjects with periodontitis and healthy individuals using polymerase chain reaction. J Dent Res Dent Clin Dent Prospects 2013: 7: 238. 22.Szlachcic A. The link between Helicobacter pylori infection and rosacea. Journal of the European Academy of Dermatology and Venereology 2002: 16: 328-333. 23.Tà ¼zà ¼n Y, Keskin S, Kote E. The role of Helicobacter pylori infection in skin diseases: facts and controversies. Clinics in dermatology 2010: 28: 478-482. 24.DakoviĆ¡ Z, VesiĆ¡ S, VukoviĆ¡ J, et al. Ocular rosacea and treatment of symptomatic Helicobacter pylori infection: a case series. Acta dermatovenerologica Alpina, Pannonica, et Adriatica 2007: 16: 83-86. 25.Mayr-Kanhà ¤user S, Krà ¤nke B, Kaddu S, et al. Resolution of granulomatous rosacea after eradication of Helicobacter pylori with clarithromycin, metronidazole and pantoprazole. European journal of gastroenterology hepatology 2001: 13: 1379-1383. 26.Wilkin J, Dahl M, Detmar M, et al. Standard grading system for rosacea: report of the National Rosacea Society Expert Committee on the classification and staging of rosacea. Journal of the American Academy of Dermatology 2004: 50: 907-912. 27.Chisholm S A, Watson C L, Teare E L, et al. Non-invasive diagnosis of Helicobacter pylori infection in adult dyspeptic patients by stool antigen detection: does the rapid immunochromatography test provide a reliable alternative to conventional ELISA kits? Journal of medical microbiology 2004: 53: 623-627. 28.Kyriakis K P, Palamaras I, Terzoudi S, et al. Epidemiologic aspects of rosacea. Journal of the American Academy of Dermatology: 53: 918-919. 29.Tan J, Berg M. Rosacea: Current state of epidemiology. Journal of the American Academy of Dermatology: 69: S27-S35. 30.McAleer M A, Fitzpatrick P, Powell F C. Papulopustular rosacea: Prevalence and relationship to photodamage. Journal of the American Academy of Dermatology 2010: 63: 33-39. 31.Abram K, Silm H, Oona M. Prevalence of Rosacea in an Estonian Working Population Using a Standard Classification. Acta Dermato-Venereologica 2010: 90: 269-273. 32.Argenziano G, Donnarumma G, Arnese P, et al. Incidence of antià ¢Ã¢â€š ¬Ã‚ Helicobacter pylori and antià ¢Ã¢â€š ¬Ã‚ CagA antibodies in rosacea patients. International journal of dermatology 2003: 42: 601-604. 33.Abram K, Silm H, Maaroos H I, et al. Risk factors associated with rosacea. Journal of the European Academy of Dermatology and Venereology 2010: 24: 565-571. 34.Rojo-Garcia J M, Munoz-Perez M A, Escudero J, et al. Helicobacter pylori in rosacea and chronic urticaria. Acta dermato-venereologica 2000: 80: 156-157. 35.Bamford J T, Tilden R L, Blankush J L, et al. Effect of treatment of Helicobacter pylori infection on rosacea. Archives of dermatology 1999: 135: 659-663. 36.Herr C, Hee You C. Relationship between Helicobacter pylori and Rosacea. J Korean Med Sci 2000: 15: 551-554. 37.El-khalawany M, Mahmoud A, Mosbeh A-S, et al. Role of Helicobacter pylori in common rosacea subtypes: A genotypic comparative study of Egyptian patients. The Journal of Dermatology 2012: 39: 989-995. Tables: Table 1. Demographic information about patients with positive H. pylori stool antigen (%) Variables Patients with* P value + HPA without rosacea (N=705) +HPA with rosacea (N=167) Age (years old) 54.38 ±10.71 43.21 ±9.84 Gender 337 (47.81%) female, 368 (52.19%) male 95 (56.89%) female, 72 (43.11%) male 0.03 Marital status Single, Divorced or widowed (643(91.2%)), Married (62(8.8%)) Single, Divorced or widowed (145 (86.82%)), Married (22 (13.18%)) 0.1 +HPA: Positive H. pylori antigen * U Mann-Whitney test was used. **Data are shown as Mean  ± Standard Deviation and number (%) Table 2. Rosacea Duluth grading of patients at day 0, 60 and 180 of trial (N=138)*. Variables Day 0 ** Day 60** Day 180** P value Primary Features Flushing 2.28  ± 0.71 2.02  ± 0.51 1.82  ± 0.52 Non-transient erythema 2.34  ± 0.54 1.9  ± 0.64 1.42  ± 0.72 Papules and pustules 1.8  ± 0.59 1.71  ±0.51 1.58  ± 0.52 Telangiectasia 1.78  ± 0.93 1.72  ±0.67 1.74  ± 0.84 <

Analysis of Herzbergs Two-factor Theory

Analysis of Herzbergs Two-factor Theory Guided by the question what employees in the information society of the twenty-first century perceive as relevant for their personal motivation in comparison to Herzberg’s two-factor theory this dissertation presents a qualitative study conducted with a group of German knowledge workers. The participants reject Herzberg’s two factor theory as an adequate motivational theory for their workplace motivation. According to the participants view a cultural bias can be found in Herzberg’s theory. Furthermore the underlying assumption of Herzberg’s theory that job satisfaction and dissatisfaction depend on different factors is doubted. Instead it is suggested by the participants the difference needs to be made between motivation and job satisfaction. The theory does not reflect the German cultural tendency towards a team-based approach and the importance of safety needs for motivation. The motivator factors proposed by Herzberg only partially meet the perception o f the group of participants. A mentally challenging work, visionary leadership and psychological safety are the key motivators in the researched organisation. Differences in the nature of the job and the cultural environment are suggested as reasons why earlier studies on Herzberg’s theory resulted in ambivalent findings concerning the validity of Herzberg’s theory. Implications of a possible misunderstanding of Herzberg concerning the relationship between job satisfaction, job dissatisfaction and motivation on the two-factor theory and other relevant motivational theories get discussed. Revaluating Herzberg’s Two-Factor Theory A 45th Anniversary Honour where honour is due: in order to last for 45years without being disproved and maintain a place under the most influential of its kind an academic theory has to be a truly outstanding specimen. This is the case for Frederick Herzberg’s two-factor theory of workplace motivation, published in â€Å"The Motivation to Work† (Herzberg, Mausner and Snyderman) in 1959. In its essence the theory relates motivation and job satisfaction with a set of work-related factors and job dissatisfaction with a set of factors in the organisational environment. Since its introduction in 1959 it can be said that the two-factor theory has had considerable influence on the body of science on workplace motivation. Despite existing criticism it can be stated that the two-factory theory fulfils all four criteria of a valuable academic theory (Whitsett and Winslow 1967), it has resolving and explanatory power, has generated a vast amount of further research (Herzberg 1993) and is a useful base for prediction on the topic of workplace motivation. In addition Herzberg (Herzberg, Mausner and Snyderman 1959) introduced a new research method to generate his findings, the so-called â€Å"critical incident technique† that caused great sensation and dispute in academic circles at that point in time. In this way Herzberg’s theory has lost nothing of its attractiveness to and influence on academics and manager’s alike over the past decades. In contrary it can still be found on the â€Å"manager’s motivational toolbag† for â€Å"managing into the new millennium† (Buhler 2003:20) and in modern academic textbooks (Mullins 2002, Rollinson and Broadfield 2002). The same holds true for Herzberg’s original research design, which is still used by current researchers all around the world to conduct studies on workplace motivation (Ruthankoon and Ogunlana 2003, Tamosaitis and Schwenker’s 2002, Timmreck 2001). What makes Herzberg’s theory such an outstanding specimen amongst the various motivational theories are its underlying thoughts on organisational behaviour in general that draw largely on A.H. Maslow’s (1943) famous hierarchy of needs theory on human behaviour. His findings in the field of motivation led Herzberg to become one of the trailblazers of the job enrichment movement during the late 1960s and 1970s that is now highly connected to his name and contributed much to Herzberg’s later fame (Clark, Chandler and Barry 1994, Hackman 1975, Reif, Ferrazzi and Evans 1974). With his ideas on job enrichment Herzberg introduced a change that still can be found in our modern job design. Nevertheless paradigms have changed during the last 45 years. The new millennium has seen the coming of the information society and the knowledge era (Van Beveren 2002). Thus forcing change on the social and organisational environment (Mullins 2002). Writers such as Senge (1990) and Edmonson (1999) stress the importance of organisational learning and new team based approaches to keep pace with changes forced onto organisations by the growing degree of globalisation and the rapidly increasing body of knowledge. Table 0.1 highlights the changes in management during the last centuries. Table 0.1 Comparing the paradigms 19th century 20th century 21st century Theory of personhood Interchangeable muscle and energy A subordinate with a hierarchy of needs Autonomous and reflexive individual Information and Knowledge The province of management alone Management-dominated and shared on a limited basis Widely diffused The purpose of work Survival Accumulation of wealth and social status Part of strategic life plan Identification With the firm and/or with the working class Identify with a social group and/or the firm The disenfranchised self Conflict Disruptive and to be avoided Disruptive but tolerated and can be settled through collective bargaining A normal part of life Division of labour Managers decide, employees execute Managers decide, employees execute thoughtfully Employees and managers decide and execute Power Concentrated on the top Limited, functional sharing/ empowerment Diffused and shared Source: Mullins, Laurie J. (2002) The radical changes in the organisational environment also made it necessary to develop new methods of analysis. Under the impression of the growing complexity of influences on organisations business research balanced its traditional static methods of quantitative research with the more flexible and dynamic research tools of qualitative research (Bryman and Bell 2003). Thus providing new ways of conducting research and revaluating the results of already existing findings. This papers presents the results of a qualitative study conducted in a branch of a German software company in order to explore the perception of modern knowledge workers on their own workplace motivation and to compare these perceptions to Herzberg’s two-factor theory. Chapter one summarises Herzberg’s work on motivation and job enrichment as well as Maslow’s hierarchy of needs theory as an important predecessor to Herzberg’s work. Chapter two summarises the criticism on both Herzberg’s and Maslow’s work, provides a brief survey of Hofstede’s cultural framework and presents further literature relevant to the research. Chapter three introduces the company where the research was conducted and the participants. It also contains the methodology and method sections. Chapter four presents the findings of the research, while chapter five contains the discussion. Chapter six finally closes the paper with the conclusions, the limitations of the research and issues for further research. Chapter 1: Herzberg, Maslow and Human Needs This chapter highlights Herzberg’s two-factor theory of workplace motivation and his consecutive work on job enrichment as well as A.H. Maslow’s hierarchy of needs theory of motivation. The relations between the two theories are discussed. 1.1 Herzberg’s two-factor theory It was in fact Herzberg’s psychological background that lead to the insights, which became the basis of his first research published in 1959 his well-known book â€Å"The Motivation to Work† (Herzberg 1993, Herzberg, Mausner and Snyderman 1959). During his time working at a public health school Herzberg came to the conclusion that â€Å"mental health is not the opposite of mental illness† (Herzberg 1993:xii). The idea that things usually believed to be each others opposite do not need to be diametrically opposed if they are determined by different factors became the foundation of Herzberg’s theory on workplace motivation. Herzberg argued that if job satisfaction was determined by different factors than dissatisfaction with the job, job satisfaction and job dissatisfaction were not precisely each others opposite and had to be treated as different aspects of work (Herzberg, Mausner and Snyderman 1959). In order to prove this hypothesis Herzberg made use of t he â€Å"critical incident method†.. Herzberg conducted his initial research with a sample of 203 engineers and accountants asking them to describe one situation (critical incident) where they felt good in their job and another situation where they felt bad at work (Herzberg 1993, Rollinson, Broadfield and Edwards 1998). The analysis of the interviews was conducted by a team of researches that had been trained to understand and categorise similar statements by the participants in the same way, so that the experiences described could be grouped under a set of generic terms (Herzberg, Mausner, Boch Snyderman 1959). After this coding procedure the results became quantified, simply by counting how often each generic term had been named in connection to job satisfaction or in connection to job dissatisfaction (Herzberg, Mausner, Boch Snyderman 1959). By this means Herzberg and his team were able to extract two sets of factors from the interviews, one that was repeatedly mentioned in connection to job satisfaction or a good feeling about the job and one that was linked to job dissatisfaction or a bad feeling about the job. Job satisfaction, according to Herzberg, is mainly a result of the actual work conducted and a series of issues that contributed to the positive perception of the work, such as recognition, achievement, the possibility of growth, advancement and responsibility (Herzberg, Mausner, Boch Snyderman 1959, Tietjen and Myers 1998). Herzberg concluded that these factors not only cause job satisfaction, but to have a positive and lasting influence on motivation, if they are present. Therefore these factors became known as â€Å"motivators†. Dissatisfaction on the other hand was caused by factors in the job environment that did not directly contribute to the work itself (Herzberg, Mausner, Boch Snyderman 1959, Mullins 2002). The positive handling of these factors, according to Herzberg, could have only a short-term effect on motivation, while these factors caused severe dissatisfaction with the job, if they were handled badly. Herzberg referred to this factors as â€Å"hygiene†. Herzberg regarded his findings as prove for his initial hypothesis that job satisfaction and dissatisfaction were unrelated matters (Herzberg, Mausner, Boch Snyderman 1959). Hence he regarded the opposite of job satisfaction to be no satisfaction and the opposite of job dissatisfaction to be no satisfaction. Thus the presence of motivator factors would cause satisfaction and motivation and their absence only no satisfaction. The hygiene factors on the other hand would mainly lead to dissatisfaction and would in a positive case only cause a zero state of motivation or satisfaction (Mullins 2002). Motivator and Hygiene factors are contrasted in table 1.1. Table 1.1 Motivators and Hygiene Factors Motivators Hygiene Factors Achievement Company policy and administration Recognition Technical supervision Work itself Salary Responsibility Interpersonal relations – supervision Advancement Working conditions Possibility of growth Status Interpersonal relations – subordinate Interpersonal relations – peers Private Life Job security Source: Tietjen and Myers 1998 Herzberg (1968, 2003) further elaborated his perception of workplace motivation in his famous article â€Å"One More Time: How Do You Motivate Employees† that has become the most reprinted article of the Harvard Business Review of all times (Herzberg 1993). By comparing the two terms motivation and movement, Herzberg rejects the classical carrot and stick approach of management. Herzberg rather follows the notion that financial incentives, a pleasant social environment or the offering of status symbols as well as punishment and disciplining by management may move or drive employees towards the fulfilment of a certain task, but will not make the task itself more interesting or motivating (Herzberg 1968). In his later work Herzberg compared hygiene to heroine, stating that more and more hygiene improvements are necessary to achieve less and less motivation (Dowling 1971). According to Herzberg (1968) only well-designed jobs, challenging tasks and the acknowledging awareness of m anagement and colleagues will fill employees with enthusiasm for their jobs and intrinsically motivate them to carry out their tasks. Management is requested not to push employees towards organisational goals, but to provide sensible and challenging tasks that allow their subordinates to grow while working towards the organisational goals. Goal fulfilment needs to be recognised by management in an appropriate manor. Despite Herzberg’s emphasise on the fact that motivation can only be achieved by the motivators, he stresses that a proper management of the hygiene factors is equally important in order to make work not only a motivating but pleasant experience (Herzberg, Mausner and Snyderman 1959, Mullins 2002). 1.2 Herzberg’s Contribution to Job Enrichment Herzberg did not restrict his 1968 article to be a mere summary of his earlier work on motivation. Instead he additionally presented a list of what he called â€Å"principles of vertical job loading† (Table 1.2) that indicated how jobs needed to be modified in order to show off the motivators of his two-factor theory to their advantage (Herzberg 2003:93). Table 1.2 Principles of vertical job loading Principle Motivators involved A. Removing some controls while retaining accountability Responsibility and personal achievement B. Increasing the accountability of individuals for own work Responsibility and recognition C. Giving a person a complete natural unit of work (module, division, area, and so on) Responsibility, achievement, and recognition D. Granting additional authority to employees in their activity, job freedom Responsibility, achievement, and recognition E. Making periodic reports directly available to the workers themselves rather than to supervisors Internal recognition F. Introducing new and more difficult tasks not previously handled Growth and learning G. Assigning individuals specific or specialised tasks, enabling them to become experts Responsibility, growth, and advancement Source: Herzberg 2003 Herzberg’s approach to create more a more fulfilling job experience by giving jobs more motivating contents and hence more meaning became known as the job enrichment movement (Hackman 1975, Reif, Ferazzi and Evans 1974). The job enrichment idea was taken up by several other writers, who partially developed rivalling concepts to the one of Herzberg, such as sociotechnical systems, participative management and industrial democracy (Herzberg 1974). Although the theories on job enrichment overlap in certain aspects, it will be sufficient for the purpose of this paper on Herzberg’s motivational theory to focus on Herzberg’s own approach that became known as â€Å"orthodox job enrichment†, as this concept is most strongly linked to Herzberg’s motivator-hygiene theory (Herzberg 1974). In his paper â€Å"The wise old Turk† Herzberg (1974) presents are more complete approach to job enrichment compared to his principles on vertical job loading mentione d above. Job enrichment, he argues, is based on the relationships between ability, opportunity and performance reinforcement. The more ability an employee possesses to do his or her work, Herzberg points out, the easier this employee can be motivated to do a good job. This principle is of significance for the organisation’s policies on recruitment and selection as well training and development, as a person who is lacking the necessary competence is far more difficult to motivate. Ability on the other hand is of no use, if the job does not offer the opportunity to make full use of one’s own abilities, or as Herzberg (1974:71) puts it â€Å"managers cannot motivate a person to do a good job, unless there is a good job to do†. Finally the employee’s readiness to grow with his work needs to be reinforced. Appraisal systems do not only need to appreciate the employee’s growth, they need to reward growth with the potential for further growth and advancem ent, as â€Å"there is no sense in providing training without opportunity, no sense in offering opportunity without training, and no sense in offering both training and opportunity if the reinforcement is solely by hygiene procedures† (Herzberg 1974:71). Herzberg (1974) continues by presenting eight features a â€Å"good† job should include, direct feedback, a client relationship, a learning function, the opportunity for each person to schedule his own work, unique expertise, control over resources, direct communications and personal accountability. Direct feedback can consist of the immediate response of the supervisor to the results of the subordinate or even better the opportunity for the subordinate to independently verify his or her efforts him or herself. The relationship to a specific client gives the employee the opportunity to better understand the needs and problems of his or her customer and participate in their solution. Herzberg (1974) recommends to organise internal supplier-client relationships for back office employees in order to increase their interest in the overall work processes. New learning refers to possibilities for the employee to grow psychologically in order to keep his or her job meaning or purpose ful. It further allows the employee to constantly update his or her knowledge in order to maintain the necessary competence in a fast changing economical environment. Scheduling is supposed to grant the employee the freedom of how to structure his or her tasks. While the deadlines are still set by management the employee becomes free to set his or her own pace to keep them. Unique expertise aims at giving each employee a more or less individual field of competence in order to increase his or her identification with the task. Control over resources is meant to allocate the means for a project to the lowest possible level of hierarchy in order to increase the responsibility of the lower ranks. Direct communications authority allows employees to address their colleagues in other parts of the organisation in formal matters directly without having to involve the hierarchy. Thus saving time and improving the social relations within the organisation. Personal accountability finally frees t he employee from doing single in itself meaningless tasks and provides responsibility for a coherent set of tasks with which the employee can identify. Although these factors are closer to reality than the principles of vertical job loading in table 1.2 it is still fairly obvious how their implementation can contribute to including the motivators of Herzberg’s two-factor theory mentioned in table 1.1 into the employees’ daily work. In 1979 Herzberg published an even more refined view on job enrichment, based on a model that highlighted the central importance of the client relationship for orthodox job enrichment. The relationship to a client, according to Herzberg, would improve an employees opportunity to constantly update his knowledge of the customer’s needs and requirements thus enabling to stay in touch with the latest developments, increasing his knowledge and contributing to the employee’s unique expertise. Herzberg’s model of job enrichment is depicted in figure 1.1. Figure 1.1 Herzberg’s Model of Job Enrichment Control Over Resources Direct Feedback New learning Client Relationship Unique Expertise Self- Scheduling Direct Communications Authority Personal Accountability Source: Herzberg 1979 1.3 Maslow’s Hierarchy of Needs Theory Published in 1943 A.H. Maslow’s hierarchy of needs theory is in fact not only a predecessor of Herzberg’s two-factor theory, but its basis as it will be pointed out later (Mullins 2002, Rollinson and Broadfield 2002). Maslow (1943) suggests that motivation is a result of five different sets of human needs and desires, namely physiological, safety, love, esteem and self-actualisation needs (Mullins 2002, Rollinson and Broadfield 2002, Clark, Chandler and Barry 1998). Physiological needs refer to the most essential issues of human survival such as food and drink, air to breath, sleep, reproduction and so on. Safety needs include physical safety, but also the human desire for predictability and orderliness. Love needs consist of all sorts of social affiliation and their advantages. Esteem needs include self-esteem and the confidence in one’s own abilities as well as the recognition and admiration by others. Self-actualisation needs finally refer to the ultimate expe rience of self-fulfilment and the idea of becoming the person one always wanted to be. Although Maslow (1943) only wrote about a hierarchy, his levels of needs usually are pictured as a pyramid (Figure 1.2). Figure 1.2 Maslow’s Hierarchy of Needs Self- Actualisation Esteem Lovee Safety Physiological Source: Mullins 2002 People, according to Maslow (1943), process through these levels of needs in a hierarchical order, as one level of needs gets satisfied it loses its motivating effect making the individual long for the satisfaction of the next set of needs. Without at least a certain degree of satisfaction in one level of needs, however, people will not be interested in the satisfaction of the higher levels and hence no motivation will be triggered by those higher needs. Maslow (1943) gives the example of the starving person that cannot be motivated by any other means than food. If this person had enough to eat, food will cease to be a motivator and given the fact that physiological needs in general are perceived satisfying the person’s motivation will turn to the realisation of the next higher set of needs. Maslow (1943) himself pointed out the hierarchical order in which he arranged the needs was not a strict one. Instead several issues can have an influence on this order. First of all a set of needs does not need to be entirely satisfied in order to allow the individual to proceed to the next level, already a certain degree of satisfaction can be enough for the individual to aim for another set of needs. In this case, however, the unsatisfied parts of the earlier level will remain motivators. Additionally the structure of the hierarchy may vary according to personalities. Some people may have a stronger interest in esteem than in love and therefore want to satisfy the esteem needs earlier. Psychotic persons may have no interest in specific satisfaction of certain levels of needs such as love at all, while highly idealistic persons may sacrifice everything in pursuit of just one single need. Another group of persons may be satisfied with settling in one level of the hierarchy without b eing interested in satisfying any higher levels. Furthermore it has to be kept in mind that definitely most actions taken by individuals serve more than just one set of needs. A dinner with friends in a luxurious restaurant for example will not only satisfy physiological needs but may also satisfy aspects of love and esteem. Although Maslow’s theory initially was not meant to be applied to the work context it soon became influential in the analysis of workplace motivation as well (Mullins 2002, Rollinson and Broadfield 2002). Steers and Porter for example elaborated real-life incentives within the work environment that could be used to serve all of the employees’ needs as shown in table 1.3. Alderfer further extended Maslow’s thoughts in his ERG theory (Mullins 2002, Rollinson and Broadfield 2002). Table 1.3 Application of Maslow’s Theory to the Work Context Needs levels General rewards Organisational factors 1. Physiological Food, water, sex, sleep a Pay b Pleasant working conditions c Cafeteria 2. Safety Safety, security, stability, protection a Safe working conditions b Company benefits c Job security 3. Social Love, affection, belongingness a Cohesive work group b Friendly supervision c Pro