Motivating Students to Learn English: Intrinsic and Extrinsic Strategies to Meet the Needs of First Time Learners

Motivation is the key to learning. The present study is about the relationship between intrinsic and extrinsic motivation as they affect learning with regard to students who are learning EFL for the first time. Cape Verdean seventh grade students learning English for the first time are generally very enthusiastic about the language before they start learning it in the high school. However, that enthusiasm seems not to be maintained throughout the school year and oftentimes teachers hear them complain about the difficulties of mastering aspects of the language. It seems that for some reason their motivation is undermined. Why does that happen? Is it the students’ fault or the teacher’s? If it the teacher’s fault, which motivation strategies work best to cope with this problem: intrinsic or extrinsic? With this in mind I asked the question: What is the relationship between students’ needs, interests, goals and expectations to learn English as a foreign language and teachers’ roles as facilitators and motivators? There are many studies that have been carried out in the field of motivation, and up to now, there seems to be no consensus of which is the best. For the purposes of this paper, three main theories will be discussed that have prevailed in the field of motivational psychology: the behavioural, the cognitive and the humanistic theories. Within these theories sub-theories are discussed and their relationship is explained with intrinsic and extrinsic motivation regarding Cape Verdean students learning English for the first time.

Evaluation of Remediation Recommendations: Stakeholder Workshop 3 Ribeira Seca - Cape Verde

In Cape Verde, the low soil cover and inadequate practices on rain fed agricultural lands constitute major problems related to desertification. To the fragility of the land associates severe water erosion, causing tons of land to be washed away from the fields every year during the rainy season. Therefore, the aim in the scope of combating desertification is to provide a certain degree of permanent soil cover to serve as shield for the impact of rain. During the selection workshop several technologies, all related to vegetative cover either as strips or surface cover were discussed. Only two technologies were selected: vegetation strip with pigeon pea and afforestation with fruit trees.  Technology 1: Pigeon pea (cajanus cajan) barriers/strips. It consists in planting seeds of pigeon pea, a leguminous perennial shrub that has dual purpose of protecting the soil and feed people. It is planted in association with maize crop. After the maize is harvested, the soil remains with some degree of cover. Though the objective was to plant as strip barriers, six meters apart, most farmers planted it as surface cover.  Technology 2: Afforestation with fruit trees. It consists in the plantation of different fruit tree species in humid areas to provide both soil cover and feed for farmers. Since fruit trees require several years to provide effective cover, and though it was implemented in some areas, it was not evaluated during the project’s period.

Evaluation of Remediation Recommendations: Stakeholder Workshop 3 Ribeira Seca - Cape Verde

In Cape Verde, the low soil cover and inadequate practices on rain fed agricultural lands constitute major problems related to desertification. To the fragility of the land associates severe water erosion, causing tons of land to be washed away from the fields every year during the rainy season. Therefore, the aim in the scope of combating desertification is to provide a certain degree of permanent soil cover to serve as shield for the impact of rain. During the selection workshop several technologies, all related to vegetative cover either as strips or surface cover were discussed. Only two technologies were selected: vegetation strip with pigeon pea and afforestation with fruit trees.  Technology 1: Pigeon pea (cajanus cajan) barriers/strips. It consists in planting seeds of pigeon pea, a leguminous perennial shrub that has dual purpose of protecting the soil and feed people. It is planted in association with maize crop. After the maize is harvested, the soil remains with some degree of cover. Though the objective was to plant as strip barriers, six meters apart, most farmers planted it as surface cover.  Technology 2: Afforestation with fruit trees. It consists in the plantation of different fruit tree species in humid areas to provide both soil cover and feed for farmers. Since fruit trees require several years to provide effective cover, and though it was implemented in some areas, it was not evaluated during the project’s period.

Proposta de Implementação do Time-Driven Activity - Based Costing numa Empresa Industrial

O presente trabalho tem como objectivo a apresentação do processo de concepção e implementação de um projecto-piloto de um sistema de custeio baseado em actividades e tempo – TDABC, numa empresa industrial de conserva de pescado, Frescomar, S.A. Mais especificamente o trabalho desenvolveu-se na apuração do custo da área de produção da empresa objecto de estudo. O sistema de custeio Time-Driven Activity-Based Costing (TDABC) representa um modelo alternativo aos sistemas tradicionais da contabilidade de custos, e é uma evolução do Activity-Based Costing (ABC). O sistema ABC surgiu durante a década de 1980 e tem vindo a evoluir desde então. Muitas empresas abandonaram o ABC, pois este método de custeio, além de não conseguir captar a complexidade das suas operações, a sua implementação é demorado, e é muito dispendioso de aplicar e manter. Com o método TDABC encontra-se uma alternativa para dirimir estes problemas. Observou-se a necessidade do desenvolvimento de apenas algumas equações de tempo (time equations) para representar as principais actividades da área de produção. Foram observadas, durante a realização do estudo, vários dos benefícios do TDABC como: a facilidade em modelar actividades complexas por meio das equações de tempo, obtenção rigorosa de gastos e o baixo tempo de desenvolvimento do modelo. Contudo, também foram identificadas algumas limitações como subjectividade no cálculo do tempo de execução das actividades e dificuldade em se estimar as equações de tempo para actividades pouco estruturadas.