Thurgood Marshall, First Black Supreme Court Justice

Thurgood Marshall (July 2, 1908–January 24, 1993), the great-grandson of slaves, was the first African-American justice appointed to the United States Supreme Court, where he served from 1967 to 1991. Earlier in his career, Marshall was a pioneering civil rights attorney who successfully argued the landmark case Brown v. Board of Education, a major step in the fight to desegregate American schools. The 1954 Brown decision is considered one of the most significant civil rights victories of the 20th century. Fast Facts: Thurgood Marshall Known For: First African-American Supreme Court justice, landmark civil rights lawyerAlso Known As: Thoroughgood Marshall, Great DissenterBorn: July 2, 1908 in Baltimore, MarylandParents: William Canfield Marshall, Norma AricaDied: January 24, 1993 in Bethesda, MarylandEducation: Lincoln University, Pennsylvania  (BA), Howard University  (LLB)Published Works: Thurgood Marshall: His Speeches, Writings, Arguments, Opinions, and Reminiscences (The Library of Black America series) (2001)Awards and Honors: The Thurgood Marshall Award, established in 1992 by the American Bar Association, is presented annually to a recipient to recognize long-term contributions by members of the legal profession to the advancement of civil rights, civil liberties, and human rights in the United States, the ABA says. Marshall received the inaugural award in 1992.Spouse(s): Cecilia Suyat Marshall  (m. 1955–1993),  Vivian Burey Marshall (m. 1929–1955)Children: John W. Marshall,  Thurgoo d Marshall, Jr.Notable Quote: It is interesting to me that the very people...that would object to sending their white children to school with Negroes are eating food that has been prepared, served, and almost put in their mouths by the mothers of those children. Childhood Marshall (named Thoroughgood at birth) was born in Baltimore on Jan. 24, 1908, the second son of Norma and William Marshall. Norma was an elementary school teacher and William worked as a railroad porter. When Thurgood was 2 years old, the family moved to Harlem in New York City, where Norma earned an advanced teaching degree at Columbia University. The Marshalls returned to Baltimore in 1913 when Thurgood was 5. Thurgood and his brother Aubrey attended an elementary school for blacks only and their mother taught in one as well. William Marshall, who had never graduated from high school, worked as a waiter in a whites-only country club. By second grade, Marshall, weary of being teased about his unusual name and equally weary of writing it out, shortened it to â€Å"Thurgood.† In high school, Marshall earned decent grades but had a tendency to stir up trouble in the classroom. As punishment for some of his misdeeds, he was ordered to memorize portions of the U.S. Constitution. By the time he left high school, Marshall knew the entire document. Marshall always knew that he wanted to go to college but realized his parents couldnt afford to pay his tuition. Thus, he began saving money while he was in high school, working as a delivery boy and a waiter. In September 1925, Marshall entered Lincoln University, an African-American college in Philadelphia. He intended to study dentistry. College Years Marshall embraced college life. He became the star of the debate club and joined a fraternity; he was also very popular with young women. Yet Marshall found himself ever aware of the need to earn money. He worked two jobs and supplemented that income with his earnings from winning card games on campus. Armed with the defiant attitude that had gotten him into trouble in high school, Marshall was suspended twice for fraternity pranks. But Marshall was also capable of more serious endeavors, as when he helped to integrate a local movie theater. When Marshall and his friends attended a movie in downtown Philadelphia, they were ordered to sit in the balcony (the only place that blacks were allowed). The young men refused and sat in the main seating area. Despite being insulted by white patrons, they remained in their seats and watched the movie. From then on, they sat wherever they liked at the theater. By his second year at Lincoln, Marshall had decided he didnt want to become a dentist, planning instead to use his oratory gifts as a practicing attorney. (Marshall, who was 6-foot-2, later joked that his hands were probably too big for him to have become a dentist.) Marriage and Law School In his junior year, Marshall met Vivian Buster Burey, a student at the University of Pennsylvania. They fell in love and, despite Marshalls mothers objections—she felt they were too young and too poor—married in 1929 at the beginning of Marshalls senior year. After graduating from Lincoln in 1930, Marshall enrolled at Howard University Law School, a historically black college in Washington, D.C., where his brother Aubrey was attending medical school. Marshalls first choice had been the University of Maryland Law School, but he was refused admission because of his race. Norma Marshall pawned her wedding and engagement rings to help her younger son pay his tuition. Marshall and his wife lived with his parents in Baltimore to save money. Marshall commuted by train to Washington every day and worked three part-time jobs to make ends meet. Marshalls hard work paid off. He rose to the top of the class in his first year and won the plum job of an assistant in the law school library. There, he worked closely with the man who became his mentor, law school dean Charles Hamilton Houston. Houston, who resented the discrimination he had suffered as a soldier during World War I, had made it his mission to educate a new generation of African-American lawyers. He envisioned a group of attorneys who would use their law degrees to fight racial discrimination. Houston was convinced that the basis for that fight would be the U.S. Constitution itself. He made a profound impression upon Marshall. While working in the Howard law library, Marshall came into contact with several lawyers and activists from the NAACP. He joined the organization and became an active member. Marshall graduated first in his class in 1933 and passed the bar exam later that year. Working for the NAACP Marshall opened his own law practice in Baltimore in 1933 at the age of 25. He had few clients at first, and most of those cases involved minor charges, such as traffic tickets and petty thefts. It did not help that Marshall opened his practice in the midst of the Great Depression. Marshall became increasingly active in the local NAACP, recruiting new members for its Baltimore branch. Because he was well-educated, light-skinned, and dressed well, however, he sometimes found it difficult to find common ground with some African-Americans. Some felt Marshall had an appearance closer to that of a white man than to one of their own race. But Marshalls down-to-earth personality and easy communication style helped to win over many new members. Soon, Marshall began taking cases for the NAACP and was hired as part-time legal counsel in 1935. As his reputation grew, Marshall became known not only for his skill as a lawyer but also for his bawdy sense of humor and love of storytelling. In the late 1930s, Marshall represented African-American teachers in Maryland who were receiving only half the pay that white teachers earned. Marshall won equal-pay agreements in nine Maryland school boards and in 1939, convincing a federal court to declare unequal salaries for public school teachers unconstitutional. Marshall also had the satisfaction of working on a case, ​Murray v. Pearson, in which he helped a black man gain admission to the University of Maryland Law School in 1935. That same school had rejected Marshall only five years earlier. NAACP Chief Counsel In 1938, Marshall was named chief counsel to the NAACP in New York. Thrilled about having a steady income, he and Buster moved to Harlem, where Marshall had first gone with his parents as a young child. Marshall, whose new job required extensive travel and an immense workload, typically worked on discrimination cases in areas such as housing, labor, and travel accommodations. Marshall, in 1940, won the first of his Supreme Court victories in Chambers v. Florida, in which the Court overturned the convictions of four black men who had been beaten and coerced into confessing to a murder. For another case, Marshall was sent to Dallas to represent a black man who had been summoned for jury duty and who had been dismissed when court officers realized he was not white. Marshall met with Texas governor James Allred, whom he successfully persuaded that African-Americans had a right to serve on a jury. The governor went a step further, promising to provide Texas Rangers to protect those blacks who served on juries. Yet not every situation was so easily managed. Marshall had to take special precautions whenever he traveled, especially when working on controversial cases. He was protected by NAACP bodyguards and had to find safe housing—usually in private homes—wherever he went. Despite these security measures, Marshall often feared for his safety because of numerous threats. He was forced to use evasive tactics, such as wearing disguises and switching to different cars during trips. On one occasion, Marshall was taken into custody by a group of policemen while in a small Tennessee town working on a case. He was forced from his car and driven to an isolated area near a river, where an angry mob of white men awaited. Marshalls companion, another black attorney, followed the police car and refused to leave until Marshall was released. The police, perhaps because the witness was a prominent Nashville attorney, drove Marshall back to town. Separate but Not Equal Marshall continued to make significant gains in the battle for racial equality in the areas of both voting rights and education. He argued a case before the U.S. Supreme Court in 1944 (Smith v. Allwright), claiming that Texas Democratic Party rules unfairly denied blacks the right to vote in primaries. The Court agreed, ruling that all citizens, regardless of race, had the constitutional right to vote in primaries. In 1945, the NAACP made a momentous change in its strategy. Instead of working to enforce the separate but equal provision of the 1896 Plessy v. Ferguson decision, the NAACP strove to achieve equality in a different way. Since the notion of separate but equal facilities had never truly been accomplished in the past (public services for blacks were uniformly inferior to those for whites), the only solution would be to make all public facilities and services open to all races. Two important cases tried by Marshall between 1948 and 1950 contributed greatly to the eventual overturning of Plessy v. Ferguson. In each case (Sweatt v. Painter and McLaurin v. Oklahoma State Regents), the universities involved (the University of Texas and University of Oklahoma) failed to provide for black students an education equal to that provided for white students. Marshall successfully argued before the U.S. Supreme Court that the universities did not provide equal facilities for either student. The Court ordered both schools to admit black students into their mainstream programs. Overall, between 1940 and 1961, Marshall won 29 of the 32 cases he argued before the U.S. Supreme Court. Brown v. Board of Education In 1951, a court decision in Topeka, Kansas became the stimulus for Thurgood Marshalls most significant case. Oliver Brown of Topeka had sued that citys Board of Education, claiming that his daughter was forced to travel a long distance from her home just to attend a segregated school. Brown wanted his daughter to attend the school nearest their home—a school designated for whites only. The U.S. District Court of Kansas disagreed, asserting that the African-American school offered an education equal in quality to the white schools of Topeka. Marshall headed the appeal of the Brown case, which he combined with four other similar cases and filed as Brown v. Board of Education. The case came before the U.S. Supreme Court in December 1952. Marshall made it clear in his opening statements to the Supreme Court that what he sought was not merely a resolution for the five individual cases; his goal was to end racial segregation in schools. He argued that segregation caused blacks to feel innately inferior. The opposing lawyer argued that integration would harm white children. The debate went on for three days. The Court adjourned on Dec. 11, 1952, and did not convene on Brown again until June 1953. But the justices did not render a decision; instead, they requested that the attorneys supply more information. Their main question: Did the attorneys believe that the 14th Amendment, which addresses citizenship rights, prohibited segregation in schools? Marshall and his team went to work to prove that it did. After hearing the case again in December 1953, the Court did not come to a decision until May 17, 1954. Chief Justice Earl Warren announced that the Court had come to the unanimous decision that segregation in the public schools violated the equal protection clause of the 14th Amendment. Marshall was ecstatic; he always believed he would win, but was surprised that there were no dissenting votes. The Brown decision did not result in overnight desegregation of southern schools. While some school boards did begin making plans for desegregating schools, few southern school districts were in a hurry to adopt the new standards. Loss and Remarriage In November 1954, Marshall received devastating news about Buster. His 44-year-old wife had been ill for months but had been misdiagnosed as having the flu or pleurisy. In fact, she had incurable cancer. However, when she found out, she inexplicably kept her diagnosis a secret from her husband. When Marshall learned how ill Buster was, he set all work aside and took care of his wife for nine weeks before she died in February 1955. The couple had been married for 25 years. Because Buster had suffered several miscarriages, they had never had the family they so desired. Marshall mourned but did not remain single for long. In December 1955, Marshall married Cecilia Cissy Suyat, a secretary at the NAACP. He was 47, and his new wife was 19 years his junior. They went on to have two sons, Thurgood, Jr. and John. Work for the Federal Government In September 1961, Marshall was rewarded for his years of legal work when President John F. Kennedy appointed him a judge on the U.S. Circuit Court of Appeals. Although he hated to leave the NAACP, Marshall accepted the nomination. It took nearly a year for him to be approved by the Senate, many of whose members still resented his involvement in school desegregation. In 1965, President Lyndon Johnson named Marshall to the post of solicitor general of the United States. In this role, Marshall was responsible for representing the government when it was being sued by a corporation or an individual. In his two years as solicitor general, Marshall won 14 of the 19 cases he argued. Supreme Court Justice On June 13, 1967, President Johnson announced Thurgood Marshall as the nominee for Supreme Court Justice to fill the vacancy created by Justice Tom C. Clarks departure. Some southern senators—notably Strom Thurmond—fought Marshalls confirmation, but Marshall was confirmed and then sworn in on Oct. 2, 1967. At the age of 59, Marshall became the first African-American to serve on the U.S. Supreme Court. Marshall took a liberal stance in most of the Courts rulings. He consistently voted against any form of censorship and was strongly opposed to the death penalty. In the 1973 Roe v. Wade case, Marshall voted with the majority to uphold a womans right to choose to have an abortion. Marshall was also in favor of affirmative action. As more conservative justices were appointed to the Court during the Republican administrations of presidents Ronald Reagan, Richard Nixon, and Gerald Ford, Marshall found himself increasingly in the minority, often as the lone voice of dissent. He became known as The Great Dissenter. In 1980, the University of Maryland honored Marshall by naming its new law library after him. Still bitter about how the university had rejected him 50 years earlier, Marshall refused to attend the dedication. Retirement and Death Marshall resisted the idea of retirement, but by the early 1990s, his health was failing and he had problems with both his hearing and vision. On June 27, 1991, Marshall submitted his letter of resignation to President George H. W. Bush. Marshall was replaced by Justice Clarence Thomas. Marshall died of heart failure on Jan. 24, 1993, at age 84; he was buried at Arlington National Cemetery. Marshall was posthumously awarded the Presidential Medal of Freedom by President Bill Clinton in November 1993. Sources Cassie, Ron. â€Å"The Legacy of Thurgood Marshall.†Ã‚  Baltimore Magazine, 25 Jan. 2019.Crowther, Linnea. â€Å"Thurgood Marshall: 20 Facts.†Ã‚  Legacy.com, 31 Jan. 2017.â€Å"Past Recipients Keynote Speakers.†Ã‚  American Bar Association.â€Å"Thurgood Marshalls Unique Supreme Court Legacy.†Ã‚  National Constitution Center – Constitutioncenter.org.

Essay on Imagery of nature in Wuthering Heights - 1363 Words

Imagery of Nature Wuthering Heights is immensely filled with nature imagery. Mathison believes that Wuthering Heights is a â€Å"wild novel† because of its illustration of the wild nature (18). From the moors to the barren landscape, Bronte brings together these images to depict a dreary and desolate setting. Bronte also uses the elements of nature to convey characteristics of characters. Bronte uses the imagery of nature to reflect the personalities of the characters in Wuthering Heights. â€Å"’Wuthering’ is a Yorkshire term for roaring of the wind† which is constantly seen in the weather of Wuthering Heights (Wuthering Heights 316). The weather in Wuthering Heights changes with the mood of the characters or with the mood of the place.†¦show more content†¦An example of Heathcliff’s character associating with storms is the cruelty he shows towards Isabella in their marriage to satisfy his desire of revenge Bronte ) Along with the imagery of nature is the imagery of the elements: â€Å"air, water, earth, and fire.† The imagery of air for Lockwood is very refreshing and accentuates his briskness. Lockwood deals with the closest association of the imagery of air. After reading the names of the shelf of the window and shutting his eyes â€Å"the air swarmed with Catherines† (Bronte 16). Lockwood enjoys the cool, crisp morning the next day at Wuthering Heights where he shakes off the horrible dreams from the night before. Air presents the invigorating personality of Lockwood (Laar 23). Catherine is connected with the imagery of air in a more violent feature. When Catherine chose to marry Edgar over Heathcliff, a violent storm ensued, displaying characteristics of three elements: â€Å"air, fire, and water.† This is symbolic of Catherine’s torn feelings between loving Edgar and loving Heathcliff. The wind on the moors is Catherine’s â€Å"breath of lifeâ₠¬  because the moors fill Catherine with joy (Laar 28). The most noticeable imagery of air for Heathcliff is the â€Å"violent wind† which represents Heathcliff’s violent personality (Laar 30). Examples of Heathcliff’s violent personality are the fights he engages in with Hindley, and the hanging ofShow MoreRelatedWuthering Heights by Emily Brontà « : A Perfect Misanthropist’s Heaven1585 Words   |  6 Pagesartists/authors are brutally honest in how they depict human nature: greedy, sinister, and above all, hopeless. This essential element of gothic, with the inclusion of the supernatural, takes the main stage in Emily Brontà «Ã¢â‚¬â„¢s Wuthering Heights. This story of romance, mystery, and violence is not only the epitome of the gothic novel, but also a social commentary that rings true for the human race in its entirety. In a sense, Wuthering Heights is a true story, not because the characters and events areRead MoreAnalysis Of Emily Bronte s W uthering Heights 975 Words   |  4 PagesBronte’s two main sources of imagery are nature and the supernatural. Using Wuthering Heights, write a well-developed essay that explores the symbolic associations of storm and calm through the characters. â€Å"Wuthering heights†, a novel that explores different types of imagery: natural and supernatural. Along the storyline, the characters change and the reflections are noticed throughout with symbolic natural occurrences. In times of disarray and unrest, â€Å"Wuthering Heights† becomes symbolic in representingRead MoreWuthering Heights ch 1-3 analysis1105 Words   |  5 Pages In Wuthering Heights by Emily Bronte, what first appears to be an overabundance of descriptions about a mansion in nineteenth century England easily turns into a myriad of sentiment, hatred, and love among the protagonists. The work can be classified as an unprecedented satire, using indirect actions of its characters to convey a forthright message regarding human misdeeds. The first few pages of the book presents two main characters, Mr. Heathcliff and Mr. Lockwood, where both serve an importantRead MoreThe Conflict Between Nature and Culture in Wuthering Heights by Emily Brontà « and a Room with a View by E.M.Forster1649 Words   |  7 Pagesâ€Å"Man is born free, but everywhere he is in chains.† - Jean-Jacques Rousseau Many readers enjoy ‘Wuthering Heights’ as a form of escapism, a flight from reality into the seclusion and eerie mists of the Yorkshire moors, where the supernatural seems commonplace and the searing passion between Catherine and Heathcliff absolute. Yet Wuthering Heights reaches much further than its atmospheric setting, exploring the complexities of family relationships and Victorian society’s restrictions; similarly, inRead MoreTheme Of Nature In Wuthering Heights1458 Words   |  6 Pagesmeanings of nature describe the phenomenons of the physical world and inherent features of a specific being or object. Present in the novel Wuthering Heights, written by Emily Bronte, the nature aspect life depicts is uncovered in various types of ways. Brought to attention throughout the novel is the use of weather and seasonal change, as well as characterization and how one can discover a form of nature from the perspective of a certain character. Bronte expresses the form of nature through characterizationRead More Comparison of Thrusscross Grange and Wuthering Heights Essay764 Words   |  4 Pagesand Wuthering Heights Never have two more opposing places existed than Thrusscross Grange and Wuthering Heights. Wuthering Heights is a dwelling characterized by fiery emotions, primal passions, bitter vengeance, and blatant evil. Thrushcross Grange is a peaceful, beautiful abode which epitomizes all that is good and lovely. Emily Bronte includes these two places in the Romantic novel, Wuthering Heights, to create a contrast which furthers the overall theme of good vs. evil. Wuthering HeightsRead MoreAnalysis Of The Novel Wuthering Heights 1636 Words   |  7 PagesJournal - Wuthering Heights Point of View – Wuthering Heights has two main narrators from whose point of view the novel is written. Lockwood is the primary narrator, and much is of what takes place in the present is told through his eyes, via first-person. The narration shifts to Ellen Dean, as she gives, to both Lockwood and the reader, her version of past events. She serves as the peripheral narrator, who is meant to tell the tale of what transpired before Lockwood’s arrival to Wuthering Heights. Ellen’sRead MoreWuthering Heights and Thrushcross Grange - Contrast Essay790 Words   |  4 Pagesopposing places existed than Thrusscross Grange and Wuthering Heights. Wuthering Heights is a dwelling characterized by fiery emotions, primal passions, bitter vengeance, and blatant evil. Thrushcross Grange is a peaceful, beautiful abode which epitomizes all that is good and lovely. Emily Bronte includes these two places in the Romantic novel, Wuthering Heights, to create a contrast which furthers the overall theme of good vs. evil. br brWuthering Heights is a house set high upon a hill where is exposedRead MoreEssay on Early Criticisms Of Wuthering Heights by Emily Bronte2511 Words   |  11 PagesWuthering Heights was first published in 1847 with the author’s name given as Ellis Bell. Wuthering Heights was actually written by Emily Bronte, but she adopted a male alias as female authors rarely got published. Her work was praised for the imagination used, but criticised for its moral ambiguity. Wuthering Heights challenged Victorian ideals and this shocked its first critics. The fact that Emily Bronte felt the need to use a male alias is an indication of how she feared the public wouldRead More Comparing Virginia Woolfs Mrs. Dalloway and Emily Brontes Wuthering Heights1678 Words   |  7 PagesWoolfs Mrs. Dalloway and Emily Brontes Wuthering Heights Virginia Woolf’s Mrs. Dalloway and Emily Bronte’s Wuthering Heights share similarities in many aspects, perhaps most plainly seen in the plots: just as Clarissa marries Richard rather than Peter Walsh in order to secure a comfortable life for herself, Catherine chooses Edgar Linton over Heathcliff in an attempt to wrest both herself and Heathcliff from the squalid lifestyle of Wuthering Heights. However, these two novels also overlap

Critical Analysis for Management Studies- myassignmenthelp.com

Question: Discuss about theCritical Analysis for Management Studiesand Researches. Answer: Present day managers are of the opinion that motivation can develop the confidence of employees and make them perform better in their work place. They have conducted researches which have shown that managers who motivate Employees with the correct set of tools can help employees in better productivity from them and help them to match with the organization mission as well as vision (Ackah 2015). They will try their best to develop their skills and knowledge so as to meet the expectation of the company. Therefore motivational tools have become one of the most important methods that managers are extensively using now a day to help the employees master their ability and reach the goal of success (Desi and Ryan 2014) The present article are also of the same opinion. They have supported the fact that motivation increases efficiency of the employees but also have provided particular set of motivational tools which are helpful for different categories of employee in increasing their producti vity. The essay will first point out the weakness as well as strength of journal article. This will be followed by a personal opinion and a literature review based on the present topic. The thesis statement that can be identified after going through the entire article is that motivation is an important tool for the development of the efficiency of employee and also helps to increase the productivity and different managers should therefore use different types of motivational tools for different categories of employees for bringing out the best outcome in the organizations. Strength of the article is that the author has chosen a topic of discussion which is finding great importance in the present day business administration. Employees are one of the most important components of the organization and therefore motivation can help them to excel in their career. Secondly, another important strength of the article is that the author has provided a wonderful literature review that has helped to shed a light on the topic of discussion. In the literature review the author that correctly described each and every component of motivational strategies. This can be learnt by the managers which would ultimately help them in guiding the employees and they help them in developing perfect motivational tools which would help them to bring out the best performance. The author had systematically proceeded with the literature review by first defining the term efficiency in a variety of ways as put down by authors over the years (Lazaroiuou 2015). This discussion has followe d the wonderful linking of the word motivation with efficiency and has helped the readers to understand how motivation works for increasing the efficiency and productivity of the employee. Not only that, the paper have also provided a good amount of information for helping managers in order to understand the benefit of motivation on efficiency and productivity in the workplace. For better understanding of the concept of the utility of motivation the author had correctly utilize the bullet points for explaining the benefits so that a clear understanding of the concept can be developed by the reader . It also described the different types of behaviors which should be harbored by the managers for motivating the employees like Listening to Employees attentively, providing them with effective feedback, behaving with them with warmth, expressing concern for the employees, helping them formerly as well as informally and many others. This is one of the strength of the article because it to be helping the managers to understand how they would modify their behaviors in order to bring the best outcome for the employees (Njoroge and Yazdanifard 2014). Moreover another interesting feature of the article is that in order to support the discussion the author had taken into consideration and number of theories which are helping in providing a strong discussion of the utility of motivation. While discussing the theories, the author had written the important principle of the theories within brackets so that the readers can easily understand and link the theories with the present discussion. Therefore it is seen that the author had put put a much greater effort in researching on the topic and give a detailed overview of the importance of motivation for employees in workplace for the readers to understand. The main weakness which has been found in the paper is that it does not follow a sequential procedure for conducting the research. As statistical test which is not discussed properly in the methodology section, it becomes very difficult for the readers to develop an idea from the statistical test. The tests have been represented in a very complicated manner which is not at all reader friendly. It is saying that the author had taken in consideration of three different categories of motivational tools like the economic tools, the psychosocial tools and the organizational tools but they have not mentioned specifically about the different kinds of motivational techniques present in each of the categories of tools. They have made the calculation section extremely difficult for the readers to understand. There is also no proper discussion about the findings of the paper and therefore it does not give the detail of clear idea about the importance of each of the components of the findings. T he author should have discussed it off the result in details so that the readers can connect the findings with the main theoretical approach in the real world (Noe et al. 2014). The conclusion part has been provided the results of the findings but they have not concluded the entire discussion which is very necessary for the reader to develop an understanding of the entire paper. Therefore the discussion and conclusion part of the papers are not supporting the main purpose. It is also see that the research part has a very difficult language and extensive long sentences which makes it difficult for the readers to understand the meaning of the sentence. It can be explained with the help of examples such as Similarly, it has been observed that, the psycho-social tools motivation level of the low income segment is validly high in terms of statistics than the high income segment and the organizational managerial tools motivation level of the middle income segment is validly high in terms of statistics than the high income segment. It is easier for the low income segment to accept and be motivated by the present motivation tools and opportunities, than of the high income segment. A large amount of information has been provided by a single sentence which somehow clouds and overwrites the ideas on to one another and thereby does not provide a clear picture. The author should have provided the information in a tabular chart form so that the readers can easily understand it at one go. The idea provided by the article is indeed very helpful. Different employees often lose enthusiasm to work in their workplace and tend to lose focus over time. Therefore it becomes extremely important for the managers to come out with different strategies so that they can motivate the employees and also at the same time increase the productivity as well as the efficiency of the employees. Increasing the efficiency of the employees automatically increase productivity and therefore different managers should come out with important Strategy which helps in meeting the organizations missions (Pinder 2014). An important correlation exists between employee motivation and their performance and the managers who are likely being able to motivate their employees with higher benefits in comparison to those who do not motivate employees. Motivation can be provided in different ways and managers should go through important articles to find out the evidences about how their behavioral modifications and also how different innovative strategies they can apply in the workplace in order to make the workers motivated and enthusiastic in their work. This will help them to achieve the goals (Schultz 2014). An important article has been put forward by authors like to Chukuwuma, Maduka and Okafar in the year 2014. They had mainly conducted a questionnaire survey in order to understand the perceptions about the managers as well as the junior staff about the benefits of motivation. In the article, the authors have supported the view that motivation is very much beneficial for developing the efficiency of the employees and states that he has found out through his study that overtime allowance, holiday, as well as different types of salary increases act as a motivational tools for employees. It has also been stated that the junior stuff usually prefer financial incentives in comparison to any sort of non financial incentive and therefore the managers should strategize their plans in a form which would help them to provide financial incentives to make the best outcome. Another article which was published by Osabiya as well as Joseph in 2014 has stated that when the employees remain highly mot ivated, they perform function which remains characterized by responsibility, humility as well as efficiency. The authors have also stated that workers who are highly motivated have a greater sense of belonging, achievements as well as recognition in the organization. In such a scenario they are ready to strive more so that they can be sure that they are identified with the organizations Vision and Mission. Seminars, periodic performance reviews workshops as well as basic recognition up on systematic evaluation can be taken up by the managers to motivate the workers in different ways. An article which was published by Wang and Noe in 2014 has stated that incentives can act as an important economic tool as well as accountability can be used as an important organizational motivational tool which can help the employees to get motivated. Employees who have personality traits would show less desirable behaviors like they would be low in conscientiousness and high in neuroticism. However m otivational tools assess the personality traits of such employees and would help them to facilitate knowledge sharing and bring possible outcome Also stated that reward system can also be used which would help them to be motivated and increase the concentration and decrease their impatience thereby increasing open-mindedness. From the entire discussion, it was seen that the author of the article provided the important information which can be followed by budding managers in order to manage the performance of employees. Motivation is now been used as an important people in enhancing the skill and knowledge of people and also helping them to surpass their capacity and reach the organizations goals and also result in development of a sense of accountability and perform better. It is very important for the managers to correctly use the right motivational tools for different types of employee so that the highest benefit can be achieved. All these would help the organization to reach the zenith of success. References: Ackah, D., 2015. The impact of motivation on employee performance in the manufacturing industry in Ghana.Global Journal of Management Studies and Researches,1(5), pp.291-310. Deci, E.L. and Ryan, R.M., 2014. The importance of universal psychological needs for understanding motivation in the workplace.The Oxford handbook of work engagement, motivation, and self-determination theory, pp.13-32. Lazaroiu, G., 2015. Employee Motivation and Job Performance.Linguistic and Philosophical Investigations,14, p.97. Maduka, C.E. and Okafor, O., 2014. Effect of motivation on employee productivity: A study of manufacturing companies in Nnewi.International Journal of Managerial Studies and Research (IJMSR),2(7), pp.137-147. Njoroge, C.N. and Yazdanifard, R., 2014. The impact of social and emotional intelligence on employee motivation in a multigenerational workplace.Global Journal of Management And Business Research. Noe, R.A., Wilk, S.L., Mullen, E.J. and Wanek, J.E., 2014. Employee Development: Issues in Construct Definition and Investigation ofAntecedents.Improving Training Effectiveness in WorkOrganizations, ed. JK Ford, SWJ Kozlowski, K. Kraiger, E. Salas, and MS Teachout (Mahwah, NJ: Lawrence Erlbaum, 1997), pp.153-189. Osabiya, B.J., 2015. The effect of employees motivation on organizational performance.Journal of public administration and policy research,7(4), pp.62-75. Pinder, C.C., 2014.Work motivation in organizational behavior. Psychology Press. Schultz, P.W., 2014. Strategies for promoting proenvironmental behavior.European Psychologist. Wang, S., Noe, R.A. and Wang, Z.M., 2014. Motivating knowledge sharing in knowledge management systems: A quasifield experiment.Journal of Management,40(4), pp.978-1009.