Norse vs. Greek Mythology Essay Example | Topics and Well Written Essays - 1250 words

Norse vs. Greek Mythology - Essay Example A comparison of creation myths can be very enlightening regarding the values and needs of the people who hold it. Two major cultures that had a great deal in common regarding their creation myths despite great differences in climate were the Greeks and the Norse. Overall, the creation myths and deity structure of the Greeks and the Norse served to place importance on the same basic elements of life. Both societies held a strong belief in the idea of fate. This concept was represented in both cultures by three female deities. In Norse mythology, these women were called the Norns and were considered demi-goddesses. They also had individual names including Urd (fate), Verdandi (necessity) and Skuld (being) (Lindemans, 1998). Together, they had the primary duty of caring for Yggdrasil, the world tree, which connected all the worlds together, but they also assisted with childbirth and helped determine the course of a person’s life path. The Greeks called their corresponding demi-goddesses the Fates and these women were more directly linked with the lives of men. Their individual names were Clotho, Lachesis, and Atropos (Saunders, 2009). Clotho spun the thread of life, so she was associated with birth and beginnings. The length of the yarn C lotho spun was decided by Lachesis and thus measured the path of a man’s life. However, it was up to Atropos to make the final cut that ended that life. Although the Norns and the Fates are considered lesser goddesses in both cultures, they are each given power over everything that exists and thus are considered a part of the grand scheme of creation. This importance can be seen in the myths of these cultures such as in the Voluspa in which the Norns come to Earth for the betterment of mankind and in the plays produced in Greece as characters.

Business Decision Making Coursework Example | Topics and Well Written Essays - 1500 words

Business Decision Making - Coursework Example Decisions range from smaller and simple ones to complex ones which require great effort to facilitate the arrival to a reliable conclusion. The overall process of decision making needs to be executed in a logical and systematic manner that will allow the evaluation of all relevant elements before adopting one of the available alternative courses of actions. Therefore, decision making has to be carried out with an organized approach that will facilitate the consideration of all factors. This is according to Baker (2010). Williams (2007) agrees that academic experts in the business sector have devised models that can be employed when developing a decision. These models advocates for the adoption of various requisite steps in building the decision. The essential steps applied in making decisions at all contexts starts from then definition of a problem, identification of the alternative, evaluation of the available options, selecting the best alternative, appraising the feasibility of th e decision and presenting the proposed decision for approval by the relevant authorities. All major decisions are carried out systematically using these steps without omitting even one. In the business context, once the underlying problem has been defined rationally, the next step will entail the identification of the available solutions. The first two steps of decision making require the application of information concerning the problem situation. The third step on evaluation of the options also needs the appraisal of the situation’s information. At this juncture, one should be in a position to interpret the collected information appropriately using a suitable interpretation technique. Upon interpreting, the decision maker will pick the best alternative course of action, based on the validity of the findings depicted by the interpretation. This is according to Williams (2007). Baker (2010) asserts that information on a situation needs to be acquired before initiating a decis ion making process. The data collected from the sources will supplement the values needed to develop a body of information concerning a situation. At this juncture, it is logical to state that the practical part of a decision making process begins from the collection data on the concept under consideration. Data collection can be carried out using the suitable methods. The data can be obtained from either the primary or the secondary sources. Primary sources data collection entails the process of obtaining information from first hand respondents especially in the field by exercises like surveys and administration of questioners. In our discussion, the decision making process concerning Exchange Partnership Team (EPT) will start from the development of an outline illustrating the data collection exercise. Question 1 In the context of the West London Exchange company, the Exchange Partnership Team (EPT), data can be obtained with respect to the outline below; 1) Primary Data sources a ) Administering Questionnaires b) Observations c) Case studies d) Portfolios e) Interviews f) Evaluation of critical incidences 2) Secondary Sources a) Internet Databases b) Internal business records c) Government agencies records d) Business directories Question 2 Questionnaire According to Baker (2010), the most appropriate research methodology

Short Guide to Answering Exam Questions Essay Example for Free

Short Guide to Answering Exam Questions Essay Such questions are usually very straightforward. You would usually be asked to â€Å"discuss†, â€Å"explain† or â€Å"write short notes†. However, the examiner may sometimes ask you to â€Å"compare†, â€Å"identify the difference: or â€Å"explain the difference†. This type of question would expect you to list out what the respective characteristics of the terms are and then identify the differences. Just be careful of overconfidence. Hypothetical questions Look first at the question the examiner wants you to answer. It is usually found in the last sentence(s) of the question. This will influence the way you look at the hypothetical facts given. If you look at the facts before you look at the question, you may form your own question and this may result in the inappropriate answer. 1. 1. 2. Identifying applicable law (applicable to all questions) Once you have identified the question, this also narrows down the principles you have to use to answer. The applicable principles can be very wide or very narrow. A contract question is obviously about the law of contract. But the law of contract covers many different sub-topics. Even these can be very general. For example, you have misrepresentation, mistake, lack of capacity etc. Under mistake, you have unilateral or bilateral mistakes. And the list goes on. Once you identify the appropriate legal principle, you should quickly write down the key points. Being able to narrow down the specific law being asked also means that you can elaborate more on the specific point. This will mean less time wasted on unnecessary points. 1. 1. 3. Identifying the key factors for liability (applicable to all questions) As you study, you would realize that the law is very much like a mathematical formula. To establish liability under a principle, you would usually have to establish certain factors exist. The hypothetical usually requires you to discuss one or more of these factors. Before you are able to proceed further, you should therefore identify the key factors. Example is that for a contract to be formed, you must have the factors of offer, acceptance of the offer, an intention to create legal relationship and consideration. Once you identify the appropriate key principle, you should quickly jot down the key words as well as the key case to be used. Identifying the key facts (not applicable to pure theoretical questions) Once the key points have been identified, you are now ready to look at the facts of the case. As you read the facts, you will be now looking to see how many of the factors actually exist in the problem. You have to carefully identify the â€Å"missing† or â€Å"contentious† facts. For other questions, you have to identify what the examiner wants from you. If it is similarity or difference, then you look for the similarities or differences in the principles you are expected to compare. For one thing, a lot of students think they if they cover everything, they are bound to hit something. The problem often is that you do not discuss enough about the relevant issues and much about the irrelevant ones. The student also runs out of time and this is often the reason why students find that they have not enough time. †¢ Criticizing the law. Students sometimes feel it necessary to criticize a legal principle. The mistake is that you spend all the time criticizing the principle without solving the problem. Focus on solving the problem first before criticizing the law. Ignoring the law. Sometimes the legal answer seems wrong from a practice point of view. The student then decides to give â€Å"practical† advice instead of focusing on the legal aspects of the case. Again, give your legal solution first before embarking on the â€Å"practical† solution. †¢ Confusing the solution. Students try very hard to solve the entire problem at the same time. This o ften leads to convoluted and incomprehensible answers. In short, no one (including the student) understands the answer. Solve one problem at a time and then give the overall view at the end.

Mechanisms and Effects of Plant Hormones in Organogenesis

Mechanisms and Effects of Plant Hormones in Organogenesis Abstract Plant tissue culture plays important roles in agriculture field by improving the production and quality of crops using recombinant DNA technology. The mechanisms and effects of plant hormones in promoting organogenesis in different types of plants are only partially understood. Using petunia leaves and carrot, the effects of auxin and cytokinin were investigated by carrying out organogenesis. The leaves and carrots were placed in NAA, kinetin and BAP in few combinations of different ratio for 5 weeks and were observed for any growth of roots and shoots. The results showed that petunia leaves and carrot slices placed in high NAA formed roots but no shoots were formed while only callus and shoots were formed for those in high kinetin or BAP. The petunia leaves in BAP also formed shoots while no shoots were found for those placed in kinetin. This indicated that NAA promotes root formation while kinetin and BAP stimulates shoot emergence and balanced composition of auxin and cytokinin wi ll initiate both roots and shoots formation. Also, BAP was found to be more effective in promoting shoot formation as compared to kinetin. Further research has to be carried out using different auxin and cytokinin on more plant species with longer period of time. Keywords: Plant tissue culture, Auxin, Cytokinin, NAA, BAP, kinetin, petunia leaves, carrot, roots, shoots Introduction: Plant tissue culture is a set of laboratory procedures that involve in-vitro growing of plant cells, tissues and organs using the nutrient medium in sterile conditions (Chawla, 2009). Plant tissue culture plays important roles in crop improvement as it improves the quality of plants by exploiting the genetic information of the plants through genetic engineering (Brown Thorpe, 1995). Advantageous traits can also be screened and inserted to the plants with this method to make the plants resistant to herbicide and pesticide and even more tolerant to the harsh environment. This in turn increases the production of crops with lesser input of cost and energy. Besides that, plant tissue culture also plays important roles in biodiversity conservation. This is because with recombinant DNA technology, endangered species of plants can be cloned and prevented from extinction. It also helps in studying the plant evolution as it allows the genetic relationship of distantly related species to be id entified. According to Thiel et al. (2008), plant hormones are largely involved in influencing the cellular differentiation in plant tissue culture. They are organic compounds that regulate the growth and development of target cells. There are five main types of plant hormones which are the auxin, cytokinin, gibberellins, abscisic acid and ethylene. Auxin is the hormone that causes the plants to carry out cell division and elongation (Chawla, 2009). It also involves in differentiation of callus which causes the emergence of roots first meanwhile inhibiting shoot formation. It is found to inhibit the abscisic acid activities but stimulate the synthesis of ethylene. In contrast, cytokinin promotes shoot formation but suppress the formation of roots (Chawla, 2009). Gibberellins involves in the elongation or regeneration of existing meristems. Besides that, abscisic acid influences the embryogenesis but suppresses growth. In seeds, abscisic acid often plays roles in retaining the seeds in dormancy . Ethylene is a gaseous chemical produced by amino acid and diffuses in the air to promote fruits ripening and abscission (Chawla, 2009). In this experiment, the carrot and petunia leaves were excised from the explants and were cultivated with plant tissue culture by carrying out organogenic differentiation in the MS media containing auxin (NAA) and cytokinin (kinetin or BAP). The purpose of this experiment is to investigate the effects of auxin and cytokinin in different concentrations ratios on the organogenesis of petunia leaves and carrots. The differences between kinetin and BAP on the growth of petunia leaves and carrots were also studied and compared. Materials and methods: In this experiment, two different types of plants were used which are the petunia leaves and carrots. For the petunia leaves, 18 robust and healthy leaves were excised using the sterilized forceps and scalpel. These leaves were soaked in the 10% (v/v) sodium hypochlorite for not more than 5 minutes and were rinsed thrice with sterile water in a laminar flow cabinet. Meanwhile, 8 petri dishes containing the Murashige-Skoog (MS) media for tissue culture supplemented with different combination of cytokinin and auxin concentration which were the NAA: Kinetin and NAA: BAP with ratio 2:0, 0.5:1, 1:0.5 and 0:2 respectively were labeled. Besides that, a control petri dish with MS media without supplement of any plant hormones was also set up. For each of these 9 petri dishes, 2 petunia leaves were placed with the abaxial surface in contact with the MS media. The procedure was repeated with carrots slices which were cut from the carrot with sterilized forceps and scalpel. 3 carrot slices were placed on each of the petri dishes. The effects of the plant hormones on the petunia leaves and carrot slices were checked every three days for 5 weeks and the results were recorded. Any leaves or carrot slices contaminated with fungi were eliminated by transferring the uncontaminated leaves to the new petri dish MS media during the experiment. Discussion: From the result, it was shown that all the petunia leaves and carrot slices in all petri dish with NAA, kinetin or BAP formed callus. As proposed by Che et al. (2006), when the explants are transferred to culture media, plant hormones such as auxin and cytokinin will initiate callus formation. This shows that the NAA, kinetin and BAP have caused the leaves or carrot slices to differentiate into callus. As for the control petri dish without auxin and cytokinin, there should not have any callus, roots or shoots formed as plant hormones are needed in order to have callus formed from cell differentiation. The petunia leaves have no callus and roots but shoots were formed while the carrot slices form callus but not roots and shoots. This may due to the contamination of plants hormones during the excision and transferring of leaves to the MS media as the forceps and scalpel may not be sterilized properly. Roots were formed on the petunia leaves in 2:0 NAA and kinetin and 2:0 NAA and BAP. This appeared to be the same for the carrot slices in 2:0 NAA and kinetin and 2:0 NAA and BAP as there were also roots formed. This is due to the high level of auxin which stimulates the transcription of auxin-responsive gene to promote root formation from the callus (Moubayidin et al., 2009). However, there was no shoot formed on all these leaves and carrot slices. This may due to the reason that the formation of shoot requires cytokinin and this hormone was absent. Hence, no shoots were formed. Also, the high level of auxin will suppress the shoot formation of the callus (Shimizu-sato et al., 2009). The petunia leaves in 1:0.5 NAA and BAP formed shoots and roots. The auxin induces the formation of roots while the cytokinin induces the formation of shoots. However, the petunia leaves in 1:0.5 NAA and kinetin did not form shoots and roots. This is because BAP is more effective than kinetin in initiating shoot formation as it is the most active form of cytokinin (Khandel et al., 2011). Similarly, the carrot slices in 1:0.5 NAA and kinetin and 1:0.5 NAA and BAP did not form shoot and roots. According to Moubayidin et al. (2009), only balanced composition of auxin and cytokinin will causes the explants to form roots and shoots. Since the ratio of auxin and cytokinin used was 1:0.5 at which the concentration of cytokinin was lesser, the absence of shoots may due to low concentration of cytokinin which is insufficient to induce the formation of shoot on the leaves. Also, the presence of cytokinin which suppresses the differentiation in root meristematic cells may also inhibit the root from emerging (Moubayidin et al., 2009). The time taken for the experiment is also one of the reasons as the time may not be enough to see the shoot and root formation. As for the 0.5:1 NAA and kinetin, roots were found to form on the petunia leaves and carrot leaves in respectively as auxin which induces root formation was present. However, the leaves and carrot slices in 0.5:1 NAA and BAP did not have roots formation. Besides that, shoots were also formed on the petunia leaves placed on 0.5:1 NAA and BAP but this did not appear to be the same for leaves in 0.5:1 NAA and kinetin. As stated by Chawla (2009), cytokinin promotes the cell division and elongation of shoots. As compared to the leaves in 0.5:1 NAA and kinetin at which no shoots are formed, it can be seen that BAP than the kinetin is better in inducing shoot formation (Buah et al., 2010). The carrot slices in 0.5:1 NAA and kinetin or BAP did not form shoot. One possible reason for the absence of roots and shoot on petunia leaves and carrot slices is that there was not sufficient time for the shoot and root formation to be observed and longer time is required. It can also be seen that only the petunia leaves in 0:2 NAA and BAP showed the emergence of shoot. This indicated that cytokinin in the form of BAP acts in stimulating the cell division and differentiation to form shoot. The absence of shoots for the petunia leaves in 0:2 NAA and kinetin showed that kinetin is weaker in initiating shoot formation as compared to BAP. The rest of the petunia leaves and carrot slices in 2:0 NAA and kinetin and 2:0 NAA and BAP did not have shoots. This is because the time taken for the observation of the leaves and carrot was too short and the shoots were yet to emerge. All the leaves and carrot slices in 0:2 auxin to cytokinin did not have roots as NAA was not added to the media to promote root initiation and elongation. In this experiment, carrot slices and petunia leaves were used to study the effects of auxin and cytokinin. This was to allow comparisons of effectiveness of tissue culture using different types of explants to be done. As stated by Akin-Idowu et al. (2009), carrot is the root of a plant with actively-dividing meristematic cells and it provides advantages to successful tissue culture with higher mass of differentiated cells. Petunia leaves on the other hand contain less actively-dividing cells. Thus, the callus, root and shoot formation of carrot slices should be more as compared to that of petunia leaves. One of the leaves was removed in petri dish with 1:0.5 and 0:2 NAA and kinetin respectively. This is because the leaves were found to be infected with micro-organisms such as fungi due to contamination. This may cause the petunia leaves to die off, leading to unnoticeable effects of the kinetin and NAA on the growth of the leaves. According to Odutayo et al. (2007), the presence of microbes in the plant tissue culture retards shoots and roots formation. Thus, in order to get accurate results, the contaminated leaves were removed to prevent the spreading of the microbes to the other leaf on the petri dishes. The contamination of the tissues culture may due to insufficient sterilization of the forceps and scalpels used. Also, the petri dishes containing the MS media with the leaves may also not fully enclose which creates passage for the microbes to enter. Conclusion: In conclusion, high amount of NAA promotes root formation while inhibiting shoot formation. On the other hand, kinetin or BAP in high concentration initiates shoot formation but suppressing root formation. The absence of NAA causes no roots to be formed while the absence of kinetin or BAP causes no formation of shoots. The absence of roots on leaves or carrot slices with NAA or absence of shoot on leaves and carrot slices with kinetin or BAP may due to the reason that insufficient time was given to observe the plants and the roots and shoots were yet to emerge. BAP is more effective in stimulating the emergence of shoot as compared to kinetin as it is the most active cytokinin. Also, carrot is more effective than petunia leaves in tissue culture as it contains actively dicing meristematic cells.

Essay --

Clive Staples Lewis (or Jack as he was known to his friends) was born in Belfast, Ireland, onNovember 29th 1898. His mother was Florence Augusta Lewis. His father was Albert James Lewis. He had an older brother, Warren Hamilton Lewis. When Clive was young his dog Jacksie was killed by a car, he decided that his name should be changed to Jacksie, but he was later called Jack. When Clive was seven, his family moved into his childhood home, in East Belfast. As a boy, Lewis was fascinated with anthropomorphic (considering animals, objects, etc., as having human qualities) animals. He became fascinated with stories that involved talking animals and he often wrote and illustrating his own animal stories. Clive loved reading, since back when he was a child there was no television, there wasn’t much else to do. Clive’s father's house was filled to the ceiling with books, he felt that finding a new book to read was as simple as â€Å"walking into a field and finding a new blade of grass†. "The New House is almost a major character in my story. I am the product of long corridors, empty sunlit rooms, upstair indoor silences, attics explored in solitude, distant noises of gurgling cisterns and pipes, and the noise of wind under the tiles. Also, of endless books." —Surprised by Joy (C. S. Lewis’ Biography) Clive was taught by private tutors before he was sent to the Wynyard School in Watford, Hertfordshire. Lewis's brother had enrolled at Wynyard School three years earlier. The school was closed soon after Clive joined, due to a lack of students to teach. After the Wynyard School closed, the headmaster Robert Capron was admitted into to a psychiatric hospital (I Searched this and was not able to find out why he was sent to a Psychiatric Hospital). ... ...rrounding cities into The Kilns. Clive tried to re-enter the military, he offered to instruct cadets, but his offer was refused. Clive married a woman named Joy Davidman in 1956, Joy was an American citizen that had once been an atheist and had converted to Christianity like him. Joy was soon after diagnosed with bone cancer, Joy died in 1960. Clive continued raising Joy’s two sons (from a previous marriage). In 1961, Clive was diagnosed with Nephritis (inflammation of the kidneys), the Nephritis was caused by a bad blood transfusion during World War One. On November 22nd, only one week before his 65th birthday, Lewis collapsed in his bedroom at 5:30 pm and died a few minutes later due to the end stages of kidney failure. There was almost no media coverage of Clive Staples Lewis’ death due to the fact that US President John F. Kennedy was assassinated that same day.

Male View of Hysteria Presented in The Yellow Wallpaper -- Charlotte P

Male View of Hysteria Presented in The Yellow Wallpaper      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Charlotte Perkins Gilman's short story "The Yellow Wallpaper" has been viewed as either a work of supernatural horror or as a feminist treatise regarding the role of women in society. A close analysis of Gilman's use of symbols reveals "The Yellow Wallpaper" as her response to the male view of hysteria from ancient times through the nineteenth century. " In "The Yellow Wallpaper" Gilman questions the validity of Hippocrates's theory of the wandering uterus and Weir Mitchell's "rest cure". As she wrote in her essay "Why I Wrote the Yellow Wallpaper?", "[the story] was not intended to drive people crazy, but to save people from being driven crazy†¦" (107). By her own account, Gilman's purpose in writing "The Yellow Wallpaper" was to educate and inform the public of the misinterpretation of hysterical symptoms. The origin of the word hysteria expresses the belief in the inferiority of women. As James Palis writes in The Hippocratic Concept of Hysteria: A Translation of the Original Texts: "Etymologically, the term usteria (hysteria) derives from ustera (hystera), the Greek word for uterus, which means an inferior position. Thus, usteria denotes suffering of the uterus, the most inferior organ in the female" (226). The fact that the literal translation of hystera is "inferior position" reinforces the fact that from ancient times women were viewed as physically inferior to men. Since the one major physical difference between women and men is the presence of the uterus, psychological problems that were considered to be strictly female were attributed to some malfunction of the uterus. Hippocrates first proposed in his work "The Art of Healing"that hysteria wa... .... ---. "The Yellow Wallpaper". American Realism Reader. Ed. James Nagel and Tom Quirk. New York: Penguin Books, 1997. 254-269. Hothersall, David. History of Psychology. 3rd Ed. New York: McGraw-Hill Inc., 1995. Meyer, Cheryl L. The Wandering Uterus: Politics and the Reproductive Rights of Women. New York: New York University Press, 1997. Mitchell, S. Weir. "Fat and Blood": The Yellow Wallpaper. Women Writers: Texts and Contexts. Ed. Thomas L. Erskine and Connie L. Richards. New Jersey: Rutgers University Press, 1993. 105-109. ---. "Wear and Tear". The Yellow Wallpaper. Women Writers: Texts and Contexts. Ed. Thomas L Erksine and Connie L. Richards. New Jersey: Rutgers University Press, 1993. 109-111. Palis, James., et al. "The Hippocratic Concept of Hysteria: A Translation of the Original Texts." Integrative Psychiatry 3.3 (1985): 226-228.    Male View of Hysteria Presented in The Yellow Wallpaper -- Charlotte P Male View of Hysteria Presented in The Yellow Wallpaper      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Charlotte Perkins Gilman's short story "The Yellow Wallpaper" has been viewed as either a work of supernatural horror or as a feminist treatise regarding the role of women in society. A close analysis of Gilman's use of symbols reveals "The Yellow Wallpaper" as her response to the male view of hysteria from ancient times through the nineteenth century. " In "The Yellow Wallpaper" Gilman questions the validity of Hippocrates's theory of the wandering uterus and Weir Mitchell's "rest cure". As she wrote in her essay "Why I Wrote the Yellow Wallpaper?", "[the story] was not intended to drive people crazy, but to save people from being driven crazy†¦" (107). By her own account, Gilman's purpose in writing "The Yellow Wallpaper" was to educate and inform the public of the misinterpretation of hysterical symptoms. The origin of the word hysteria expresses the belief in the inferiority of women. As James Palis writes in The Hippocratic Concept of Hysteria: A Translation of the Original Texts: "Etymologically, the term usteria (hysteria) derives from ustera (hystera), the Greek word for uterus, which means an inferior position. Thus, usteria denotes suffering of the uterus, the most inferior organ in the female" (226). The fact that the literal translation of hystera is "inferior position" reinforces the fact that from ancient times women were viewed as physically inferior to men. Since the one major physical difference between women and men is the presence of the uterus, psychological problems that were considered to be strictly female were attributed to some malfunction of the uterus. Hippocrates first proposed in his work "The Art of Healing"that hysteria wa... .... ---. "The Yellow Wallpaper". American Realism Reader. Ed. James Nagel and Tom Quirk. New York: Penguin Books, 1997. 254-269. Hothersall, David. History of Psychology. 3rd Ed. New York: McGraw-Hill Inc., 1995. Meyer, Cheryl L. The Wandering Uterus: Politics and the Reproductive Rights of Women. New York: New York University Press, 1997. Mitchell, S. Weir. "Fat and Blood": The Yellow Wallpaper. Women Writers: Texts and Contexts. Ed. Thomas L. Erskine and Connie L. Richards. New Jersey: Rutgers University Press, 1993. 105-109. ---. "Wear and Tear". The Yellow Wallpaper. Women Writers: Texts and Contexts. Ed. Thomas L Erksine and Connie L. Richards. New Jersey: Rutgers University Press, 1993. 109-111. Palis, James., et al. "The Hippocratic Concept of Hysteria: A Translation of the Original Texts." Integrative Psychiatry 3.3 (1985): 226-228.   

Reward System Essay

The reward system that exists in any given workplace is affected by physiological needs, psychological needs as well as social needs in different ways. For instance, physiological needs are the most fundamental needs for human and they include air, food, water and sleep. The reward system in the workplace is influenced by all these needs because they must be considered. Employees may be given food, water, clean air and places to sleep as part of rewarding them. Similarly, psychological needs have an influence on the reward system at the workplace. An example of psychological needs is the need by employees to have peace of mind and be settled. This is a need that greatly influences the reward system because employees cannot be very productive if their minds are not settled. The reward system must consider the idea of making sure that all psychological needs are taken care of as a way of providing a peaceful working environment (Reeve, 2009). Social needs just as physiological and psyc hological needs affect the reward system significantly. These needs include affection, love and belonging. As way of rewarding employees, an organization can organize for social events that will create a sense of belong and love among the employees. That is one of the ways through which the reward system is influenced by social needs. These systems have a very big effect on the motivation of employees. When the employer makes sure that all these needs are taken care of, employees will feel appreciated and be more motivated to work. The reward system that exists in any given workplace is affected by physiological needs, psychological needs as well as social needs in different ways. For instance, physiological needs are the most fundamental needs for human and they include air, food, water and sleep. The reward system in the workplace is influenced by all these needs because they must be considered. Employees may be given food, water, clean air and places to sleep as part of rewarding them. Similarly, psychological needs have an influence on the reward system at the workplace. An example of psychological needs is the need by employees to have peace of mind and be settled. This is a need that greatly influences the reward system because employees cannot be very productive if their minds are not settled. The reward system must consider the idea of making sure that all psychological nee ds are taken care of as a way of providing a peaceful working environment (Reeve, 2009). Social needs just as physiological and psychological needs affect the reward system significantly. These needs include affection, love and belonging. As way of rewarding employees, an organization can organize for social events that will create a sense of belong and love among the employees. That is one of the ways through which the reward system is influenced by social needs. These systems have a very big effect on the motivation of employees. When the employer makes sure that all these needs are taken care of, employees will feel appreciated and be more motivated to work.