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Experiential learning
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Table of Contents
TOC o “1-3” h z u HYPERLINK l “_Toc406610327” Introduction PAGEREF _Toc406610327 h 2
HYPERLINK l “_Toc406610328” Theories of Experimental Learning PAGEREF _Toc406610328 h 2
HYPERLINK l “_Toc406610329” Discussion PAGEREF _Toc406610329 h 3
HYPERLINK l “_Toc406610330” Experiential Learning Cycle PAGEREF _Toc406610330 h 4
HYPERLINK l “_Toc406610331” Experiential Learning Styles PAGEREF _Toc406610331 h 5
HYPERLINK l “_Toc406610332” Conclusion PAGEREF _Toc406610332 h 6
HYPERLINK l “_Toc406610333” References PAGEREF _Toc406610333 h 7
Introduction
Experiential learning is the demonstration of taking in picked up from the encounters an individual has been included in or has encountered. Experiential learning appraoch have been produced to depict the strategies by which experiential learning is picked up. This viewpoint on adapting “experientially” accentuates the focal part that experience plays in the learning methodology (Bergsteiner, Avery & Neumann, 2010). “Learning is depicted as a procedure whereby ideas are gotten from and consistently adjusted by experience, no two contemplations are ever the same as experience dependably intercedes” (Bruneel, Yli‐Renko & Clarysse, 2010) or the “result of reflection upon experience, with the way of the reflection and the nature of the experience being critical to general learning” (Jordi, 2010). Albeit experiential taking in is separated from different modes of learning, information is picked up from a blend of techniques, for example, behavioral learning, albeit behavioral learning speculations deny any part for cognizant and subjective involvement in the learning procedure (Kolb, A & Kolb, 2012). Instruction is the demonstration of conferring or securing learning and this may be picked up in numerous distinctive ways. Any strategy for discovering that learning ought to be investigated, to give a finer understanding of how we learn.
Theories of Experimental Learning
There are numerous speculations about how learning is picked up. Experiential learning scholars have arranged learning into two sorts – Cognitive and Experiential. Cognitive learning is the information that is picked up from effectively captivating to remember data – settling on a cognizant decision to take in the data. Adapting in an experiential circumstance captivates the intuitive personality and is gotten from the demonstration of doing – support may not be needed for an experience to be occupied with. How information obtaining happens, decides the techniques that are utilized to convey data or circumstances that may structure a learning knowledge (Kolb, A & Kolb, 2012). Learning scholars have endeavored to characterize experiential learning and created numerous models to inspect the phases of learning experienced in different experiential learning cycles. Each one model uses distinctive stages to decide how the information is picked up from the experience. These reach from single stages models – where the experience itself is sufficient for figuring out how to two, three four or more stages. All have been utilized to further refine learning picked up experientially and portray the methods that are included. David Kolb, John Dewey and Bert Juch are scholars have endeavored to characterize experiential learning with these models (Mainemelis, Boyatzis & Kolb, 2002). As more research is led the models gave, are altered to further clarify how information is picked up or granted. This thus furnishes instructors and understudies with instruments expected to expand the learning imparting procedure.
Discussion
Mainemelis, Boyatzis & Kolb (2002) accepts that learners have quick solid encounters that permit them to ponder new experience from alternate points of view. From these intelligent perceptions the learners take part in “theoretical conceptualization” making speculations or standards that coordinate their perceptions into sound hypotheses. At last these speculations or hypotheses are utilized as advisers for further activity of the learner. This experimentation permits the learner to test what has been realized in other, and more mind boggling circumstances. Regularly the result is an alternate solid experience, yet one that is experienced at a great deal more mind boggling level even subliminally (McCarthy, 2010). The application of this hypothesis proposes that when a learner is in a circumstance which is synchronized with their learning style a larger amount of accomplishment in that specific circumstance will happen (Mainemelis, Boyatzis & Kolb, 2002). The ramifications of this hypothesis is that if a working part could survey the specific learning style of the understudies she was showing she could perhaps pick the strategies for instructing, and the evaluation of the learning conclusions of understudies in a classroom that reflected those styles all the more nearly. Analysts don’t totally concur that these learning styles can be dependably measured utilizing instruments, for example, Prices’ Learning Style Inventory, Myers-Briggs Type Indicators, or the Learning Preference Inventor (McCarthy, 2010). Different specialists have discovered little proof that “matching” learning styles with “learning strategies is connected with enhancing learning results”. Disregarding that certainty the utilization of Kolb’s Learning Style Inventory has been demonstrated “psychometrically dependable” (McCarthy, 2010). As experiential learning is built all the more in light of the reason of the dynamic expression of “doing” as opposed to the latent expression of “being carried out” it exhibits various difficulties and obstacles for business employees. Basically understudies in this environment are required to practice the very abilities they are adapting in the classroom as they are more prone to exchange that experience to their picked professions or callings. Adapting subsequently gets to be “experiential” when it likewise contains the essential fixings of reflection, exchange, and backing for the understudy. Staff showing business subjects are regularly ignorant of this critical procedure of adapting as most courses in business schools are taught fundamentally utilizing address, and the educator assuming the part of speaker (Mainemelis, Boyatzis & Kolb, 2002).
Experiential Learning CycleDavid Kolb named his model as ‘Experiential Learning’ on the grounds that he generally accepted that experience is the center reason which prompts all preparation and learning. Each one end of the lattice framed by recognition continuum and handling continuum prompts venture of learning methodology. Steps in learning procedure are ‘Cement Experience’ which is identified with the “inclination” in observation continuum, ‘Intelligent Observation’ which is identified with the “Viewing” in transforming continuum, ‘Unique Conceptualization’ which is identified with the “Reasoning” in discernment continuum and last one is ‘Dynamic Experimentation’ which is identified with the “doing” in handling continuum (Kolb, A & Kolb, 2012). Expounding on Concrete Experience (feeling) this sort of learners gain from a few unambiguous or distinct encounters and they relate these occurrences to the individuals and besides this kind of learners will be exceptionally delicate to other individuals’ feelings and emotions. Proceeding onward to Reflective perception (Watching) this sort of learners like to take choices in the wake of investigating a matter from diverse plot and they watch or watch the circumstances painstakingly before taking any choices they tent to investigate the internal significance of things. Next is Abstract Conceptualization (Thinking) this sort of individuals or learners attempt to break down given thoughts or circumstance utilizing coherent thinking and assess them and will be extremely judicious and they will just follow up on educated keen of a circumstance (Mainemelis, Boyatzis & Kolb, 2002). Presently the last and last of the cycle is Active Experimentation (Doing) this gathering of learners have incredible capacity or ability to accomplish thinks by others by impacting individuals and they will likewise be prepared to take danger to attain what they require and will be dynamic. Kolb’s and rotisserie has contended that an individual can enter the cycle at any four focuses yet more often than not it is chosen by circumstance or environment from where to begin. Kolb’s says that a learner can be the best in an errand in the event that he hones all the four aforementioned modes. Emulating example will help for better understanding of the subject, consider a kid figuring out how to ride a bike for this situation
Experiential Learning StylesKolb’s have by and large created four fundamental styles of taking in these are made out of blend of recognition continuum and handling continuum which insights about how individuals yearning to learn. He doesn’t feel that learning styles are focused around identity qualities or they are consistent however rather he accepts that it is focused around foundations and experience which make them create some steady examples of conduct. The four principle learning styles are;
Diverging Experimental learning:- These individuals are exceedingly creative and imaginative; they demand development and strive for consistent change in their regarded field. They are more fulfilled by perception, and has capacity to research a matter from distinctive heading, than doing activities and they likewise have a wide social viewpoint these individuals are sentiments situated and get effected by emotions effortlessly (Kolb, A & Kolb, 2012).
Assimilating Experimental learning) :- They can thoroughly consider numerous perception and contemplations and can consolidate everything together and after that they put these information’s into intelligent thinking’s .This sort of learners are the person who is making hypotheses , models and intrigued by making examinations. They are not peopling focused yet more joined with theoretical ideas
Converging (Abstract Conceptualization, Active Experimentation):- This gathering favors in taking care of issues utilizing reasonable application, they are not inventive or creative and has tight hobbies however great in choice making on the grounds that they are unemotional however they favor specialized issues over interpersonal issues.
Accommodating (concrete experience, Active Experimentation):- These people groups most prominent quality is in doing the work, they are prepared to test any work given they hop in and simply begin doing. They profoundly appreciate danger taking and are exceptionally adaptable. On the off chance that the circumstances requests them to act instantly they do in like manner and full fill the destinations. They despise thought and reflections rather lean toward experimentation (Bruneel, Yli‐Renko & Clarysse, 2010).
Conclusion
The Kolb’s experiential learning model is an incredible idea however as every coin has an inverse side this additionally has some negative side. Firstly Kolb’s learning model aided in sorting out, arranging and learning exercises yet it neglected to address the when an individual needed to reflect his or her individual experience and it additionally couldn’t uncover components of reflection.
ReferencesBergsteiner, H., Avery, G. C., & Neumann, R. (2010). Kolb’s experiential learning model: critique from a modelling perspective. Studies in Continuing Education, 32(1), 29-46.
Bruneel, J., Yli‐Renko, H., & Clarysse, B. (2010). Learning from experience and learning from others: how congenital and interorganizational learning substitute for experiential learning in young firm internationalization. Strategic entrepreneurship journal, 4(2), 164-182.
Jordi, R. (2010). Reframing the concept of reflection: Consciousness, experiential learning, and reflective learning practices. Adult Education Quarterly, 0741713610380439.
Kolb, A. Y., & Kolb, D. A. (2012). Experiential learning theory. In Encyclopedia of the Sciences of Learning (pp. 1215-1219). Springer US.
Mainemelis, C., Boyatzis, R. E., & Kolb, D. A. (2002). Learning styles and adaptive flexibility testing experiential learning theory. Management learning,33(1), 5-33.
McCarthy, M. (2010). Experiential learning theory: From theory to practice.Journal of Business & Economics Research (JBER), 8(5).
Down Syndrome is a genetic condition caused by extra genetic material from the 21st chromosome.
Down Syndrome
Down Syndrome is a genetic condition caused by extra genetic material from the 21st chromosome. The extra genes cause certain characteristics that we know as Down syndrome. Individuals with Down syndrome also have all the other genes given to them by their parents. As a result, they have a combination of features typical of Down syndrome on top of the individual features from their parents. There is some degree of mental retardation, or cognitive disability and other developmental delays.
Individuals with Down syndrome have distinct physical characteristics; generally they are more similar to the average person in the community than they are different. The physical features are important to the physician in making the clinical diagnosis, but no emphasis should be put on those characteristics otherwise. Not every child with Down syndrome has all the characteristics; some may only have a few, an others may show most of the signs of Down syndrome.
Over a 120 features have been described in Down syndrome. Many children with the syndrome have no more than six or seven of these. Some of the features are those that are either particularly useful in recognizing the condition, or have some relevance to parents.
ØFace. When looked at from the front, the child with Down syndrome usually has a rounded face. From the side, the face tends to have a flat profile.
ØHead. The back of the head is slightly flattened in most people with Down syndrome. This is known as brachycephaly.
ØEyes. The eyes of nearly all children and adults with Down syndrome slant slightly upwards. In addition, there is often a small fold of skin that funs vertically between the inner comer of the eye and the bridge of the nose. This is known as the epicanthic fold or epicanthus. It is often seen in normal infants. In both normal children and those with Down syndrome it becomes less prominent, and may disappear, when the child grows older and the skin is taken up to cover the bridge of the nose. It is important only because prominent epicanthic folds may give a false impression of crossed eyes in children.
The eyes may have white or light-yellow speckling around the rum of the iris. These specks are called Brushfield spots, and may be present in the eyes of normal children. They often disappear later if the iris turns brown. Like epicanthic folds, they do not interfere with vision.
ØMouth. The mouth cavity is slightly smaller than average, and the tongue slightly larger. This combination encourages some children to acquire the habit of putting out their tongues at times.
ØHands. The hands tend to be broad, with short fingers. The little finger sometimes has only one joint instead of the usual two. This finger may also be slightly curbed towards the other fingers. The palm may have only one cease going across it or, if there are two, both may extend right across the hand.
ØBody size. Children with Down syndrome usually weigh less than average at birth. Their length at birth is similarly reduces. During childhood, they grow steadily but slowly, and their ultimate height as adults is generally shorter than would be expected for their family. It is usually near the bottom of the normal range, and is approximately 145 to 168 cm in men and 132 to 155 cm in women.
One of the more notable aspects of Down syndrome is the wide variety of features and characteristics of people with trisomy 21: There is a wide range of mental retardation and developmental delay noted among children with Down syndrome. Some babies are born with heart defects and others are not. Some children have associated illnesses such as epilepsy, hypothyroidism or celiac disease, and others don not. The first possible reason is the difference in the genes that are triplicated. Genes can come in different alternate forms, called “alleles”. The effect of over expression of genes may depend on which allele is present in the person with trisomy 21. The second reason that might be involved is called “penetrance”. If one allele causes a condition to be present in some people but not others, that is called “variable penetrance,” and that appears to be what happens with trisomy 21: the alleles don not do the same thing to every person who has it. Both reasons may be why there is such variation in children and adults with Down syndrome.
RELATIONSHIP OF DOWN SYNDROME INCIDENCE TO MOTHERS’ AGE
Mothers AgeIncidence of Down SyndromeSource: Hook, E.G., Lindsjo, A. Down Syndrome in Live Births by Single Year Maternal Age.
Although many theories have been developed, it is not known what actually causes Down syndrome. Some professionals believe that hormonal abnormalities, X-rays, viral infections, immunologic problems, or genetic predisposition may be the cause of the improper cell division resulting in Down syndrome. It has been know for some time that the risk of having a child with Down syndrome increases with advancing age of the mother. As the older the mother gets when she has children, the greater the possibility that she may have a child with Down syndrome. However, most babies with Down syndrome (more that 85 per cent) are born to mothers younger than 35 years. Some investigators reported that older fathers might also be at an increased risk of having a child with Down syndrome. It is well known that the extra chromosome in trisomy 21 could either originate in the mother of the father. Most often, however, the extra chromosome is coming from the mother. Parents who have a child with Down syndrome have an increased risk of having another child with Down syndrome in future pregnancies. It is estimated that the risk of having another child with Down syndrome is about 1 in 100 in trisomy 21 and mosaicism. If, however, the child has translocation Down syndrome and if one of the parents is a translocation carrier, then the risk of reoccurrence increases markedly. The actual risk depends on the type of translocation and whether the translocation is carried by the father or the mother.
Down syndrome consists of an extra number of the 21 chromosome. It is now known that it is not necessary for a whole additional chromosome 21 to be present to cause Down syndrome. All that is needed is for an extra amount of a critical small portion of the chromosome to be present. The rest of chromosome 21, although usually also present in excess, does not appear to play any part in producing the syndrome. This additional chromosome causes an excessive amount of certain proteins to be formed in the cell. The particular proteins involved, and how they act, are not known. Many errors can occur during cell division. In meiosis, the pairs of chromosomes are supposed to split up and go to different spots in the dividing cell; this event is called “disjunction.” However, occasionally one pair doesn’t divide, and the whole pair goes to one spot. This means that in the resulting cells, one will have 24 chromosomes and the other will have 22 chromosomes. This accident is called “nondisjunction.” If a sperm or egg with an abnormal number of chromosomes merges with a normal mate, the resulting fertilized egg will have an abnormal number of chromosomes. In Down syndrome, 95% of all cases are caused by this event: one cell has two 21st chromosomes.
Hence the scientific name, trisomy 21. . Recent research has shown that in these cases, approximately 90% of the abnormal cells are the eggs. The cause of the nondisjunction error isn’t known, but there is definitely connection with maternal age. Although it is clear that maternal age is a significant factor in causing trisomy 21, the role of the father’s age is less clear. There is conflicting evidence from studies in different parts of the world. Trisomy 21 is one of the three different types of Down syndrome and the most common. The other two are Translocation and Mosaicism
Three to four percent of all cases of trisomy 21 are due to Robertsonian Translocation. There is a presence of an extra part, rather than the whole, of chromosome 21. This occurs when the small top portions of chromosome 21 and another chromosome break off, and the two remaining portions stick to one another at their exposed ends. In translocations they have found that parental age is not a factor. In translocation only certain chromosomes become involved with chromosome 21. They are chromosomes 13,14,15, or 22, or another chromosome 21 (14 is the most common). All of these chromosomes have small, genetically inactive tips, which can break off and be lost without any ill effect. Children with translocation Down syndrome do not differ from children with trisomy 21 Down syndrome in the degree to which they are affected. The fact that children with translocation do not have the extra top part of the chromosome makes no difference, because this is not a genetically important part.
Mosaicism is in about 1 per cent of children with Down syndrome, there is an extra whole chromosome 21 in only a proportion of their body cells. These people have a mixture of cell lines, some of which have a normal set of chromosomes, and others which have trisomy 21. In cellular mosaicism, the mixture is seen in different cells of the same type. In tissue mosaicism, one set of cells, such as all blood cells, may have normal chromosomes, and another type, such as all skin cells, may have trisomy 21.
There are two types of tests available to pregnant women to test for Down syndrome. Diagnostic tests sample fetal cells and give a definitive diagnosis. Screening tests are relatively simple tests that find most of the fetuses with Down syndrome, but they also find some without. Screening tests need to be confirmed by a diagnostic test.
Diagnostic tests are amniocentesis and chorionic villus sampling (CVS). Amniocentesis is the commonest form of antenatal diagnosis for Down syndrome. With amniocentesis a needle is passed through the mother’s belly into the womb to sample fetal cells in the amniotic fluid. These cells are then sent for chromosome analysis. The result of the chromosome test becomes available about 2 weeks after amniocentesis. An ultrasound is used to safely pass the needle. The test is usually done between 14 and 18 weeks of pregnancy and is fairly safe, but there is a small risk of miscarriage. If it does happen after amniocentesis, it usually occurs two to three weeks after the event. The risk of miscarriage occurring after amniocentesis is about 1 in a 100. CVS samples cells from the chorionic villi, a structure in the womb that has fetal cells but is not the fetus. It is done between 9 and 12 weeks. Chorionic villi are made up of special rapidly dividing cells, which grow to become the placenta. Growth of these cells in the laboratory is therefore extremely quick, and it is possible for the chromosome result to be available a day or two after the procedure. It also has similar risks.
When the results of the amniocentesis or the chorionic villus biopsy show that the child has normal chromosomes, this means that neither Down syndrome nor any other major chromosomal abnormality is present. The ultrasound scan, which is performed together with these procedures, is also able to exclude certain malformations. This does not give 100 per cent assurance that the child is going to be normal.
Screening tests include maternal alpha-fetoprotein and the triple test. It is done in conjunction with amniocentesis and chorionic villus sampling. The maternal alpha-fetoprotein test was initially devised to screen for neural tube defects, such as spina bifida. A low level of alpha-fetoprotein is correlated with Down syndrome and some other chromosome disorders. The test is estimated to detect approximately 35 per cent of fetuses with Down syndrome after confirmation by amniocentesis.
The triple test measures a mother’s blood levels of human chorionic gonadotropin (hCG), maternal serum alpha-fetoprotein (MSAFP) and unconjugated estriol. The three results are adjusted by a computer program to give an estimate of the risk of having a fetus with Down syndrome. Studies so far suggest a detection rate of 55-60 per cent after confirmation by amniocentesis. Because the accuracy of all of the serum tests depends on accurately knowing the number of weeks of pregnancy, a positive test should have an ultrasound done to confirm the due date of the pregnancy. If the adjusted test results are still positive, then either amniocentesis or chorionic villus sampling should be done.
There are many heath concerns for children with Down syndrome. They are in need of the same kind of medical care as any other child. The pediatrician or family physician should provide general health maintenance, immunizations, attend to medical emergencies, and offer support and counseling to the family. There are, however, situations when children with Down syndrome need special attention.
1.60 to 80 per cent of children with Down syndrome have hearing deficits.
2.40 to 45 per cent of children with Down syndrome have congenital heart disease. Many of these children will have to undergo cardiac surgery and often will need long term care by a pediatric cardiologist.
3.Intestinal abnormalities also occur at a higher frequency in children with Down syndrome. They may need to be surgically corrected at once in order to have a normal functioning intestinal tract.
4.Children with Down syndrome often have more eye problems than other children who do not have this chromosome disorder. 3 per cent of infants with Down syndrome have cataracts.
5.Thyroid dysfunctions are more common in children with Down syndrome than in normal children. Between 15 and 20 per cent of children with Down syndrome have hypothyroidism.6.Skeletal problems are also more frequently noted in children with Down syndrome. Approximately 15 per cent of people with Down syndrome have atlantoaxial instability. Most of these individuals, however, do not have any symptoms, and only 1-2 per cent of individuals with Down syndrome have a serious neck problem that requires surgical intervention.
7.Other important medical aspects in Down syndrome, including immunologic concerns, leukemia, Alzheimer disease, seizure disorders, sleep apnea and skin disorders, may require attention of specialists in their respective fields.
Although many medications and various therapies have been touted as treatment for people with Down syndrome, there is no effective medical treatment available at the present time. However, recent advances in molecular biology make it feasible now to examine the genetic basis for Down syndrome.
Today early intervention programs, pre-school nurseries, and integrated special education strategies have demonstrated that youngsters with Down syndrome can participate in many learning experiences which can positively influence their overall functioning. Research has shown that early intervention, environmental enrichment, and assistance to the families will result in progress that is usually not achieved by those infants who have not had such educational and stimulating experiences. Children with Down syndrome, like all children, can benefit from sensory stimulation, specific exercises involving gross and fine motor activities, and instruction in cognitive development. Also, preschool nurseries play an important role in the young child’s life since exploring the environment beyond the home enables the child to participate in a broader world. Later, the school can give the child a foundation for life through the development of academic skills and physical as well as social abilities. Experiences provided in school assist the child in obtaining a feeling of self-respect and enjoyment. School should provide an opportunity for the child to engage in sharing relationships with others and help to prepare the child to become a productive citizen. Contrary to some views, all children can learn, and they will benefit from placement in a normalized setting with support as needed. During adolescence, youngsters with Down syndrome should be exposed to prevocational training in order to learn good work habits and to engage in proper relationships with co-workers. Appropriate vocational counseling and job training will result in meaningful employment, and this, in turn, should lead to a feeling of self-worth and of making a contribution to society.
The estimated incidence of Down syndrome is between 1 in 1,000 live births. Each year approximately 3,000 to 5,000 children are born with this chromosome disorder. It is believed there are about 250,000 families in the United States who are affected by Down syndrome.
Raising children these days is anything but cheap. According to an article in the March 30, 1998 issue of U.S. News & World Report, a middle income, one-child family (earning 35 K to 59.7 K a year) will spend nearly $1,000,000 on average, to raise their child to age I8. One million dollars! And that’s before college! In this same report, the total cost for 17 years of health care for an average child was estimated at $20,757, even when taking co-payments and deductibles into account. On the other hand, the lifetime health costs of a child born with Down syndrome; according to the March of Dimes in this article is $451,000 – more than 22 times the average!
Bibliography:
Bibliography Page
Books:
1.Selikowitz, Mark. (1997). Down Syndrome: the facts. New York: Oxford University Press Inc.
2.Van Dyke, D.C. M.D., Mattheis, Philip M.D., Schoon Eberly, Susan M.A., Williams, Janet R.N. (1995). Medical and Surgical Care for Children with Down Syndorme: A Guide for Parents. Bethesda: woodbine House.
Internet:
1.“Trisomy 21: The Story of Down Syndrome.” Down Syndrome: Health Issues: news and information for parents and professionals. 9 June 1997 www.ds-health.com/trisomy.htm
2.“Background Information.” Down Syndrome: understanding the gift of life. February 1995 www.nas.com/downsyn/faq1.html
Fair labor standard act
Fair labor standard act
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Q1.The Fair Labor Standards Act (FLSA) mostly deals with challenges that face the HR professionals. It established minimum wage, overtime pay, recordkeeping and prohibits most employment of minors in oppressive child labor. This was not the case before President Roosevelt agreed to the act, it has influenced the staffing process in regulating wages as per individual and reduced oppression from company management .The protection of a non discriminatory process of employment and provision gender equality through a non bias staffing process against employees with disabilities.
In some work areas people work for long time until a situation causes a reason for change. The Act clearly stipulates that overpay must be one and a half times regular pay. This helps wages payment according to the standard law act (Whittaker, 2003)
Q2.Social security are a burden both carried by both the employer and employees. The social security premiums help in the protection of workers when they are retirement survivors and disabilities. The premiums act as a long term investment which will benefit both the employee and employer as it safeguards the staff from any misfortunes. It influences include funds for trusts, Medicare, disability and prescription drug benefits. They cover for retirement and a retiree’s dependant family member, protection for surviving family members when a loved one dies.
The premiums also cover for disability and disabled workers dependants. They help to meet fundamental needs of survival. The reason staffing is because the company is may be not liable to pay pension ,but for a low income earner he can be able to fend for his family and needs even after retirement guaranteed .This premiums are not affected by law or by inflation. (Harris, 2000)
Reference
Whittaker, W. G. (2003). The fair labor standards act. (pp. 2-40). New York: Nova Publishers.
Harris, N. S. (2000). Social security law in context (pp. 243-279). New York: Oxford University Press.