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Some pioneering work that began as an attempt to discover ways to increase production efficiency led to the founding of the human relations movement in industry and to the development of motivational skills and tools for managers.In 1927researchers were involved in determining the optimum amount of lighting,temperature,and humidity (with lighting being considered the most important)for the assembly of electronic components at Western Electric.The researchers found that lighting had no consistent effect on production.In fact,production sometimes increased when lighting was reduced to the level of ordinary moonlight!The important part of this experiment began when two Harvard researchers,Elton Mayo and Fritz Roethlisberger,were brought in to investigate these unexpected results further.They found that workers were responding not to the level of lighting but to the fact that they were being observed by the experimenters.
This phenomenon came to be known as the Hawthorne effect since the experiments were conducted at the Western Electric Hawthorne Plant.This was the first documented and widely published evidence of the psychological effects on doing work,and it led to the first serious effort aimed at examining psychological and social factors in the workplace.Further experiments were continued for five years.Generally,the researchers concluded from their experiments that economic motivation (pay)was not the sole source of productivity and,in some cases,not even the most important source.Through interviews and test results,the researchers focused on the effects of work attitudes,supervision,and the peer group and other social forces,on productivity.
Their findings laid the groundwork for modem motivation theory,and the study of human factors on the job,which continues to this day in such common practices as selection and training,establishing favorable work conditions,counseling,and personnel operations.The contributions of this experiment shifted the focus of human motivation from economics to a multifaceted approach including psychological and social forces.

What is the passage primarily about?()

A.The first widely published development in modem motivation theory.
B.Shifting the focus of human motivation from economics to a multifaceted approach.
C.The importance of careful research.
D.The results of a pioneering study at Western Electric.

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Bullying(欺凌弱小者) at School: Tackling the Problem A. A broad definition of bullying is when a student is repeatedly exposed to negative actions of the part of one or more other students. These negative actions can take the form. of physical contact, verbal abuse, or making faces and rude gestures. Spreading rumors and excluding the victim from a group are also common forms. Bullying also entails an imbalance in strength between the bullies and victim, what experts call an asymmetric power relationship. B. Bullying among schoolchildren is certainly a very old phenomenon, though it was not until the early 1970s that it was made the object of systematic research. Though this research originally focused on Scandinavia, by the 1980s bullying among schoolchildren had attracted wider attention in countries such as Australia, Canada, Japan, the Netherlands, the United Kingdom and the United States. C. The surveys of more than 150,000 students show that some 15% of pupils in elementary and lower secondary junior high schools, roughly corresponding to ages 7 to 16, in Scandinavia are involved in bully victim problems with some regularity--either as bullies, victims or both. Approximately 9% are victims, and 7% bully other students with some regularity. A relatively small proportion (15%- 20%) of the victims are themselves bullies of other pupils. These figures probably underestimate the problem, and there are indications that the level of bullying has risen over the last 10--15 years. More worrying, it is the more frequent and severe forms of bullying that have increased most. D. Scandinavia is clearly not the stable rock of peace and calm it is often portrayed to be. Still, bullying may be more prevalent in other countries. For example, one British study of over 6,700 students shows that more than a quarter (27%) of primary school students reported being bullied with some regularity; this figure was 10% for secondary school students. With regard to bullying other students, corresponding figures were 12% for primary and 6% for secondary school students. E. These are the raw data, but what about the background? There is considerable research literature on the characteristics, family backgrounds, long-term outcomes for victims and bullies, mechanisms and group processes involved. Fundamentally, bullying has to be seen as a component of more generally antisocial and rule-breaking behavior. In other studies, some 35% to 40% of boys who were characterized as bullies in Grades 6 to 9 (ages 13 to 16) had been convicted of at least three officially registered crimes by the age of 24. In contrast, this was true of only 10% of boys who were not classified as bullies. In other words, former school bullies were four times more likely than other pupils to engage in relatively serious crime. F. There are several common assumptions about the causes of school bullying for which there is no supporting evidence. They include claims that bullying is a consequence of large class or school sizes, or of the competition for grades and other pressures that school generates. Another common assumption is that under a tough surface bullies, in fact, suffer from poor self-esteem and insecurity. These views are no more accurate than the stereotype that students who are fat, red-haired and wear glasses are particularly likely to become victims of bullying. G. In reality, other factors are more important. Certain personality characteristics and typical reaction patterns, combined with the level of physical strength or weakness in the case of boys, can help to explain the development of bullying problems in individual students. At the same time, environmental influences, such as teachers' attitudes, behavior. and supervisory routines play a crucial role in determining the extent to which these problems will manifest themselves in a classroom or a school. H.A.YB.NC.NG