英語激勵閱讀

⑴ 10條英文激勵語

1.Believing in yourself is the key to success.(相信自己是通往成功的途徑!
2.Always believing in yourself.never lose your heart!(一定要相信自己,決不要氣餒.)
3.Rome wasn't built in a day. Work harder and practice more. Your hardworking will be rewarded by God one day. God is equal to everyone! (冰凍三尺非一日之寒。更加努力地學習，更加勤奮地操練，你所付出的一切將得到上帝的報答，上帝是公平的。)
4.Relax! Be patient and enjoy yourself. Learning foreign languages should be fun. (放鬆點！要有耐心，並讓自己快樂！學習外語應該是樂趣無窮的。)
5.Time tames the strongest grief.(時間能緩和極度的悲痛。)
Affairs that are done by e degrees are soon ended.(
按部就班，事情很快就做完。)
6.Sloth turneth the edge of wit.(懶散能磨去才智的鋒芒。)
7.There is only one me in this world.( 在這個世界上，我是獨一無二的!)
8.I』m the best! I』m the greatest! I』m invincible!(我是最棒的.我是不可征服的.)
9.The future is in my hands. It』s totally up to me.(我的未來
我作主.)
10.I』m born to succeed.(我註定成功.)
11.Never underestimate your power to change yourself!
(永遠不要低估你改變自我的能力！)
12.English can never be learned,it can only be lived.You can master English only through using, speaking, and writing.(英語是永遠學不出來的！英語是練出來的！你只有通過用、說和寫才能真正精通英語！)
13.We cannot afford to waste our lives!(我們的生命浪費不起！)

14.We must do as much as we can, as soon as we can!(我們必須全力以赴！)

⑵ 求激勵的故事英語短文！！！

1.Money doesn't grow on trees.

錢不是從天上掉下來的。

2.I know that my future is not just a dream.

我知道我的未來不是夢。

3.To convert defeat into victory.

反敗為勝。

4.Youth means limitless possibilities.

年輕就是無限的可能。

5.Leave behind a clean world for future generations.

留給下一代一個清潔的地球。

6.You can do it too!

你也做得到！

7.Get to another summit in your career.

開創職業生涯的另一個高峰。

8.Pursue breakthroughs in your life.

追求自我的突破。

9.Never say die.

永不放棄。

10.Knowledge is power.

知識就是力量。

11.Never too old to learn.

活到老，學到老。

12.Practice makes perfect.

熟能生巧。

13.Go for it! = Just do it!

加油！向前沖！做了再說！

14.No pain, no gain.

天下事沒有不勞而獲的東西。

15.Everyday and in every way I'm getting better.

每天每個方面我的生活都正在好轉。

16.Time is money.

時間就是金錢。

17.Man can conquer nature.

人定勝天。

18.Better late than never.

只要開始，雖晚不遲。
本篇文章來源於 www.caowu.cn[草屋文學] 原文鏈接地址：http://www.caowu.cn/article/20080919/1200.html

⑶ 激勵認真讀書的英語語句

It is not your aptitude but your attitude that determines your altitude.
決定你抄高度的是你的態度，而不是你的天賦。

所以要認真讀書咯(*^__^*) 嘻嘻……樓主加油

⑷ 激勵學生努力讀書的英文歌曲

Peerless

⑸ 求關於激勵制度的英文版文章

激勵制度 Incentive System

Incentive Systems and Their Influence on the Capacity for Change
Rebecca Dollman
Extension District Agent
The Alabama Cooperative Extension System
Auburn University, Alabama
Internet address: [email protected]

Extension agents have been historically recognized as indivials imbued with such qualities as: faith, enthusiasm, courage, vision, judgment, and integrity (Smith and Wilson, 1930). Current Incentive Theorists would classify these agents as "purposive" employees.

Incentive Theory can be traced to Chester Barnard, who first described organizations as cooperative groups with mechanisms for distributing incentives to members (Barnard, 1938). Peter Clark and James Q. Wilson expanded this concept by classifying and defining incentives as follows (Clark & Wilson, 1961; Wilson, 1989):

Material: tangible rewards e.g., salary, fringe benefits;

Solidary: intangible rewards e.g., socializing, camaraderie;

Status: intangible rewards e.g., prestige, recognition;

Purposive: intangible rewards e.g, a sense of group mission.

Incentives Influence Organizational Change

Clark and Wilson claimed that an understanding of organizational dependence on particular incentive systems would lead to the prediction of organizational behavior, especially in the area of organizational flexibility.

Organizations can be classified according to their dominant incentive systems. For example, utilitarian organizations rely on material incentives. These organizations can be very flexible since activities may be changed when needed, as long as adequate material incentives are provided to members.

Solidary and status organizations provide fun, fellowship, or special honors as incentives. Solidary/status organizations are less flexible, since actions meant to improve the group's image may conflict with actions needed to promote change.

Purposive organizations are the least flexible since they rely upon their stated goals as incentives to attract and hold members. Yet, it is often difficult to delineate specific goals that are acceptable to all members. Flexibility is further reced when small groups within the organization attempt to specify ends that alienate other members. Attempts to change stated purposes may drive out members who are dedicated to a particular goal, since such commitment is difficult to redirect.

Though Extension's historic importance has been acknowledged, its current purpose and contributions are in question (Cigler, 1984; Feller, 1987; Flint, 1994). Goals, programs, and activities which were appropriate in the past may appear to be less important or even irrelevant to members of today's changing society. Thus, the goals of this study of Incentive Systems in the Alabama Cooperative Extension Service (ACES) were to determine how members are motivated and how their interest in particular incentives affects the organization's capacity for change.

Methodology

The initial research instrument contained questions adapted from numerous sources from academic literature dealing with participants' interest in purposive, solidary, status, and material incentives (dependent variables). To help to refine the final questionnaire, ten ACES employees participated in one of three focus groups and four employees were personally interviewed. These indivials were selected to represent the "typical" employee, since they represented three different levels of ecational attainment and four different geographic locations. The final version of the questionnaire utilized two formats: forced ranking and a Likert-like scale. Ten questions requested personal data (independent variables) utilized in grouping responses. A coding system was used to preserve the confidentiality of indivial responses. Questionnaires were mailed to all ACES employees in June, 1995.Six hundred and forty employees (83%) returned usable questionnaires.

SPSS software (UNIX version) was used for data analyses. Principal Components Analysis was used to select the research questions which most accurately measured the concepts being studied. Mean scores for each group considered in this analysis were converted to standardized scores. These standardized scores were utilized in determining a factor score for each case. Factor scores were used in t tests and Least Significant Difference tests to determine statistical differences between pairs of variables (Only t test results are displayed here because of the format constraints of this journal).

Hypotheses

ACES employees will maintain substantial interest in material incentives from the time they join ACES until they reach 51 years of age, at which time their interest in material incentives will decline.

ACES employees' preferences for purposive incentives will vary according to position in the organization. ACES Academic/Field Staff (working in ecation, research, and administration) will be highly motivated by purposive incentives. Support Staff (working in institutional positions) will continue to be primarily motivated by material incentives.

ACES Academic/Field Staff members' preferences for purposive, solidary, and status incentives will vary according to gender. Males will rate solidary and status incentives higher than females. Females will rate purposive incentives higher than males.

ACES employees' preferences for purposive, solidary, and status incentives will vary according to ethnic origin. African- Americans will rate solidary and status incentives higher than Caucasians. Caucasians will rate purposive incentives higher than African-Americans. (Other ethnic groups were not considered because these groups had insufficient members to meet the predetermined minimum standard of seven cases per group.)

Table 1
Factor Set A (Forced Ranking Method)
p < 0.05 Factor 1
(Pur/Mat) Factor 2
(Sol) Factor 3
(Status)
(Age)
22-50 yrs. old -.129 .056 .009
51+ yrs. old .263 * -.033 -.038
(Position in ACES)
Support Staff -.350 -.170 -.084
Acad/Field Staff .120 * .057 * -.011
(Gender)
Male -.057 .046 .166 *
Female .002 * .001 -.094
(Ethnic Origin)
Caucasian -.140 .110 * .010
African-American .342 * -.257 -.085
Factor Set B (Likert Scale)
p < 0.05 Factor 1
(Sol/Sta) Factor 2
(Pur) Factor 3
(Mat) Factor 4
(Status)
(Age)
22-50 -.026 -.093 .101 * .052
51+ .054 .027 -.272 -.087
(Position in ACES)
Support -.299 -.364 .372 * .077
Acad/Field .128 * .168 * -.078 -.042
(Gender)
Male .074 .056 -.042 -.030
Female -.038 -.039 -.034 .021
(Ethnic Origin)
Caucasian -.012 -.081 .029 .001
African-Am .080 .188 * .001 -.004
An "*" next to a factor score indicates a significantly higher interest in a particular incentive than the other group with which it is being compared. Each analysis utilizes standardized scores in (two) detailed) t tests for equality of variance. A composite factor, such as Factor A1 (Purposive/Material), identifies a "bipolar eigenvector" (Grimm & Yarnold, 1995, p. 106). This factor may be viewed as a spectrum with purposive incentives on the positive end of the scale and material incentives on the opposite, negative end of the scale. Column headings are abbreviated as follows: Pur means Purposive, Mat means Material, Sol means Solidary, Sta means Status.

Findings and Implications for ACES

This research attempted to apply the incentive typology developed by Clark and Wilson (1961) and extended by Wilson (1989) to the problem of implementing organizational change in ACES. Two issues were investigated: a) whether the types of incentives traditionally used to recruit and retain employees now constrain ACES's ability to adapt to a new environment, and b) whether subgroups among ACES employees differ significantly in their reliance on various types of incentives.

Age: Interest in material incentives from ACES seems to remain high until an employee reaches 51 years of age and approaches retirement eligibility. According to the Clark and Wilson theories of organizational flexibility, employees aged 22- 50 (who express considerable interest in material incentives) could be expected to be fairly flexible. These employees should accept change if material rewards are offered as incentives for implementing that change. Employees who have reached 51+ years of age may be less inclined to accept organizational change that affects their valued incentives. Though some research points to the value of hiring older workers (Horton & Eidgahy, 1990), this study indicates that older employees may be more effective in carrying on existing programs than in initiating new ones.

Position in ACES: Support staff are probably the most flexible employees in ACES, since they respond positively to material incentives. Support Staff are also less interested in purposive, solidary, and status incentives than most other groups. Thus, promoting change among Support Staff should be greatly enhanced through the provision of material incentives.

Gender: An Academic/Field staff employee's gender appears to have some influence on preferences for incentives received from ACES, but these differences were less pronounced than expected. Males may be more influenced by status incentives, while females may be more influenced by purposive incentives. Females may be somewhat less interested in material incentives than males. There were no significant differences observed in interest in solidary incentives. Thus, the data suggest that males (who appear to be less purposive and more materialistic) may be more receptive to change affecting valued incentives than females. (Note that the results were very similar when employees were grouped according to job assignments in either Agriculture (mostly males) and Family Programs (mostly females).

Ethnic Origin: The data support the conclusion that African -Americans in ACES are more interested in purposive incentives than Caucasians. Additionally, African-Americans in ACES may be somewhat less interested in material incentives than Caucasians. One may speculate that African-Americans seeking other incentives (such as abundant material incentives) may choose to work in other organizations where these incentives are more readily available. Based on Clark and Wilson's theories, these findings would lead one to expect African-Americans in ACES to be somewhat less receptive than Caucasians to changes that affect their perceptions of the organizational purpose. Caucasians were found to be more interested than African-Americans in solidary incentives. There appeared to be no differences in preferences for status or solidary/status incentives. Thus, considering all these findings, one would expect African-Americans to be somewhat less accepting of organizational change that affects valued incentives than Caucasians. Note that the differences based on ethnic origin were less pronounced and in the opposite direction from the researcher's expectations.

Conclusion: attracting and retaining ACES employees may require that all four types of incentives (material, purposive, solidary, and status) be continually offered by the organization. Though material incentives are desirable to promote organizational flexibility, the current scarcity of material resources may necessitate enhancement of other incentive systems which also appear to be highly valued by some ACES employees.

References

Barnard, C. I. (1938). The functions of the executive. Cambridge, MA: Harvard University Press.

Cigler, B. A. (1984). [Review of The Cooperative Extension Service: a national assessment]. Public Administration Review, 44(6), 540-545.

Clark, P. B. & Wilson, J. Q. (1961). Incentive system: A theory of organization. Administrative Science Quarterly 6, 129- 166.

Feller, I. (1987). Technology transfer, public policy, and the Cooperative Extension Service--OMB imbroglio. Journal of Policy Analysis and Management 6(Spring), 307-27.

Flint, W. (1994). The farmer's friend: Cooperative Extension in Alabama. Paper presented at Understanding Alabama: A professional development conference on Alabama history, Auburn, AL.

Grimm, L. G. & Yarnold, P. R. (Eds.). Reading and understanding multivariate statistics. Washington, DC: American Psychological Association.

Horton, G. R. & Eidgahy, S. Y. (1990). Retirement should be obsolete. HRMagazine, 35(12), 61-62.

Smith, C. B. & Wilson, M. C. (1930). The Agricultural Extension System of the United States. Camden, New Jersey: Haddon Craftsmen.

Wilson, J. Q. (1989). Bureaucracy: What government agencies do and why they do it. Basic Books.

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This article is online at http://www.joe.org/joe/1996june/rb1.html.

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Copyright &; by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproced in electronic or print form for use in ecational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, [email protected].

⑹ 怎樣激勵同學們學習英語的積極性

英語學習方法還是比較關鍵的！
1、預習。預習既是學習方法問題，也是學習習慣內的問題容。預習的內容很多，如：課前要預習生詞、課文和語法內容，在自己不懂的地方作上標記，帶著問題有針對性去聽課，課堂上盡力去解決自己不懂的問題，如仍不懂，課後應馬上問老師。
2、聽課。聽課是學習過程中最重要的環節，聽課效率高的學生往往能夠在課堂上掌握教師講授的大部分內容。聽課要做到：緊跟各個教學環節，如復習、引入、呈現、練習和鞏固等；要集中精力，聽懂教師的講解，並做好筆記；積極參與課堂活動，如回答問題、對話、角色扮演和復述等。
3、作業。要認真完成課後作業。英語作業分口頭和筆頭兩種。對語言學習來說，朗讀、記憶、背誦等課後作業十分重要。

⑺ 人們舉辦各種活動鼓勵更多的人讀書的英語翻譯

人們舉辦各種活動鼓勵更多的人讀書People hold various activities to encourage more people to read麻煩採納謝謝啊

⑻ 鼓勵學習英語句子

鼓勵學習英語句子：

1、Nothing is impossible for a willing heart.(心之所願，無所不成。)[堅持一個簡單的信念就一定會成功。]

2、The waves to cleave through the waves at a farewell to swim, canoe funeral.海浪為劈風斬浪的航船餞行，為隨波逐流的輕舟送葬。

3、Storms make trees take deeper roots.(風暴使樹木深深紮根。)[感激敵人，感激挫折!]

4、No current will not venture, there is no climbing mountain.沒有激流就稱不上勇進，沒有山峰則談不上攀登。

5、Lotic brave person can appreciate the wonders of the rivers.激流勇進者方能領略江河源頭的奇觀勝景。

學習一些鼓勵學習的英語句子對於學英語是有一些幫助的，但是想要英語學的更好，建議你可以學習在線外教培訓班提高英語水平，這個價格不貴，一節課不超過20元，或者先領取免費試聽課看看外教是怎樣上課的。

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阿卡索都是歐美師資，歐美師資的發音是很標準的，外教100%持有TESOL等國際英語教師資格證書。擁有較高的性價比，每節課不超過20元。

希望可以幫到你啦！

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網路搜下「阿卡索官網論壇」免費獲取全網最齊全英語資源。

⑼ 激勵英語

激勵 hearten，encourage
刺激stimulate

⑽ 激勵學習英語的句子

1.Don』t aim for success if you want it; just do what you love and believe in, and it will come naturally.
如果你想要成功，不要去追求成功;盡管做你自己熱愛的事情並且相信它，成功自然到內來。
2.The best preparation for tomorrow is doing your best today.
對明天做好的容准備就是今天做到最好。