Partial congruence between children's conceptualization of satisfaction and that reported in the literature was observed in this study. Not all children between the ages of 10 and 15, however, have a full understanding of satisfaction. Caution must therefore be taken when using the term satisfaction in children's assessments to minimize the potential for varying interpretations of the question. Further studies are required to explore how children with disabilities view the term satisfaction and if their understanding differs to that of typically developing children.

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This paper reviews the historical perspectives and contemporary perceptions of merit plans as tools to promote excellence and productivity. A review of literature involving merit plans, their success, and conditions linked with successful and unsuccessful plans is combined with a survey of deans of public and private business schools to determine perceived residual benefits of merit pay plans. Implementation problems are also addressed. Inasmuch as merit pay systems are currently being externally imposed on a number of public universities, this study --with its implications and suggestions for future research --should be of interest to administrators, departmental chairs, and faculty as well as to researchers involved in "merit pay" as a stream of research.

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