英语激励阅读

⑴ 10条英文激励语

1.Believing in yourself is the key to success.(相信自己是通往成功的途径!
2.Always believing in yourself.never lose your heart!(一定要相信自己,决不要气馁.)
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! (冰冻三尺非一日之寒。更加努力地学习，更加勤奋地操练，你所付出的一切将得到上帝的报答，上帝是公平的。)
4.Relax! Be patient and enjoy yourself. Learning foreign languages should be fun. (放松点！要有耐心，并让自己快乐！学习外语应该是乐趣无穷的。)
5.Time tames the strongest grief.(时间能缓和极度的悲痛。)
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.(懒散能磨去才智的锋芒。)
7.There is only one me in this world.( 在这个世界上，我是独一无二的!)
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.(我的未来
我作主.)
10.I’m born to succeed.(我注定成功.)
11.Never underestimate your power to change yourself!
(永远不要低估你改变自我的能力！)
12.English can never be learned,it can only be lived.You can master English only through using, speaking, and writing.(英语是永远学不出来的！英语是练出来的！你只有通过用、说和写才能真正精通英语！)
13.We cannot afford to waste our lives!(我们的生命浪费不起！)

14.We must do as much as we can, as soon as we can!(我们必须全力以赴！)

⑵ 求激励的故事英语短文！！！

1.Money doesn't grow on trees.

钱不是从天上掉下来的。

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

我知道我的未来不是梦。

3.To convert defeat into victory.

反败为胜。

4.Youth means limitless possibilities.

年轻就是无限的可能。

5.Leave behind a clean world for future generations.

留给下一代一个清洁的地球。

6.You can do it too!

你也做得到！

7.Get to another summit in your career.

开创职业生涯的另一个高峰。

8.Pursue breakthroughs in your life.

追求自我的突破。

9.Never say die.

永不放弃。

10.Knowledge is power.

知识就是力量。

11.Never too old to learn.

活到老，学到老。

12.Practice makes perfect.

熟能生巧。

13.Go for it! = Just do it!

加油！向前冲！做了再说！

14.No pain, no gain.

天下事没有不劳而获的东西。

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

每天每个方面我的生活都正在好转。

16.Time is money.

时间就是金钱。

17.Man can conquer nature.

人定胜天。

18.Better late than never.

只要开始，虽晚不迟。
本篇文章来源于 www.caowu.cn[草屋文学] 原文链接地址：http://www.caowu.cn/article/20080919/1200.html

⑶ 激励认真读书的英语语句

It is not your aptitude but your attitude that determines your altitude.
决定你抄高度的是你的态度，而不是你的天赋。

所以要认真读书咯(*^__^*) 嘻嘻……楼主加油

⑷ 激励学生努力读书的英文歌曲

Peerless

⑸ 求关于激励制度的英文版文章

激励制度 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 怎样激励同学们学习英语的积极性

英语学习方法还是比较关键的！
1、预习。预习既是学习方法问题，也是学习习惯内的问题容。预习的内容很多，如：课前要预习生词、课文和语法内容，在自己不懂的地方作上标记，带着问题有针对性去听课，课堂上尽力去解决自己不懂的问题，如仍不懂，课后应马上问老师。
2、听课。听课是学习过程中最重要的环节，听课效率高的学生往往能够在课堂上掌握教师讲授的大部分内容。听课要做到：紧跟各个教学环节，如复习、引入、呈现、练习和巩固等；要集中精力，听懂教师的讲解，并做好笔记；积极参与课堂活动，如回答问题、对话、角色扮演和复述等。
3、作业。要认真完成课后作业。英语作业分口头和笔头两种。对语言学习来说，朗读、记忆、背诵等课后作业十分重要。

⑺ 人们举办各种活动鼓励更多的人读书的英语翻译

人们举办各种活动鼓励更多的人读书People hold various activities to encourage more people to read麻烦采纳谢谢啊

⑻ 鼓励学习英语句子

鼓励学习英语句子：

1、Nothing is impossible for a willing heart.(心之所愿，无所不成。)[坚持一个简单的信念就一定会成功。]

2、The waves to cleave through the waves at a farewell to swim, canoe funeral.海浪为劈风斩浪的航船饯行，为随波逐流的轻舟送葬。

3、Storms make trees take deeper roots.(风暴使树木深深扎根。)[感激敌人，感激挫折!]

4、No current will not venture, there is no climbing mountain.没有激流就称不上勇进，没有山峰则谈不上攀登。

5、Lotic brave person can appreciate the wonders of the rivers.激流勇进者方能领略江河源头的奇观胜景。

学习一些鼓励学习的英语句子对于学英语是有一些帮助的，但是想要英语学的更好，建议你可以学习在线外教培训班提高英语水平，这个价格不贵，一节课不超过20元，或者先领取免费试听课看看外教是怎样上课的。

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⑼ 激励英语

激励 hearten，encourage
刺激stimulate

⑽ 激励学习英语的句子

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;尽管做你自己热爱的事情并且相信它，成功自然到内来。
2.The best preparation for tomorrow is doing your best today.
对明天做好的容准备就是今天做到最好。