International Trade Research Paper Example | Topics and Well Written Essays - 1000 words

Universal Trade - Research Paper Example To appropriately extend the criticalness of global exchange, this exposition hence has three objectives: 1) to look at the points and basis of universal exchange through the instances of China and India, and in conclusion, 2) to think about the impacts of worldwide exchange on created and creating nations. Created and creating nations, notwithstanding, have various objectives for taking part in global exchange. The previous, in the negative sense, plans to encourage their own bit of leeway or, decidedly, to help the monetary battles of the last mentioned. As far as it matters for them, creating nations plan to accomplish a similar degree of advancement and thriving as the created ones. A change from statusâ€developing to recently developedâ€may likewise change such exchange objectives. For the most part however, exchanging is for endurance or for the support of countries’ economies. Nations trade products dependent on assets that are plenteous in one and assets that are scant in the other. This has additionally been called by David Ricardo as â€Å"comparative advantage† and is one of the justifications for the presence of exchange. Country states trade products that are delivered in enormous amounts inside the national economy, while they import merchandise that ar e either scant or created in little amounts in household markets (Husted and Melvin, 2000, pp.60-61). Despite the nation’s limit, â€Å"profitability of production† is as yet feasible insofar as there is a near favorable position. Although supreme preferences in the merchandise they produce might be missing, all economies that are worked by serious markets have relative points of interest. Ricardo further recommends that â€Å"no nation can long import, except if it additionally sends out, or can long fare except if it likewise imports (as refered to in Blatt, 2004). He affirms that there are advantages to be had in the import-fare of merchandise between and among exchanging countries. Henceforth, captivating in both is â€Å"equally essential† in order to

Labor Relation Management

Work Relation Management Haggling Laws Covering Public Employees The order of rules allowing open part shared exchange in the U.S states needs consistency because of the inconsistencies in wants and political objectives of the different states. This implies in states where laborers can appreciate aggregate understandings, they despite everything use governmental issues and blended types of ongoing representation.Advertising We will compose a custom article test on Labor Relation Management explicitly for you for just $16.05 $11/page Learn More Moreover, a few states set extreme guidelines against the associations and doesn't remember them officially. What's more, different states additionally boycott dealings, strikes, and any type of assertions prompting restricting settlements with representatives (Slater, 2004) Impasse Resolution Procedures Regularly organization the executives and association pioneers may neglect to agree on contract conditions coming about into an impasse. This advancement requires outs ider inclusion to encourage goals of the two party’s absence of agreement. Intercession is a technique of settling these divergences where the outsider will in general accomplish purposeful agreement among associations and businesses (Riccucci, 2006). Discretion turns into the last advance in settling columns involving accommodation to an outsider any disrupted questions for extreme goals. The methodology consistently discovers application in modern settings. Managers additionally use association shops strategy to deal with stalemates (Riccucci, 2006). This involves managers tolerating to keep up association workforce just on its finance and may enroll non-association staff given that they consent to join the laborers association inside a particular period. There is assuagement strategy where an outsider behaviors question goals through casual intends to attempt to address the issues. Open Employees Right to Strike Public employee’s option to strike does is pointless s ince the open common help framework exists to address their complaints. The laborers opportunity to strike ought to be prohibited or compelled. This is on the grounds that open representatives benefit administrations, which are integral to the prosperity of the network. Formally dressed representatives are not permitted at all to picket.Advertising Looking for paper on business financial aspects? We should check whether we can support you! Get your first paper with 15% OFF Learn More However, a few workers get the opportunity to hit yet with a guarantee that the outcomes of their activity won't result into issues influencing the open prosperity. The administration profits different methods for settling questions including assertion (Holley, Kenneth Roger, 2008). Open Employees Right to Interest Submission for Dispute Resolution Public workers ought to submit consideration contest to extreme and required interventions as opposed to holding a lawfully gained strike request. The signif icance of this is the workers can have a chance to attempt settlement. Legitimate strike may prompt more issues and loss of time and benefits for the organization. Also, lawful strikes may prompt exploitation of different workers who might be released. Discretion may give upgraded results since much after strikes association should haggle with the businesses for better arrangements. A chance to accomplish a similar end coming corresponding with striking, the laborers need to picked assertion. Purposes behind Slow Development of Labor Unions in Latin American Countries The worker's guilds in Latin America clearly grows gradually than in the U.S. explanations behind this situation may incorporate the pace of business, which decreases in numerous segments. This outcomes to organizations releasing laborers or neglecting to employ individuals. The low number of workforce has affected unionization level in the Latin America (Inter-American Development Bank, 2003). Also, most adolescents o n work in the nations with little instruction have a negative mindfulness on the significance of associations. The adolescents in this way neglect to join the associations along these lines causing the moderate improvement of the associations because of low enrollment. The pay profited to laborers in the Latin America is additionally clearly low, making most specialists to incline toward fulfilling their necessities than giving to the unions.Advertising We will compose a custom paper test on Labor Relation Management explicitly for you for just $16.05 $11/page Learn More Actually, this has exacerbated the issues of association improvement, which requires enormous accounts to run solid association activities (Inter-American Development Bank, 2003). Moreover, most nations in Latin America with practically equivalent economy have differing unionization rates and administrative measures. At last, political perspectives including restraint and crash likewise have critical effect on the s peed of unionization in Latin America. Laborer Participation in Western Europe Worker support is a type of laborers portrayal in the organizations, which happen when representatives partake straightforwardly or by implication in dynamic in their work environments. The ascent of laborers cooperation in Western Europe came about because of issues including reaction to strikes (Holley, Kenneth Roger, 2008). The laborers intrigue deception during aggregate haggling by association pioneers came about into certain workers partaking in strikes evidently, as dealings never qualified into tending to interests. The laborers fought over poor business conditions, methodological modifications, and soundness in compensation. The laborers were assuming liability in directing occupation settings and dismissing employer’s request to oversee work puts after strikes (Holley, Kenneth Roger, 2008). This kept on guaranteeing that representatives oversaw settling on choices at work puts through por trayals. The reaction of the businesses after strikes and representatives assuming liability involved better arrangements and consenting to laborers requests of organization portrayals and work chambers. To support the cultural request, orders came up growing the specialists of associations contrasted with those of bosses and making stable indispensable aggregate haggling (Holley, Kenneth Roger, 2008). Highlights of Japanese Labor Relation Systems Japanese work organization relations go through opposite framework where the enterprise turns into a paternal unit and care for its steadfast representatives. This framework is known as big business associations. The nearby working affinity between the workforce and enterprise reinforces the structures for specialist interest and conciliation.Advertising Searching for paper on business financial aspects? How about we check whether we can support you! Get your first paper with 15% OFF Find out More Endeavor associations need authority in this manner aggregate bartering occurs in the wide organization through all around orchestrated methodology (Holley, Kenneth Roger, 2008). Laborers complaints are unraveled when company make huge continues showing a decentralized bartering advance. The Japanese framework additionally observes the haggling settlements achieved in the mother ventures. Compensation holes are commonplace among chiefs and untalented staff. The model of rank gets huge and promises always work and when business fizzles, workforce are moved other line organizations. The business utilizes methodologies to avoid releasing workforce. At last, settling debates happen through the procedure of shop levels (Holley, Kenneth Roger, 2008). The Japanese structures are not transferable to the U.S frameworks since they need working environment equity. The undertaking associations controlled by organization the board deny the associations autonomy. The strategy for compromise of deb ates through shop levels isn't pertinent in the U.S. moreover, the position approach might be heartbreaking to the U.S work relations since it is ridiculous to keep workforce in any event, during downturns (Holley, Kenneth Roger, 2008). Transnational Collective Bargaining The headway of aggregate bartering power in new business markets requires a couple of variables to be satisfied (Holley, Kenneth Roger, 2008). The transnational firm should join the new markets work associations as a first essential for aggregate haggling. This empowers the organizations to deal with the unification securing laborers in those business sectors. The work force enlisted into the enterprise additionally need to frame an association to use in aggregate dealing. The organization should likewise submit to the national work relations guidelines in the new markets before bartering can happen viably. Organizations likewise need to introduce its proposition on how it means to secure laborers (Holley, Kenneth Roger, 2008). This empowers the bargainers to have a diagram of the company’s method of workers’ treatment. The company’s activities must agree to work guideline rehearses in the new market including enlistment of laborers, structuring of installment for work, and laborers premium securities. Canada Labor Relation System The Canadian work rules have comparative parts as the U.S. after Canada embraced all the work relations proclamations from the Wagner Act. Be that as it may, Canada has created work institution with two remarkable highlights. The highlights transferable to the U.S work laws remember detachment of expert for the constitution among bureaucratic and the territorial governments (Estreicher, 2011). This benefits total order over the business relationship to the districts. What's more, government law likewise maintains a strategic distance from expectation of provincial guidelines. Government organization has full power contained in the constitution t o follow up on work debate worries more than not many specialists in ventures inside its purview (Estreicher, 2011). Furthermore, Canada’s lawmaking body structure of organization is additionally transferable. This is the place a head administrator under the government organization and territorial chief keen on modifying makes certain of accomplishing famous mass for passing bills. This guarantees conceivable establishment of questionable orders required

Multitasking and Productivity Tips

Multitasking and Productivity Tips Multitasking and productivity tips Multitasking and productivity tips Multitasking and productivity go hand in hand. While that is not to say that the more tasks you are trying to complete at the same time, the more productive you are, people who are able to focus (really focus) on multiple tasks at the same time tend to perform better in life. University is a place where these abilities are both put to the test, and often improved upon. Luckily for those of us who are not endowed with natural multitasking capabilities, there are things we can do every day that help us improve our ability to do a number of different things at once. If you are serious about being successful at school (and really at anything), below are some multitasking and productivity tips to help improve your productivity, and your life. Keep a task calendar No matter how skilled you think you are at doing multiple things at the same time, every person can make their life easier and more manageable by adding some organizational tools to it. A task calendar is an important thing to have, regardless of how many things you are trying to multitask at the same time. In the digital era, most people have completely abandoned paper for things they can store on their phones or computers. This is a link to a list of some of the best Android and iOS apps out there for helping you keep track of all of the different things you need to do every day. Even if you consider yourself to have a memory like a steel trap, from which nothing escapes and everything is always right there waiting for recall, a calendar, or calendar/day timer app can make your life so much easier, and increase your productivity exponentially. Focus on the task at hand Even if you are trying to accomplish multiple things at the same time, or juggling multiple responsibilities at the same time, the best way to ensure all of them get done to the best of your abilities is to compartmentalize them and focus on them one at a time. When we say “multitasking” what we mean is accomplishing multiple things that share deadlines at the same time. Trying to do multiple things at the same time (as in simultaneously) is actually bad for productivity. In order to really maximize your productivity, you are going to need to be able to focus intensely on what you are doing and then switch your brain to the next task. For instance, we can use the analogy of making a cake. Making a cake is the macro task, but there are dozens of smaller, subordinate microtasks associated with it. You have to walk to the cupboard, you have to take out the siv, you have to beat the eggs, you have to grease the pan, you have to preheat the oven. The best way to approach this macro task is to dedicate yourself fully to each microtask as it is needed. The cake analogy is how you should go about structuring your days at university. While keeping time constraints in mind, focus all of your attention on each microtask and, when it’s done, immediately move onto the next one. Starting one process here, and then switching to another before the first one is done is a recipe for lost productivity. When there are too many tasks to handle At some point during your university career you are going to come up against your multitasking and productivity limitations. In a sense, your university experience deliberately imposes this on you. Part of learning about the world and learning about your place in it, is understanding what you can expect from yourself. While you should always be striving for more and challenging yourself, you will avoid a lot of pain and suffering throughout your life if you come to grips with what you can realistically accomplish. Modern university is, in a sense, designed to see just how many different competing obligations you can handle in your life. Multiple final exams on the same day require you to make difficult decisions about what and how to study; parties and interpersonal relationships present temptation when you really should be finishing your weekly article review, testing your ability to sacrifice and postpone. Sometimes, however, the impossible is asked of you. Sometimes there is just not enough time to do all of the things you need to do. When that is the case (and it likely will be numerous times throughout your university career), there are essay writing services to help lighten the load. You need to sleep Productivity comes down to drive and work ethic, but it also has a lot to do with how well you treat your body. A lot of the time, university life is not exactly conducive to healthy living. Being pressed for time means we don’t eat healthy enough. It means we don’t make time for hitting the gym every day, or even every other day. It means going to bed late, and waking up early. We put our bodies through a lot during our university years, and some of it comes down to necessary sacrifice, but a lot of it is poor choices. You need proper rest to allow your brain to complete its proper daily functioning. Your central nervous system allows the rest of your body to function as it should, including uncluttering your short term memory, and making room for new information. If you don’t sleep enough, you end up not being able to remember what it is you are, or were supposed to be doing the following day, which can have a massive impact on how productive you are. You don’t have to be doing a million things at once to be productive. As long as you are completing each task at hand as it comes along, and dedicating yourself fully to each one, big or small, you will find that you accomplish more during the day then you ever thought possible. It requires some discipline and, over time, your focus really does improve, as does your self-control. Keep the above multitasking and productivity tips in mind to increase how much you get done during the day, as well as how well you do it, and reach out to Homework Help Global when there just doesn’t seem to be enough time to spare. References: Jansen, M. (2019). “The best calendar apps for Android and iOS.” Digital Trends. Retrieved from: Johansson, A. (2017). “Adequate sleep is essential for productivity.” Home Business. Retrieved from: Multitasking and Productivity Tips Multitasking and productivity tips Multitasking and productivity tips Multitasking and productivity go hand in hand. While that is not to say that the more tasks you are trying to complete at the same time, the more productive you are, people who are able to focus (really focus) on multiple tasks at the same time tend to perform better in life. University is a place where these abilities are both put to the test, and often improved upon. Luckily for those of us who are not endowed with natural multitasking capabilities, there are things we can do every day that help us improve our ability to do a number of different things at once. If you are serious about being successful at school (and really at anything), below are some multitasking and productivity tips to help improve your productivity, and your life. Keep a task calendar No matter how skilled you think you are at doing multiple things at the same time, every person can make their life easier and more manageable by adding some organizational tools to it. A task calendar is an important thing to have, regardless of how many things you are trying to multitask at the same time. In the digital era, most people have completely abandoned paper for things they can store on their phones or computers. This is a link to a list of some of the best Android and iOS apps out there for helping you keep track of all of the different things you need to do every day. Even if you consider yourself to have a memory like a steel trap, from which nothing escapes and everything is always right there waiting for recall, a calendar, or calendar/day timer app can make your life so much easier, and increase your productivity exponentially. Focus on the task at hand Even if you are trying to accomplish multiple things at the same time, or juggling multiple responsibilities at the same time, the best way to ensure all of them get done to the best of your abilities is to compartmentalize them and focus on them one at a time. When we say “multitasking” what we mean is accomplishing multiple things that share deadlines at the same time. Trying to do multiple things at the same time (as in simultaneously) is actually bad for productivity. In order to really maximize your productivity, you are going to need to be able to focus intensely on what you are doing and then switch your brain to the next task. For instance, we can use the analogy of making a cake. Making a cake is the macro task, but there are dozens of smaller, subordinate microtasks associated with it. You have to walk to the cupboard, you have to take out the siv, you have to beat the eggs, you have to grease the pan, you have to preheat the oven. The best way to approach this macro task is to dedicate yourself fully to each microtask as it is needed. The cake analogy is how you should go about structuring your days at university. While keeping time constraints in mind, focus all of your attention on each microtask and, when it’s done, immediately move onto the next one. Starting one process here, and then switching to another before the first one is done is a recipe for lost productivity. When there are too many tasks to handle At some point during your university career you are going to come up against your multitasking and productivity limitations. In a sense, your university experience deliberately imposes this on you. Part of learning about the world and learning about your place in it, is understanding what you can expect from yourself. While you should always be striving for more and challenging yourself, you will avoid a lot of pain and suffering throughout your life if you come to grips with what you can realistically accomplish. Modern university is, in a sense, designed to see just how many different competing obligations you can handle in your life. Multiple final exams on the same day require you to make difficult decisions about what and how to study; parties and interpersonal relationships present temptation when you really should be finishing your weekly article review, testing your ability to sacrifice and postpone. Sometimes, however, the impossible is asked of you. Sometimes there is just not enough time to do all of the things you need to do. When that is the case (and it likely will be numerous times throughout your university career), there are essay writing services to help lighten the load. You need to sleep Productivity comes down to drive and work ethic, but it also has a lot to do with how well you treat your body. A lot of the time, university life is not exactly conducive to healthy living. Being pressed for time means we don’t eat healthy enough. It means we don’t make time for hitting the gym every day, or even every other day. It means going to bed late, and waking up early. We put our bodies through a lot during our university years, and some of it comes down to necessary sacrifice, but a lot of it is poor choices. You need proper rest to allow your brain to complete its proper daily functioning. Your central nervous system allows the rest of your body to function as it should, including uncluttering your short term memory, and making room for new information. If you don’t sleep enough, you end up not being able to remember what it is you are, or were supposed to be doing the following day, which can have a massive impact on how productive you are. You don’t have to be doing a million things at once to be productive. As long as you are completing each task at hand as it comes along, and dedicating yourself fully to each one, big or small, you will find that you accomplish more during the day then you ever thought possible. It requires some discipline and, over time, your focus really does improve, as does your self-control. Keep the above multitasking and productivity tips in mind to increase how much you get done during the day, as well as how well you do it, and reach out to Homework Help Global when there just doesn’t seem to be enough time to spare. References: Jansen, M. (2019). “The best calendar apps for Android and iOS.” Digital Trends. Retrieved from: Johansson, A. (2017). “Adequate sleep is essential for productivity.” Home Business. Retrieved from:

Darwinists and Dissenters - 1535 Words

Did God create the universe or did the universe create itself? Ever since Charles Darwin’s On the Origin of Species was first published in 1859, the debate between those that believe life was brought into existence by supernatural means and those who believe in Darwin’s theory of evolution has been fierce. Each side presents compelling arguments that may sway any uneducated reader to agree with their position based solely on the confidence they portray in their writings. However, because of the vastness and strength of evidence presented by the proponents of modern evolutionary theory, Darwinists have proved their point much greater than those who argue in favor of Intelligent Design. In this essay, four arguments will be presented; two†¦show more content†¦In other words, the complexity of life and its organisms could not have arisen slowly over time because if one part of a whole is not present then it cannot function, survive, and therefore possess the abili ty to reproduce and evolve. Behe explains this theory using a mousetrap as an example. He writes that â€Å"if any one of the components of the mousetrap (the base, hammer, spring, catch, or holding bar) is removed, then the trap does not function† and that â€Å"because the mousetrap is necessarily composed of several parts, it is irreducibly complex†¦ thus [proving] irreducibly complex systems exist† (5). Although Behe’s theory seems reasonable, Jerry Coyne points out in his book, Why Evolution Is True, that â€Å"the†¦ designs [observed] make sense only if they evolved from features of earlier ancestors† and that an Intelligent Designer would not have made it a motive to have organisms appear as though they evolved (Coyne, 85). Coyne’s critique of Behe’s theory of irreducible complexity further solidifies the Darwinists’ claim, especially in regard to his point that an Intelligent DesignerShow MoreRelatedEssay about Buck versus Bell3633 Words   |  15 Pagesintentions as those of the European immigrants. The presence of these minority groups generated both racial and class fears within white middle and upper class Americans. The fervent ethnocentrism resulting from these fears, coupled with the Social Darwinist concepts of Herbert Spencer, would ultimately spur the American eugenics movement. Originating from the theories of Sir Francis Galton, the cousin of Charles Darwin, eugenics is the study of human heredity and genetic principles for the purposesRead MoreHerbert Spencer Essay13142 Words   |  53 Pagessociocultural evolution amounted to, in Spencers phrase, the survival of the fittest. The free market system, without interference by governments, would weed out the weak and unfit. His controversial laissez-faire philosophy was praised by social Darwinists such as William Graham Sumner and opposed by sociologists such as Lester Frank Ward. Liked or loathed, Spencer was one of the most discu ssed Victorian thinkers. For more information on Herbert Spencer, visit Britannica.com.    |British History: Herbert

Hamlet Essay - 1206 Words

Hamlet Each major character of Shakespeare’s Hamlet has a major flaw, which destroys him or her. The King, Queen, Hamlet, Ophelia, and Polonius all have these flaws but Horatio does not. He is Shakespeare’s ideal man. Claudius’ fatal flaw is ambitiousness. Claudius kills his brother King Hamlet and then takes the throne by marrying King Hamlet’s wife: â€Å"Therefore our sometime sister, now our queen†¦have we (as ‘twere with a defeated joy, with an auspicious and a dropping eye, with mirth in funeral and with dirge in marriage, in equal scale weighing delight and dole) taken to wife†(I.ii.10-14). Claudius admits to killing the King in a confessional prayer: â€Å"O, my offense is rank, it smells to heaven; it hath the primal†¦show more content†¦And yet , within a month (let me not think on ‘t; frailty, thy name is woman!)†¦(O God, a beast that wants discourse of reason would have mourned longer!), married with my uncle†¦Ã¢â‚¬  (I.ii.142, 147-150, 155-156). Gertrude trusts King Claudius and because of her trust her fate becomes death: King: Gertrude, do not drink. Queen: I will, my lord; I pray you pardon me. [She drinks] King: [aside] It is the poisoned cup. It is too late†¦ Queen: No, no, the drink, the drink! O, my dear Hamlet! The drink, the drink! I am poisoned. Hamlet’s passivity is his flaw. The deceased King Hamlet’s ghost tells Hamlet to get revenge: â€Å"Revenge his foul and most unnatural murder† (I.v.31) and by telling him this he misses the opportunity to kill King Claudius: â€Å"Now might I do it *pat*, now he is a-praying, and now I’ll do ‘t. And so he goes to heaven, and so am I *revenged*†¦A villain kills my father, and for that, I, his sole son, do this same villain send to heaven. Why, this is [something Claudius should pay me for], not revenge. He took my father grossly, full of bread, with all his crimes broad blown, as flush as May; and how his audit stands who knows save heaven. But in our circumstance and course of thought ‘tis heavy with him. And am I then revenged to take him in the purgingShow MoreRelatedHamlet Madness In Hamlet1293 Words   |  6 Pages When reading Shakespeare’s Hamlet as a class, the first thing that most teachers or professors point out is the argument/idea of sanity, specifically Hamlets sanity. I believe that Hamlet is, in fact, feigning his madness. What I do not know is if I believe this because it is what I was taught or if I came up with the idea myself based on my own interpretation. When I was taught Hamlet there was no argument it was just fact that he was faking his madness. Because of my confusion, I came to findRead MoreHamlet1304 Words   |  6 Pagesunderlying themes of revenge, incest, and suicide, William Shakespeare’s Hamlet was remembered by many Elizabethan Era viewers as both a philosophical and oft-debated masterpiece (Dickson). These controversial themes attracted viewers everywhere, enticing them to see the play. One scene in particular from the original text of the play where this proves true is act IV, scene iv, lines 31-65, in which the titular character Hamlet decides tha t the time for revenge is at hand in an insightful soliloquyRead MoreHamlet787 Words   |  4 PagesElements of Drama: A Review of Hamlet Elements of Drama: A Review of Hamlet The way an artist creates a sculpture is similar to the tactics of a drama writer. While artist focus on the color and shape of their creations, writers of drama focus on specific elements. In Hamlet, Shakespeare uses plot, character, setting, staging, and theme to create a well-rounded story. One of the first elements of drama is plot. Considered to be the foundation, plot is theRead MoreHamlet As The Tragic Hero Of The Play Hamlet 1314 Words   |  6 PagesIn order to better understand Hamlet one must first asses, and define man. According to webster dictionary a man is a male often having the qualities associated with bravery,script or toughness(site webster dictionary www.define a man.com here). We know the male figure is known to exhibit distinctive male traits such as strength, dignity, courage and be a provider and supporter. As seen in Hamlet one must understand the male figure to better understand Hamlet and why the male behave in such waysRead MoreHamlet Analysis : Hamlet 1149 Words   |  5 PagesEnglish December 7, 2015 Hamlet Analysis Prince Hamlet is a man who enjoys contemplating difficult philosophical questions. When his father the king of Denmark, was killed by his uncle. when Hamlet returns he sees his ghost after he returns home to find evidence of his father’s death. The Ghost of Hamlet tells Prince Hamlet that his uncle Claudius his uncle was the one who killed his father with poison of the ear. Throughout the rest of the story with him, Hamlet seeks to prove his uncle ClaudiusRead More Character of Hamlet in Shakespeares Hamlet Essay1324 Words   |  6 PagesCharacter of Hamlet in Shakespeares Hamlet Hamlet is a man of many discoveries. The tragic hero in Shakespeares Hamlet undergoes many changes throughout the play. His mindset is set deep and far away from the physical world that both helps him and hinders him in his plight for revenge against his uncle, Claudius, and his mother. When Hamlet is first introduced in Act I, Scene II, the reader is shown the depths of his sorrow. The King asks Hamlet How is it that the clouds still hangRead MoreHamlet : William Shakespeare s Hamlet1259 Words   |  6 PagesOmar Sancho Professor Christopher Cook English 201-0810 Hamlet Paper 23 May 2016 Hamlet Character Analysis â€Å"There is nothing either good or bad, but thinking makes it so.†(Act 2, Scene 2, 239-251) Hamlet by William Shakespeare is one of the most famous plays written that conveys a multitude theme. But most predominant is the presence of Hamlet s obsession with philosophy of life, throughout the play Hamlet philosophy reviles his point of view love, loyalty, the importance of family and friendsRead MoreOphelia and Hamlet in The Tragedy of Hamlet Essay1559 Words   |  7 PagesOphelia and Hamlet In 1600, William Shakespeare composed what is considered the greatest tragedy of all time, Hamlet, the tragedy of the Prince of Denmark. His masterpiece forever redefined what tragedy should be. Critics have analyzed it word for word for nearly four hundred years, with each generation appreciating Hamlet in its own way. While Hamlet conforms, without a doubt, to Aristotles definition of a tragedy, one question still lingers. Did Shakespeare intend for the reader or viewerRead More Hamlet Essay599 Words   |  3 PagesThe Revenge of Prince Hamlet nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;Shakespeare’s, Hamlet, is a wonderfully written play that has many tangled webs of lies, betrayal, and revenge. The play starts off with the death of Hamlets father, the king. One night Hamlet sees the ghost of his dead father. The ghost speaks to Hamlet and tells him that he was killed by Claudius. Claudius, who is Hamlets uncle, has recently become the new king and as well married Hamlets fathers wife, GertrudeRead More Hamlet Essay1107 Words   |  5 Pages Perhaps the most famous soliloquy in literature, these words reflect the state of desperation in which Hamlet, the Prince of Denmark, finds himself as he contemplates suicide. His father, the King, has died. His mother, the Queen, has remarried within a month of the Kings passing, an act which has disturbed young Hamlet in and of it. To make it worse, she has married the Kings brother, Hamlets uncle, who is now the King of Denmark. As Hamlets despair deepens, he learns through the appearance

Understanding and Coping with Change Free Essays

Understanding and Coping with Change For many years, the world of business has experienced an increasing rate of change. Alvin Toffler (1970) predicted the trend several decades ago. Toffler also noted that people exhibit a natural tendency to resist change. We will write a custom essay sample on Understanding and Coping with Change or any similar topic only for you Order Now This resistance to change is a major organizational challenge that organizations must learn to manage. As individuals respond to change in different ways, and as variations in responses produce different outcomes the recognition of this resistance to change is an essential step in the development and implementation of effective change management strategies. Change, positive or negative, is unsettling because people seek stability. Certain individuals are more resistant to change than others, at times there can be situational characteristics such as a lack of trust in management contributing to this resistance to change. Often this resistance to change is out of self interest, at stake can be factors such as income, job security, prestige, power, and personal convenience. Low tolerance for change, lack of trust in management, and self interest are all factors which result in resistance to change. However my experience suggests that lack of understanding of the need for change can be the single greatest contributing factor and is the factor which the organization has the greatest control over. My current employer is in the process of implementing a major change in the organizational structure. Without going into too much detail the restructure involves changes to the pay structure and changes in organizational reporting . As is the case with most organizational changes there has been a great deal of resistance involved. Previously I had suggested that lack of understanding of the need for change can be the single greatest contributing factor and the factor which the organization has the greatest control over. I believe that to be the case here, the organization has done an absolutely abysmal job in communicating what the changes will entail and why the changes are needed. As a result of this poor communication there is a great deal of apprehension and resistance to these changes. This poor communication has resulted in a lack of trust in senior management and an ever increasing sentiment that the changes are going to result in a reduction in pay and benefits. This protection of self interest is a natural eaction being that many of the individuals affected have been with the organization for several years. Over time a person’s investment in a company escalates as pension funds accumulate and the allowed vacation time rises, along with their chances of being promoted or enjoying the benefits of seniority, this is known as the sunk cost doctrine. This investment in the organization can in turn lead to greater resistance to change as the employee seeks to maintain the status quo (Patti , 1974). Again it is imperative that the organization manage change through proper communications, detailing the nature of the pending changes and the need for and expectations of these changes. While this will not always ensure that all members of the organization agree with the changes or the need for them it will eliminated the apprehension that comes with the unknown. John Kotter of the Harvard Business School has built on existing models of change to create a more detailed approach for implementing change. Kotter began by listing common mistakes that organizations make when trying to initiate changes. These mistakes include the inability of the organization to create a sense of urgency about the need for change, failure to create a coalition for managing the change process, the absence of a vision for change and the ability to effectively communicate that vision, not removing obstacles that could impede the achievement of the vision, failure to provide short term and achievable goals, the tendency to declare victory too soon, and not anchoring the changes into the organization’s culture (Kotter, 1996). Kotter established eight sequential steps for organizations to use in overcoming and managing these problems. They are as follows; 1. Establish a sense of urgency by creating a compelling reason of why change is needed. 2. Form a coalition with enough power to lead the change. 3. Create a new vision to direct the change and strategies for achieving the vision. 4. Communicate the vision throughout the organization. 5. Empower others to act on the vision by removing barriers to change and encouraging risk taking and creative problem solving 6. Plan for and create reward short term wins that move the organization toward the new vision. 7. Consolidate improvements, reassess changes, and make necessary adjustments in the new program. 8. Reinforce the changes by demonstrating the relationship between new behaviors and organizational success. The first four steps essentially extrapolate on the unfreezing stage. Steps 5 through 7 represent ‘movement’. And the final step works on ‘refreezing’. When I look at the organizational structure change my current employer is going through it is clear that they have made many of the mistakes Kotter discussed. When reviewing the unfreezing stage the organization has not created any sense of urgency or new vision to direct change. As I have discussed previously the entire communication process related to these changes has been vague at best. The restructuring project is being lead by well respected senior management within the organization, however without the other components discussed respected senior management leadership of project is not enough to ensure its success. We are currently in the movement phase of the project, this phase has been filled with a great deal of uncertainty and apprehension. Individuals within the organization are concerned as to what the end result is going to look like and ultimately how their self interests are going to be affected. The final step of refreezing has not yet occurred, so it is unclear if this project will ever achieve acceptance among the member of the organization. I believe that while the organization has made many mistakes in implementing this change it is not too late for this project to be successful. While to project is currently underway, or in the movement phase, I believe the senior management can take a step back, recognize mistakes made, and implement an expedited unfreezing stage. A component of this expedited unfreezing stage needs to be recognition of initial failures followed by creating the sense of urgency and the creation of new vision that Kotter outlined. Without that I do not foresee the organization being successful in demonstrating the relationship between new behaviors and organizational success. Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press. Patti, R. J. (1974). Organizational resistance and change: The view from below. Social Service Review, 48, 371–372. Toffler, A. (1970). Future shock. New York: Random House. How to cite Understanding and Coping with Change, Papers

Importance of Play for Children Aged Between 4 and 6 free essay sample

The importance of play for children between 4 and 6 Written by Tessa Batchelor Submitted to New Zealand College of Early Childhood Education 2011 This Booklet outlines the importance of the play curriculum and learning for children aged between 4 and 6 years. Creative, imaginative and physical play will be focused on as well as the adults’ role in the promotion of play and the importance of a positive environment for play and learning. Included in this will be examples of play opportunities that link to Te Whariki and explain intended learning outcomes. The information within this booklet is intended to be a resource for early childhood professionals. How Creative Play Can Promote Learning: Creative play can promote learning in several ways. Three ways this booklet will focus on are cognitive development, fine motor skills and social development. Cognitive skills between the ages of four and six can be developed through creative play. It is stated in Beaver, Brewster, Jones, Keene, Neaum and Tallack (2001), that creative play involves children developing individual ideas in ways that are not immediately apparent. It is valuable for children to engage in problem solving, resulting in the ability to take responsibility for their own learning (Smith, 1998). Concentration can be developed by children engaging in creative play due to extended periods of focus on their chosen task. By the age of six children have gained the ability to concentrate on a task without having their attention diverted from ten minutes to longer periods of time. During a creative play activity children will often portray one object as another, which cultivates the use of their imagination (Beaver, et al, 2001). Beaver, Brewster, Jones, Keene, Neaum and Tallack (2001) details how creative play can promote learning in children by encouraging the use of fine motor skills. Fine motor skills include small finger movements, manipulative skills and hand eye co ordination (Santrock, 2007). Between the ages of four and six fine motor skills are becoming well coordinated (Beaver, et al, 2001). â€Å"Hand, arm, and fingers all move together under better command of the eye† (Santrock, 2007, p. 187). An example of how creative play can help develop fine motor skills would be when a child is using a pencil to create a picture; they are using a fine hold involving the thumb and fingers. This builds on their hand eye co ordination (Beaver, et al, 2001). Creative play also encourages social development. This involves associative play which includes other children joining in play together (Smith, 1998). Santrock (2007) explains that associative play gives children the opportunity to play together in a social setting and in a creative manner, with little to no organisation. †¦ Children make intermittent interactions and/or are involved in the same activity although their play remains personal† (Beaver, Brewster, Jones, Keene, Neaum and Tallack, 2001, p. 368). Being involved in a creative activity promotes children sharing and taking turns. Participating in an activity within a social setting presents the opportunity to make and maintain friendships (Beaver, et al, 2001). Creative Play Opportunity for Four to Six Year Olds: One creative play opportunity for four to six year olds is a play dough activity involving varied materials. To set up this activity, distribute equal amounts of play dough evenly across a table. This activity needs to be situated in a resource area with access to various materials, including glass stones, bottle lids, ice block sticks, small wooden sticks, shells, material pieces, straws, feathers, and glitter. Incorporate a wide range of scissors and other implements such as cake containers, paper plates, paper muffin cases, play dough pizza cutters, rolling pins, differently shaped biscuit cutters and plastic cutting utensils. The children choose what materials they wish to include in the play opportunity creating a free play environment. Although creative play should begin with an individual expression of children’s’ ideas and have an open ended outcome, intended learning can still occur. Penrose (1998, p. 96) states â€Å"creativity is a process and the expression is in the doing-not the result†. The intended learning for this play opportunity is problem solving, creative and imaginative skills, co ordination of eyes, hand, arm and body and exploration. This play opportunity will promote the intended learning outcome by encouraging children to problem solve. This can occur because of the children’s’ chosen use of the varied materials and the new concepts that they create in relation to their choices. Because older children are already aware of the conventional uses for the materials imaginative ideas are necessary for the ability to portray one thing as another (Beaver, et al, 2001). Hand eye co ordination and fine motor skills are promoted by this play opportunity due to the manipulative manner in which play dough is used (E. Salcin-Watts, Class Handout, August 5, 2010). Children are involved in exploration through comparisons in textures between the play dough and various materials. Somerset, 2000). Beaver, Brewster, Jones, Keene, Neaum and Tallack (2001) acknowledge that all children learn through play at their own level, therefore this play opportunity provides a wide range of materials. This is to ensure that the diverse needs in a group of children are met. The play dough supplied should be safe to chew but discouraged due to the belief in many cultures that playing with food is unacceptable. Distinguishing the difference between using food substances for play dough and cooking is valuable for cultural sensitivity (Penrose, 1998). As the play dough is evenly distributed across the table, each child has equal opportunity to be involved. This play opportunity links to Te Whariki through Strand 3 – Contribution, Goal 2. â€Å"Children experience an environment where they are affirmed as individuals. Children develop a perception of themselves as capable of acquiring new interests and abilities† (Ministry of Education, 1996, p. 68). By engaging in this play opportunity young children are helping their own interests and curiosity progress, they are becoming aware of what their strengths and abilities are (MoE, 1996). Strand 5, Exploration Goal 1 can also be linked to this play opportunity. â€Å"Children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognized. Children develop the ability to make decisions, choose their own materials, and set their own problems. †(Ministry of Education, 1996, p. 84). In this play opportunity young children have access to appropriate materials and are stimulated to enhance their problem solving skills. (MoE, 1996). Imaginative Play Imaginative play can promote learning in varied ways. In this booklet children’s learning of self expression, language development and social development will be discussed. Beaver, Brewster, Jones, Keene, Neaum and Tallack describe imagination as â€Å"the ability to form mental images, or concepts of objects not present, or that do not exist† (2001, p. 118). By participating in imaginative play children have the opportunity to begin expressing themselves and their interpretations of the world around them. Feelings of anxiety about unknown situations can be alleviated by acting out and exploring possible scenarios and outcomes in a familiar setting (Somerset, 2000). New characters or situations can be formed during imaginative play which encourages children to express themselves in unique ways (Beaver, et al, 2001). Role play accommodates for children’s sense of the world and creates a safe environment to explore their feelings (Beaver, et al, 2001). An important part of imaginary play is the dialogue that happens between children (Penrose, 1998). â€Å"Imaginative play provides children with a means of communication with others and themselves. † (Beaver, Brewster, Jones, Keene, Neaum and Tallack, 2001, p. 414). Symbolism is indispensable in understanding language both orally and written. Older children display the ability to use symbolism when they no longer need the ‘real thing’ and begin making their own props or improvising to act out their imaginary play (Penrose, 1998). When children watch the world around them language is a big part of what they observe. Somerset recognises that â€Å"As a child grows, adult words to fit a situation are borrowed, practised and adopted. † (2000, p. 63). Therefore whilst engaging in imaginary play language is being developed through phrases, words and conversations children have heard in their community. Imaginary play can encourage group activities, especially when engaging in role play. In dramatic play children take on a role and every child has their part to play (Penrose, 1988). Children between the ages of 4 and 6 have the ability to participate in c-operative play (Beaver, et al, 2001). Social development is displayed in this age group through the use of co-operative play as children are playing for longer periods of time and are taking responsibility for their peers needs and actions (Penrose, 1998; Beaver, et al, 2001). By partaking in co-operative imaginary play children can acquire the capability to problem solve, build on leadership skills and communicate in various ways in regards to turn taking (Penrose, 1998). Play opportunity for Imaginary play for 4-6 year olds: An imaginary play opportunity for children aged between 4 and 6 is a family role play scenario. To set up this activity a family corner/area will need to be created. To create a family area you will need to ensure that the children have enough space to move around and play together, that children have various materials accessible to them and that equipment imitates things children would see in the home (Somerset, 2000). When providing equipment for the family area it is important to include common objects from other cultures also. For example having kete (Maori flax woven bags/baskets) for children to go shopping with. When providing dress up equipment ensure there are a wide range of different jobs available. Children by the age of 4 will often have picked up on stereotypical gender roles, it is important to encourage children to act out a diverse range of roles. By choosing dress up clothing that is easily put on it gives children the opportunity to involve themselves in the play regardless of ability (Beaver, et al, 2001). Intended learning for this play opportunity is social development, language development and communication through expressing one’s self. Social development at the ages of 4 to 6 can consist of taking turns and taking responsibility of their peer’s actions (Penrose, 1998). In this play opportunity children will be required by their peer’s to share roles and take turns with equipment. A family play situation promotes children’s ability to recognise the rules for behaviour they have experienced. This play opportunity creates a safe space to practice these rules. For example when a child is pretending to be a mother and disciplining their doll for breaking the rules set by the child (Smith, 1998). Smith explores this by stating â€Å"They develop more and more complex rules and roles for themselves in dramatic play. † (1998, pg. 18). Arthur, L. , Beecher, B. , Death, E. , Dockett, S. , Farmer, S. (as cited in Dockett, S. , Fleer, M. , 1999) show how this play opportunity relates to language development by stating â€Å"When children engage in dramatic play, especially shared pretend play, there are many opportunities for language interaction. † (2007, pg. 87). Children will use phrases heard in their home while acting out family situations, for example a repetitive phrase used by a mother could be â€Å"time to snuggle down into bed† which a child involved in this play opportunity could repeat to a doll or peer also involved (Penrose, 1998). Children involved in a family play opportunity can use this safe space to express themselves. This play opportunity is a safe way for children to explore their feelings as they can opt out of play at any time which consequently helps children to feel more comfortable and more able to explore their own emotions and express themselves (Beaver, et al, 2001). This family play opportunity entails all of the following â€Å"Imaginative play helps children to practise adult roles and social relationships, to share each other’s experiences and to integrate various aspects of their own experiences, to inhibit conflict and to develop cooperation, to enhance verbal communication and to express emotion. † (Smith, 1998, pg. 18). This play opportunity links to Te Whariki through the Communication strand and Contribution Strand. Te Whariki explains that an adults’ responsibility in practice is to provide a drama rich environment that extends children’s ifferent concepts, ideas and cultures. Strand 4 Communication, Goal 4; â€Å" Children experience an environment where they discover and develop different ways to be creative and expressive. † (MoE, 1996, pg. 80) shows that children can develop a familiarity with drama in which they express their feelings and moods, and explore situations and cultures (MoE, 1996). This play opportunity displays children’s chance to be expressive in regards to emotions and act out situations. Strand 3 Contribution, Goal 3; â€Å" Children experience an environment where they are encouraged to learn with and alongside others. † (MoE, 1996, pg. 0) shows that children can develop â€Å"strategies and skills for initiating, maintain, and enjoying a relationship with other children – including taking turns, problem solving, negotiating, taking another’s point of view, supporting others, and understanding other people’s attitudes and feelings – in a variety of contexts;† (MoE, 1996, pg. 70). This play opportunity encompasses these strategies as children are participating in co-operative play in which they need to, for example, take turns with the dramatic play equipment (Beaver, et al, 2001). Physical Play Physical play can promote learning in several ways. The ways this booklet will focus on are gross motor skills and social and emotional development. By the age of 4 children are confident in climbing up and over large equipment. Between the ages of 4 and 6 children are developing agility and strength. These skills are important for such physical movements as jumping and climbing. Due to climbing children begin developing the ability to balance. Children between these ages are learning hand eye coordination due to new skills in catching, kicking and throwing balls (Beaver, et al, 2001). Arthur, L. , Beecher, B. , Death, E. , Dockett, S. , Farmer, S. ecognises that â€Å"One of the fascinating things about motor skills is that they develop with practice. † (2007, pg. 81). Therefore through repetition children can learn skills involving gross motor skills. Once children are four years of age the speed of their running can be changed more conveniently and their physical competency is displayed through the ability to accomplish tasks such as long jumps while running, skipping or hopping. By achieving in physical activities children have their skills consolidated and consequently develop confidence in their physical aptitude.