Essay on Claudius of Shakespeares Hamlet - 1872 Words

Claudius of Hamlet A close second in nobility to the protagonist in Shakespeare’s Hamlet is the incredible King Claudius. His superior qualities render him a worthy antagonist capable of a plummeting downfall at the climax. G. Wilson Knight in The Embassy of Death interprets the character of Claudius: Claudius, as he appears in the play, is not a criminal. He is - strange as it may seem - a good and gentle king, enmeshed by the chain of causality linking him with his crime. And this chain he might, perhaps, have broken except for Hamlet, and all would have been well. But, granted the presence of Hamlet - which Claudius at first genuinely desired, persuading him not to return to Wittenberg as he wished -†¦show more content†¦It would seem initially that Gertrude, rather than Claudius, is to blame for the protagonist’s â€Å"violent emotions† (Smith 80); thus in his first soliloquy Hamlet cries out, â€Å"Frailty, thy name is woman!† Claudius’ first appearance is at a court gathering where he very dishonestly laments the death of his brother: Though yet of Hamlet our dear brothers death The memory be green, and that it us befitted To bear our hearts in grief and our whole kingdom To be contracted in one brow of woe, Yet so far hath discretion fought with nature That we with wisest sorrow think on him, Together with remembrance of ourselves. (1.2) Claudius handles the affairs of state very confidently, regarding Norway and Fortinbras; and personal matters with familial concern, like Laertes’ return to studies in France and Hamlet’s dejection: â€Å"How is it that the clouds still hang on you?† The king is a â€Å"capable ruler and a resourceful man† (Boklund 120). Claudius shares the decision-making with Gertrude, and â€Å"perils his very soul for her†(Faucit 11). Claudius supports her wish that Hamlet remain at Elsinore rather than return to his studies: â€Å"Let not thy mother lose her prayers, Hamlet, / I pray thee stay with us, go not to Wittenberg.† Coleridge states regarding this scene: In theShow MoreRelated Shakespeares Hamlet - Claudius Essay2442 Words   |  10 PagesClaudius of Shakespeares Hamlet’s G. Wilson Knight in The Embassy of Death interprets the character of Claudius in Shakespeare’s Hamlet: Claudius, as he appears in the play, is not a criminal. He is - strange as it may seem - a good and gentle king, enmeshed by the chain of causality linking him with his crime. And this chain he might, perhaps, have broken except for Hamlet, and all would have been well. But, granted the presence of Hamlet - which Claudius at first genuinely desiredRead More Hamlet: The Character of Claudius in Shakespeares Hamlet Essay1330 Words   |  6 PagesHamlet: The Character of Claudius  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Of all the characters in Shakespeares Hamlet, perhaps the role of Claudius is the most intriguing and crucial. Claudius is the most controversial, the most mysterious and the most talked about character in this play. Many people look at Claudius and only see a villain, but there are additional sides to him that are often overlooked: Claudius the father, the husband, the ruler and the mortal individual. In this play the characters are not super-humanRead More The Character of Claudius in Shakespeares Hamlet Essay805 Words   |  4 PagesThe Character of Claudius in Hamlet As a supporting character in Shakespeare’s play, Hamlet, Claudius is not developed to his full potential. His primary role in the play is to initiate Hamlets confusion and anger, and his subsequent search for truth and lifes meaning. But Claudius is certainly not a static character. While Claudius’ qualities are not as thoroughly explored as Hamlets,   the treacherous King of Denmark is a complete character. When we first see Claudius, he strikes usRead MoreClaudius in William Shakespeares Hamlet Essay2023 Words   |  9 PagesClaudius in William Shakespeares Hamlet Ans. Hamlet, Prince of Denmark is perhaps Shakespeares best tragedy. It was written between the years, 1600-1601. Hamlets character in the play is one of introspection and reflection. He is a person who thinks too much before he acts and also expresses a lot of his feelings before actually doing something. All of Shakespeares tragedies concerned people in high positions in a country and his fall would affect every one inRead More Shakespeares Presentation Of Claudius In Hamlet Essay1669 Words   |  7 PagesShakespeares Presentation Of Claudius In Hamlet Hamlet opens with the death of Old King Hamlet, Father of Hamlet, Prince of Denmark. The new king, Claudius, brother of the previous king has married Gertrude, the dead mans widow and has taken the throne. Shakespeare presents Claudius as the plays damned smiley villain although he does allow him some redeeming features; leading an audience to view him as a complex and contradictory figure within the play. Read More The Character of Claudius in Shakespeares Hamlet Essay2062 Words   |  9 PagesThe Character of Claudius in Hamlet      Ã‚      Shakespeare presents Claudius as a character with many faces yet the audience can clearly understand his motives and ambition throughout the play. His character does however change and we clearly see how his evilness and weakness increases as his need to escape discovery and his clandestine nature in doing so, is revealed.  Ã‚  Ã‚  Ã‚      It is in Act one scene two that we are first introduced to the character of Claudius. The impression madeRead MoreThe Death Penalty In William Shakespeares Hamlet And Claudius958 Words   |  4 PagesIn William Shakespeare’s, Hamlet, King Hamlet was pierced to execution, by his own brother, Claudius. Hamlet had never really thought about killing Claudius, until Claudius had murdered Hamlet’s father, just to become the new King of Denmark. Hamlet had several opportunities to kill Claudius but never did. He was immensely sane, and never wanted to kill anyone because that was not the person he was. Hamlet had many outrageous opportunities to pierce Claudius to death, but he believed that it wasRead More Shakespeares Hamlet - Hamlet’s Villain, King Claudius Essay3285 Words   |  14 PagesHamlet’s Villain, King Claudius      Ã‚  Ã‚   In the drama Hamlet Shakespeare has concocted a multi-dimensional character in the person of King Claudius. It is the intent of this essay to analyze and probe all the various aspects of this curious personality.    Ward and Trent in The Cambridge History of English and American Literature consider Shakespeare’s options in designing the character of Claudius:    There were at least two ways in which an ordinary, or rather more than ordinaryRead More The Importance of Claudius Guilt in Shakespeares Hamlet Essay example852 Words   |  4 PagesThe Importance of Claudius Guilt in Hamlet       In the first three acts of the play Hamlet, King Claudius go through a subtle, but defined change in character.   Claudius role in the play begins as the newly corrinated king of Denmark.   The former king, King Hamlet, was poisoned by his brother, Claudius, while he was asleep.   Claudius, however, made it known to everyone that the king died of a snakebite in the garden, and thus no one knew of the murder that had just taken place making his murderRead MoreKing Claudius And Narcissistic Personality Disorder In Shakespeares Hamlet1066 Words   |  5 Pages The Tragedy of Hamlet is a famous work written by Shakespeare in the late 14th century. Within the story, there are many characters who appear to be very â€Å"off†. Hamlet seemingly goes insane, The King is on a power trip, Ophelia goes insane and potentially kills herself, and the Queen remarries almost immediately. These are not behaviors normal humans show, and so I will be diagnosing King Claudius with Narc issistic Personality Disorder. King Claudius could have potentially been diagnosed with

Annotated Bibliography On Polycystic Kidney Disease

Assessment details: An Inherited Genetic Disease Title: Polycystic Kidney Disease Introduction Polycystic Kidney Disease (PKD) is a fairly common genetic disorder of the kidneys. It affects approximately 1in 750 people. There are 2 types, the autosomal dominant (ADPKD) and the autosomal recessive (ARPKD). Autosomal dominant (ADPKD) is far more common of the two. The disease presents with lots of cysts on the kidneys and can not be cured. Medication can manage the symptoms. The symptoms include urinary tract infections, high blood pressure and even renal failure as it progresses. Serial ultrasound scans are usually performed to monitor the cysts and to screen family members. How is the disease inherited? Most cases of this disease have an autosomal dominant pattern (ADPKD). These people with are born with a mutated copy of the PKD1 (85% of cases) or PKD2 (15% of cases) gene in each cell and this mutated gene is inherited from one of their affected parents in about 90% of the time. The other 10 percent of cases result from new mutations in people with no history of the disorder in their family. This is known as acquired polycystic kidney disease. The PKD1 gene is located on chromosome 16 and PKD2 gene is located on chromosome 4. Not only are there mutations in the DNA of these genes but there may also be large deletions that remove sometimes up to 10 genes. These mutations are also called germline mutations because they are present in the parent’s egg or spermShow MoreRelatedPCOS Essay4926 Words   |  20 PagesRESTORING OVULATION IN PCOS 2 RESTORING OVULATION IN PCOS Clomiphene Versus Metformin for Restoring Ovulation in Women with Polycystic Ovarian Syndrome Daniel Kendall DNP-S, Brandi Knierim DNP-S, Molly Hilzendeger DNP-S University of Mary NUR 720 Clomiphene Versus Metformin for Restoring Ovulation in Women with Polycystic Ovarian Syndrome Polycystic ovarian syndrome (PCOS) is a leading cause of infertility that is caused by anovulation (Baran, Api, Goksedef, Cetin, 2010). Anovulatory

Understanding and Supporting Behavior for MHD- myassignmenthelp

Question: Discuss about theUnderstanding and Supporting Behavior for MHD. Answer: Introduction: In this essay, I seek to interrogate the quote by Humphrey Wigelsworth, (2012, p. 339)"Childrens experience within school is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders), but this experience is clearly individual in nature and individual differences in competencies, such as self-regulation and social success help to explain why children in similar environments may experience different levels of well-being. I have chosen to focus on this quote for my essay because it does not seem to use a blanket approach towards the effects of a childs experiences within school, but it recognizes that outside influences are playing a central role in the determination of the outcome of these experiences and how each individual child would handle the same or similar situations differently from each other. To align with this quote, I have chosen the Ecological Systems Theory as it analyses the childs surrounding levels of environment to determine how the child will develop. Based on this theory (EST), I intend to reflect on what behavior is by discussing different behaviors portrayed by students in learning environment (school) and formulating the reasons with example using the above chosen ecological system theory. To effectively approach the analysis of the above quote, it remains imperative for me to examine both the implications of mental health discussed in the quote and present possible ramifications of mental health escalations. The topic of resilience and positive psychology becomes a useful resource in informing my response and connection to the theory of ecological system. Define Behavior Based On the Theory You Have Chosen (EST) Ecological System Theory (EST) also known as Human Ecology Theory (HET) posit that human development is dictated by the different kinds of environmental systems (the microsystem, mesosystem, exosystem, macrosystem, and chronosystem). EST is helpful in understanding why people might differently behave when compared to our behavior in face of our family alongside our behaviors at school. EST is valuable based on the manner of examining individuals and impacts of various environmental system encountered by individuals (Lane Oakes, 2015). This theory has since become an important theory which is the foundation of the theorists work. According to EST, it is believed that an individuals development is affected by everything in their environment/surrounding environment. Thus behavior is defined as observable activity of an organism; anything an organism does that involves action/or response to stimulation Understanding Behavior as a Socio-Cultural Construct Behavior examination is based on a social constructionist viewpoint. The constructionism is initially defined and compared with a generic positive science image and then view the behavior from both perspective. The behavior analysis is more of positivist than constructionist perception (Skinner, 2012). The alignment between behavior examination and positivism arises more evidently where positivist and constructionist viewpoints are contrasted on relation between music and science. The behavior has been shown to anchor the environmental surrounding of an individual which dictates the social interactions. Thus behavior is influenced by everything in the surrounding which can be well understood by the EST five phases that influence the behavior. For example, the microsystems outline all people or social agents that dictate that behavior of the people whereas the macrosystem entails the real culture a persons has to conform to as he socially and culturally interact with fellow social agents. Thus, to understand the behavior of a person, like in this case, children, we need to comprehend this based on a given setting, school in the present case. Therefore, we can understand that children will behave based on the socio-cultural interactions in school via the available social agents (teachers, fellow students, parents, classmates and even neighbors). Because a school is a diverse context or setting, the social interactions of the children is affected not only by the student own culture but other subcultures or cultures of fellow social agents. Thus, by understanding the social-cultural construction, we need to understand the kind of behavior adopted doesnt come from vacuum but is strictly based on social and cultural construction within a given setting (Schulte-Krne, 2016). Quote Introduction and Identification of the Behaviors Exhibited By Students "Childrens experience within school is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders), but this experience is clearly individual in nature and individual differences in competencies, such as self-regulation and social success help to explain why children in similar environments may experience different levels of well-being. From this quote, it is apparent that the behaviors demonstrated by the children in the school are individual-based. This determines the probability of children experiencing Mental Health Disorder. Childrens behaviors is based on their competences like self-regulation and social success. Some students have been shown to be more susceptible to MHD than others. The reason is that it is apparent that some students have better competences in terms of self-regulation and social success. Children who suffer mainly from MHD have the causes attached to parental neglects or even other issues associated with disjointed families. The school thus need to understand the experience in school should be one that is informed by deeper understanding of the background of a student. This is because where school is framed in such a manner that it escalates rather than mitigate the problems facing student at home, the children will be more vulnerable to MHD. Formulating Reasons Students Behaviors Based on EST Based on EST, the behaviors shown by the children can explained easily: The Microsystem: This context is direct environment people have in their lives. It includes friends, families, teachers, neighbors, classmates among other individuals who have direct contact with a person. It is the context whereby children have straight social interactions such social agents (Palmer, Saviet Tourish, 2016). EST posits that we are not just recipients of the experiences we have as we socialize with the social agents in the microsystem-environment. We are, however, great contributors of environments construction. This explains why some children who have competencies in self-regulation and social-success are at reduced risk of MHD than those students who lack such competencies. This means that despite being in one school, students with such competencies have higher ability to cope as they interact than those who lack the competencies The Mesosystem: This encompasses the correlation between the microsystems in a persons life. This means that a persons family experience could be linked to his school experience. For example, where a given child becomes neglected by his parents, he might have a low opportunity of developing desired attitude towards his tutors, classmates, and even neighbors. Further, such a child might feel obstinate in the face of classmates and might revert to withdrawal from a cohort of colleagues (Neal Neal, 20130. Such a withdrawal will lead to MHD. In this case, we can clearly attach the behavior to poor relationship between the microsystems which the lead to negative behavior because behavior is a social-cultural construct. The Exosystem: This is the context whereby there is a connection between the setting wherein the individual doesnt have any active role, and that wherein is participating actively. Supposing a child remains increasingly attached to her father than her mother. Where the father travels overseas to work for many months, there might be a conflict between her and mothers social relationship (Westley et al., 2013). On the other hand, such an event could lead to a tighter bond between the child and the mother. This is true where a given student is attached to one teacher who is then transferred to another school thus ruining his relationship with the remaining teachers. If this occurs, the possibility of the student being affected by MHD skyrockets. The Macrosystem: It is a setting of real culture of the child. A cultural setting encompass the socioeconomic status of an individual and/or his family, his race or ethnicity and living in advanced or developing nation. For instance, being born to a poor family can make a child work harder daily. In this sense, the child will be able to acquire such desired competencies like self-regulation and hence able to cope in school without suffering from MHD (Onwuegbuzie, Collins Frels, 2013). The Chronosystem: It encompasses the transition alongside shifts in the lifespan of a child. This could further entail the socio-historical settings which could dictate a child. For instance, a divorce is a major life transition that affect both couples relation and their childrens behavior. Children are adversely affected on 1st year following a divorce. The subsequent years following divorce unearth the interaction within family becomes increasingly agreeable and stable. Therefore, students who are highly impacted with divorce will be vulnerable to MHD. In this case, their competencies like self-regulation and social success will be hampered (DuPaul Jimerson, 2014). Conclusion To this end, Ecological System Theory (EST) has been very instrumental in helping me analyze the quote. It is apparent from the analysis that behavior is a socio-cultural construct. Within schools, it is true that childrens experience is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders). Children with competencies like self-regulation and social success are resilient to MHD than those who lack such competencies. The implication from the revelation is that the school must understand every childs background in order to provide a customized-based service that promotes self-regulation and social success to help prevent MHD amongst students. References DuPaul, G. J., Jimerson, S. R. (2014). Assessing, understanding, and supporting students with ADHD at school: Contemporary science, practice, and policy. Lane, K. L., Oakes, W. P. (2015). Supporting behavior for school success: A step-by-step guide to key strategies. Guilford Publications. Neal, J. W., Neal, Z. P. (2013). Nested or networked? Future directions for ecological systems theory. Social Development, 22(4), 722-737. Onwuegbuzie, A. J., Collins, K. M., Frels, R. K. (2013). Foreword: Using Bronfenbrenners ecological systems theory to frame quantitative, qualitative, and mixed research. International journal of multiple research approaches, 7(1), 2-8. Palmer, M., Saviet, M., Tourish, J. (2016). Understanding and Supporting Grieving Adolescents and Young Adults. Pediatric Nursing, 42(6), 275. Schulte-Krne, G. (2016). Mental health problems in a school setting in children and adolescents. Deutsches rzteblatt International, 113(11), 183. Skinner, N. (2012). Ecological systems theory. Westley, F., Tjornbo, O., Schultz, L., Olsson, P., Folke, C., Crona, B., Bodin, . (2013). A theory of transformative agency in linked social-ecological systems. Ecology and Society, 18(3).

Relativism Essays - Metatheory, Relativism, Dawsons Creek

Relativism Webster Dictionary describes relativism as a view that ethical truths depend on the individuals and groups holding them. The United States has the idea that they have the right to stick their noses into other countries' business because something else is morally wrong. But cultures vary greatly regarding what is morally right and wrong. Quotes related to relativism saturate prime time drama's like Roswell, and Dawson's Creek. Roswell is a semi drama on the WB Wednesday nights. The main characters of Roswell are Max, Liz, Michael and Isabel. In this episode it says, "Of coarse it's got to be the right one. You know how you know this, the kiss that's how." In this quote an alien hunter, Everett Hubbell, tells Max Evans his opinion on how you know you found the right girl. This relates to relativism because Everett Hubbell pushes his opinion on Max. Also on the WB, Dawson's Creek is a highly rated television show. The main characters are Joey, Dawson, Pacey, Jen, Jack, and Andy. In this episode it says, "Joey: Dawson what were you thinking? Dawson: I wasn't, for a fleeting moment I actually wasn't thinking, and it felt good. Joey: To take advantage of a girl who was drunk, vulnerable, and clearly on the rebound, I mean is it just me Dawson, or is this jaw dropingly out of character. Dawson: What character, Joey the little sketch in your head you have labeled Dawson, look this might not be the me your used to and I might make a complete fool of myself, but you have to start letting me make some mistakes." In this quote Joey is appalled on how Dawson acted because he acted differently than she is used to him acting. This directly relates to relativism because Joey has a preconceived notion on how Dawson should act.

“Performance Management can be defined as a systematic process for improving organizational performance by developing the performance of individuals and team.” The WritePass Journal

â€Å"Performance Management can be defined as a systematic process for improving organizational performance by developing the performance of individuals and team.† Introduction: â€Å"Performance Management can be defined as a systematic process for improving organizational performance by developing the performance of individuals and team.† Introduction:Links between individual, team and organizational objectivesIndividual and Team:Individuals, team and organizational objectives:Evaluating Teams:Task Performance:Team Functioning:Team Member Satisfaction:Selecting and agreeing individual and team objectives:Individual and team responsibility in achieving objectivesCreating an environment of trust and support with othersEnvironment of Trust and Support:Building a rapportBuilding trust and respectManaging conflictPersuading or influencing another personNegotiatingCommunicating assertivelyCommunicating informativelyCommunicating supportivelyImportance of Trust and support in an organization  Ã‚   MotivationTeam working and Team BuildingCustomer CareHuman Resource ManagementNegotiationWorkload managementCareer Development  Evaluating and assessing individual and team performance against objectiveWritten Essays:Critical Incidents:  Graphic Rating Scales:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Behaviorally Anchored Rating Scale s:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Methods of providing feedback to individuals and teams on performanceProviding Feedback to individuals and team:Types of Feedback:Motivational Feedback:Developmental Feedback:Constructive Feedback:Constructive Feedback Requires:AssertivenessRespect for others SkillTips for Constructive FeedbackChoose the right timeStart with positivesFocus on the behaviorBe accurateBalance negative with positiveBenefits of FeedbackCauses of conflict and strategies to minimize or prevent conflictTypes of Conflict: Task Conflict:Relationship ConflictProcess ConflictSystems for performance assessment for individuals or teamsPerformance improvement cycle                          The performance improvement cycle can be explained below:Indicators of poor performanceSupporting performance improvementBASE PAY:Assistance Programs:Disciplinary and grievance proceduresManagement Functions1.  Planning:2. Organizing3.  Ã‚  Leading4.  ControllingThe key aspe cts of legislation that applies to an organization’s disciplinary and grievance procedureHonesty and integritySelf-confidenceIntelligence Job   relevant knowledgeLeaders are energeticReflective Statement BibliographyRelated Introduction: Performance Management may be defined by as a feedback mechanism for the evaluation of employee s past performance. This may be a five minute informational discussion between employees and their supervisors’ or more elaborate, several week process involving many specific steps: Employees generally see any such evaluation as having some direct effect on their work lives. Performance Management led to increased pay, a promotion development areas for which the employees need some training. As a result, any evaluation of emotionally charged event. Performance Management is no longer a simple process. It is now more difficult to perform one while simultaneously focusing on key job activities. Performance evaluation conveys to employees how well they have performance on established goals. It also desirable to have these goals and performance measures mutually set between the employ and the supervisor. â€Å"Without proper two way feedback about an employee’s effort and its effect on performance, we run the risk of decreasing his or her motivation† Links between individual, team and organizational objectives Individual and Team: Individual are the constituting body of a team. Team is more than a group. It has common objectives and accountability and may be setup by the organization under the supervision or coaching of a team leader. â€Å"A team leader is a small number of people with complementary skills who are committed to a common purpose, performance, goals and approach, for which they hold themselves mutually accountable.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Katzenbach and Smith) Team working may be used for: Individuals, team and organizational objectives: Meeting team objectives can be more difficult than meeting individual objectives, as more people need to be involved in the process. More people mean more ideas, more skills, more knowledge, and more experience collective efforts to see the organizational objectives as a success. These potential benefits needs careful management of the process agreeing team objectives in a worth. Organizational objectives should be SMART S  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Short M  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Measurable A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Accurate R  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reliable T  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Time Manageable In that situation individuals and team will put their best efforts to meet the SMART goals. Evaluating Teams: Team effectiveness includes: Task Performance: Fulfillment of task and organizational goals. Team Functioning: Constructive maintained of team working managing the demands of team, roles and process. Team Member Satisfaction: Fulfillment of individual development and relationship needs. Selecting and agreeing individual and team objectives:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It can be more difficult to agree team objectives that individual objectives, as more people desire to be involved in the process. However, more people also means: more ideas; more experience, skills and knowledge tremendous support within the team; and a combined determination to have objectives through successfully.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All these benefits make the useful management of the process of agreeing team objectives worthwhile.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Training activity gives the team leader to a method of agreeing team objectives that is based on to get maximum input and commitment.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The team leader can utilize the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   training activity to agree real-life team objectives by replacing the examples provided with their own material. I am introducing the training process by telling the participants that they are ready to spend some time focusing on SMART objectives in the context of setting team objectives then I put pressure on the importance of agreeing rather than imposing objectives. Next, I conversant about how difficulties in agreeing individuals objectives. I set a step by step method that can be used when agreeing team objectives, than run either or both of two exercises where objectives are made for a particular area. Individual and team responsibility in achieving objectives   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   We can define a team as a group of people who are all focused to achieve a common objective. In the team, every member may know his/her value within the team, and they can work towards the individual objective they have been given when all the smaller objectives get together, they become a greater common objective.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A team can work well with great efficiency when the team is efficient. It’s not important to provide for a team where every single person has the essential team spirit is more necessary for the team to be a real team in every possible way.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Individual members should be fully committed to their personal objective the greater common objective of the team can be achieved if the members of the team concentrate on their â€Å"bit† and deny the rest to those who are a salary commensurate with such responsibilities.  Ã‚  Ã‚      Team members should know to appreciate how the pooling of individuals talents and to the skills and the recourses can strengthen the team and achieve better results.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There should be importance of individuals’ members and importance should be accepted by the team leaders and managers.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚   If a team worker feels that he is a valued person of his team, he has the right team spirit, and they will be much more easily persuaded of its importance. They are agreed to work interdependently towards both personal and team goals with mutual support. Members of the team collaborate together. They are agreed to use their talent and experience for organizational objectives. They respect and listen to every person’s point of view. They participant equally in decision making. Creating an environment of trust and support with others Environment of Trust and Support: Different skills are used in interactions and relationships between two or more people which are as follows: Building a rapport Being in tune with the other people, which draws them into a relationship. Building trust and respect So that relationship is maintained and cooperation facilitated. Managing conflict Managing conflict in the relationship to preserve it. Persuading or influencing another person Persuading or influencing another person, to do what you want them to do or to share your beliefs Negotiating It means to compromise or a mutually acceptable solutions to problem. Communicating assertively It includes to uphold your rights and get your needs met. Communicating informatively Through this you give timely and relevant information Communicating supportively It is usedto encourage others and get their commitment. Why Trust and Support are important? Understand and manage the roles, relationships, attitudes and perceptions. Communicate clearly with the other people. Achieve your aims. Importance of Trust and support in an organization  Ã‚   In business context, trust and support are important for processes such as: Motivation It means persuading and inspiring for committee performance. Team working and Team Building It helps in building trust, encouraging communications and managing conflict. Customer Care We can win trust, exchanging information and managing conflict. Human Resource Management We can use it for negotiating, interviewing conducting approvals and managing disciplinary and grievance procedures. Negotiation It means maintaining relationships by acceptable solutions. Workload management It has being able to delegate effectively, negotiating assistance and saying â€Å"no† assertively flexibility. Career Development It provides demonstrating networking, communication and leadership skills, essential for management roles.   Evaluating and assessing individual and team performance against objective   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Following points explain the individual and team performance against objectives: Written Essays: In a written essay, an evaluator appraises an employee’s performances through a written description of an employee’s strength and weaknesses, past performance, and potential. In addition, the evaluators make suggestions for improvement. Critical Incidents:   Using critical incidents, an evaluator appraises an employee’s performances by focusing on critical behaviors that separate effective from ineffective job performance. The appraisers writes down anecdotes that describe what an employee did that was especially effective or ineffective. The key here is that only specific behaviors not vaguely define personality traits, are cited. Graphic Rating Scales:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the most popular performance appraisal methods is graphical rating scales. This method list a set of performance factors such as quantity and quality of work, job knowledge, cooperation, loyalty, attendance, honesty and initiative. The evaluator goes down the list and rates the employee on each factor using an incremental scale. For instance, a factor such as job knowledge might be rated from 1 to 5. Behaviorally Anchored Rating Scales:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another popular approach is behaviorally anchored rating scales, which combine elements from the critical incident and graphing rating scale approaches. The appraiser rates an employee according to items along a numerical scale, but the items are the examples of actual job behaviors rather than general descriptions or traits. Methods of providing feedback to individuals and teams on performance Providing Feedback to individuals and team: Feedback gives information to others about their performance, behaviors and results against goals. Types of Feedback: Motivational Feedback: Rewards reinforce positive behaviors by praise and recognition. The purpose is to motivate them. Developmental Feedback: Informing what to be improved and how to improve?   Its purpose is to develop learning. Constructive Feedback: Supports development. This is not giving only positive feedback but negative feedback as well when there are shortcomings. Constructive Feedback Requires: Assertiveness Assertivance is preparing to face difficult situation. Respect for others While developing the individuals, they should be managing respectfully. Skill Effective feedback is a complex interpersonal skill Tips for Constructive Feedback Choose the right time It is necessary that choose the right time close to the event. Appropriate time should be chosen for sensitive matters e.g. conflict handing situation. Start with positives People accept criticism if balanced with positive aspects Focus on the behavior Rather than personality Be accurate Avoid exaggeration for instance instance   instead of saying that you are always late, it is better to say you were late on two occasions. Balance negative with positive Close your discussion with positive encouragement. Benefits of Feedback Positive feedback is motivational. Negative feedback is developmental. Feedback helps employees to understand and adjust their performance. Feedback enables us to plan and direct our efforts. Feedback enables us to understand the purpose. Causes of conflict and strategies to minimize or prevent conflict When I am using the term Conflict, I am referring to perceived incompatible differences resulting in some form of interference or opposition. Whether the differences are real is irrelevant. If people in a group perceive that differences exit, then there is conflict. Conflict is a natural outcome in any group and need not be negative but rather has potential to be a positive force in contributing to a group’s performance. The very major proposes that not only can conflict be a positive forced in a group but also that some conflict is necessary for a group to perform effectively. It is also necessary that all conflicts are good and best. Some conflicts are seen as supporting te goals of the work group and improving its performance. Types of Conflict:   Ã‚  Ã‚   There are mainly three types of conflict which are as follows: Task Conflict: Task Conflict relates to the content and goals of the work. Relationship Conflict Relationship conflict focuses on interpersonal relationships. Process Conflict Process Conflict refers to how the work gets done. Systems for performance assessment for individuals or teams A performance evaluation system would be remiss if it did not concern itself with the legal aspects of employee performance. Suppose a supervisor has decided to terminate an employee. Although the supervisor cites performance matters as the reason for the discharge, a review of the employee’s recent performance appraisals indicates that performance was evaluated as satisfactory for the past two review periods. Accordingly, unless this employee’s performance significantly decreased, personal records do not support the supervisor’s decision. Performance improvement cycle                           The performance improvement cycle can be explained below: The performance improvement cycle is given below:    In this diagram, the first circle shows following terms: Use Behavior-Based Measures: Combine Absolute and Relative Standards Providing Ongoing Feedback Use Multiple Raters Rate Selectively Train appraisers Indicators of poor performance Bad Result Less effectiveness: Not able to meet the organizational objectives Employees absentees Dissatisfaction of the employee Not able to work in team Supporting performance improvement Probability one of the most complex function of performance management   is the design and implementation. International compensation packages in the United States generally used the â€Å"balanced _sheet approach, ’’ which considers four factors: base pay, differentials, incentives and assistance programs. BASE PAY: Ideally, this equals the pay of employees in comparable jobs at home, but the range of pay scales in most countries is far narrower than in the United States. Thus, whereas a middle manager in a U.S. factory might earn $75,000 a year, the same manager in Germany might earn the equivalent of $110,000. However, the U.S higher_ level executive might earn $500,000 and her counterpart in Germany only the equivalent of $150,000. How can human resource managers satisfy the middle manager who earns a third less than the counterpart where he works, while also satisfying the German executive who earns less than her U.S. counterpart?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In addition to fairness among overseas employees, foreign currencies and laws must be considered. Should expatriates be paid in U.S. dollars or the local currency values_ or a combination of the two? How does the organization deal with changes in currency values? Do restrictions apply to either bringing in or taking out dollars or the local currency? If so, how are savings handled? Should salaries increases follow the same standards as those established for the domestic employees or local standards? Does the expatriate pay U.S. or foreign income taxes?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The U.S. State Department has negotiated agreements with every country to determine where income will be taxed, but the protection of foreign tax rates creates new administration for the organization. Differentials:            Ã‚   The cost of living fluctuates around the world, and the value of the dollar to foreign currencies affects prices. For example, if a gallon of regular unleaded gasoline in the United States where $1.25; in England is might be equivalent to $4.83; and in Hong Kong, 5.24, to publishes a   regular updates by most multinational corporations for providing differentials to maintain the standards of living the expatriate would enjoy if he or she were home. Incentives:  Ã‚  Ã‚  Ã‚  Ã‚   Not all employees are willing to leave family, friends and the comfort of home support system for long periods of time. Thus, mobility inducement to go on foreign assignment is regularly offered. These may include monetary payments or services, such as housing, car, chauffeur, and other incentives. But companies must decide how a hardship premium should be paid. As a person of salary?   In a lump sum payment? In home or foreign currency?   In forgiven housing is provided, what happens to the vacant home back in the US or to the family housing situation when they eventually return? Incentives required carefully planning before, during, and after the overseas assignment. Assistance Programs: As with any relation, the overseas transfer requires much expenditure for the employee’s family. Some assistance programs commonly offered by multinational corporations includes household   goods , shipping and storage , major appliances; legal clearance for pets and their shipment; home sale protection living expensive ,travel and annual home leaves, special return leaves . Club membership and security. Disciplinary and grievance procedures DISCIPLINE:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Condition of orderliness, in which members behave sensibly according to the standards of acceptable behavior and goals of the organization. (i) Positive Discipline. Procedures designers so that employees have no option than to act in desired manner. (ii) Negative Discipline. Sanctions designed to make people behave in desirable way. Action can be Punitive (punishment)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Deterrent (warning not to do)   Reformative (it will not happen again) STRICT DICSIPLINE. Types of disciplinary situations that managers have to face are as follows: Sleeping on duty Threatening co-workers Disobeying Take drugs Guilty Destroy company’s image Embezzlement Lying Safety procedures ignored Disciplinary Action: The informal talk minor problem, the employee has clear records. Friendly talk at this level to inform about standards Oral warning employees repeated violation, emphasizes the undesirability and warning for the formal, written warning Written warning becomes permanent record of the employee. Lay off or suspension repeated violations lead to this can go for days or weeks. Dismissal drastic step on serious offence. Expensive for the organization Managing disclipnary Situation: Immediacy: Disciplary actions should be taken speedily. Avoid haste and on the spot decisions. Advance Warning: Employee should be informed in advanced about rules and regulations Consistency: Each time it occurs, action should be taken. Inconsistency lowers the morale. Impersonality:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Action should not be based on personality. Privacy: Action should be taken in private to avoid conflict and humiliation. Fairness: Actions to be based on investigated facts. Opportunities should be given to defend him or her. The role of the manager in both a disciplinary and a grievance procedure Describing what managers do is not easy or simple. Just as no two organizations are alike, no two manager’s jobs are alike. Despite this fact, management researchers have, after many years of study, developed three specific categorization schemes to describe what managers do: functions, roles and skills. In this section, we will examine each of these approaches and take a look at how manager’s job is changing Management Functions According to the functions approach, managers perform certain activities as they efficiently and effectively coordinate the work of others. What are these activities or function? All managers perform five functions: Let’s briefly look at each function. 1.  Planning: If you have no particular destination in mind, then you take any road. However, if you have someplace in particular you want to go, you have got to plan the best way to get there. Because organizations exist to achieve some particular purpose, someone must clearly define that purpose and the means for its achievement. Management is that someone. As managers engage in planning , they define goals, established strategies for achieving those goals and develop plans to integrate and coordinate activities. 2. Organizing Managers are responsible for arranging and structuring work to accomplish the organizational goals. We call this function organizing. When manager organize, they determine what task are to be done. Who is to do them, how the task are to be grouped, who reports to whom, and where decisions are to be made; 3.  Ã‚  Leading Every organization includes people, and a manager’s job is to work with an through people to accomplish organizational goals. This is the leading function. When managers motivate subordinates, help resolve work group conflicts, influence, individuals or teams as they work, select the most effective communication channel, or deal in any way with employee behavior issues, they are leading. 4.  Controlling The final management function is controlling. After the goals and plans are set, the task and structural arrangement determine \d, and the people hired, trained and motivated, there has to be some evaluation of whether things are going on planned. To ensure that goals are being met and tat work is being completed as it should be, managers must monitor and evaluate performance. Actual performance must be compared with the previously set goals. If there are significant deviations. It’s management’s job to get work performance back on track. This process of monitoring, comparing and correcting is what we mean by the controlling function. The key aspects of legislation that applies to an organization’s disciplinary and grievance procedure Drive Leaders exhibit a high effort level. They have a relatively high resire for achievement; they are ambitious; they have a lot of energy; they are tirelessly persistent in their activities; and they show initiative. Desire to lead Leaders have a strong desire to influence and lead others. They demonstrate the willingness to take responsibility. Honesty and integrity Leaders built trusting relationships between themselves and follower by being truthful or no deceitful and by showing high consistency between word and deed. Self-confidence Followers look to leaders for an absence of self-doubt. Leaders, therefore, need to show self-confidence in order to convince follower of the rightness of their goals and decisions. Intelligence Leader need to be intelligent enough together, synthesize and interpret large amounts of information, and they need to be able to create visions, solve problems and make correct decisions. Job   relevant knowledge Effect leaders have degree of knowledge about the company, industry and technical matters. In depth knowledge allows leaders to make well-informed decisions and to understand the implications of those decisions Leaders are energetic Leaders are energetic lively people. They are sociable, assertive and rarely withdrawn. Reflective Statement Simply I can say that Performance management systems involve different activities, far more than simply reviewing what has employee has done. These systems must fulfill several purposes. Moreover, they are often constrained by difficulties in how they operate. Bibliography By (Michael Armstrong) Book name: Performance Management, 3rd Edition Katzenbach and Smith

Writing (EBRW) Score

What's a Good SAT Math or Reading/Writing (EBRW) Score SAT / ACT Prep Online Guides and Tips In this article, we’ll go over how to calculate target SAT Math, Reading, and Writing scores, as well as why you might want to do this. Why Calculate Target Scores? Target scores are useful to calculate because they help you set realistic goals that are based on schools you’ll be applying to, rather than on some arbitrary standard that has no real justification behind it. By creating concrete, results-oriented scores to aim for, you’ll not only increase your chances of a successful outcome (getting into the schools you want), but, since the relationship between the scores and acceptance at colleges you wish to attend is so linear, you might even be more motivated to study to reach these goals. The steps you'll follow for finding your target SAT Math and Evidence-Based Reading and Writing scores are similar to what you'd do to find your overall SAT target score. If you haven't done this already, stop now and read our article on what makes a good, bad, or excellent SAT score, then come back; it's far more important to calculate your overall target SAT score than it is to calculate individual section scores. Step 1: Download These Worksheets To mathematically determine the target Math and EBRW scores you should be aiming for, we'll be filling out two worksheets for all the schools you're interested in. Click here to download the Math and EBRW score target worksheets, or click the images below: Step 2: Fill In the Schools You Want to Get Into In the leftmost column of the sheet, write down the names of colleges you want to attend. These might be schools that you already know you want to apply to, including your dream or "reach" schools; however, don't include safety schools (schools that you're 90% sure that you're going to get accepted to). If you're not sure yet what schools you want to apply to, go ahead and put down any schools you've heard of, or schools that your friends are interested in. We do recommend, however, that you research the schools before calculating your target score, though, so you'll get a sense of what scores you'll need to get into the schools you're interested in and if they're realistic for you given other factors like your high school GPA. Step 3: For Each School, Google "[Name of School] PrepScholar" For example, if I'm interested in University of Michigan, I'll do the following search: Most schools will have a PrepScholar.com link, as shown above. If you don't find one, try using the National Center for Education Statistic's IPEDS Data Center to look up the school's Admissions and Test Scores information; the data will be older but will still be official. Alternatively, try searching "[name of school] average sat scores" to see if the scores are listed on the official school website (although many schools do not report individual section scores on their websites). Use either of these methods to double-check your numbers. Our PrepScholar.com page lists the 25th/75th percentile scores for current University of Michigan students. We currently have hard data only for the old, out-of-2400 SAT (although we use these numbers to then estimate the equivalent out-of-1600 SAT) - when colleges release their student data for the new 1600 SAT, we'll update these pages. A refresher on what we mean when we talk about percentile scores: 25th percentile scores mean that 25% of students attending that school have at or below that score (this score is below average). The 75th percentile score means that 75% of students have a score at or below that number (making this score above average). In effect, the middle 50% of all students admitted to a school will have SAT scores between the 25th and 75th percentiles. If you score at the 75th percentile for a school, you have a great chance of getting in. If you're at the 25th percentile, you'll have to rely on some other part of your application to impress them (or retake the SAT to get your score more in line with the middle 50 percent of students admitted). For the University of Michigan, the old SAT 25th percentile scores were 660 for Math, 620 for Reading, and 630 for Writing, while the 75th percentile scores were 760 for Math, 720 for Reading, and 730 for Writing. Step 3a: Calculate the New SAT Score out of 800 for Math and EBRW Because you'll be taking the new 1600 SAT, you'll need to convert any old scores from the out-of-2400 SAT into new SAT scores in the rightmost column of the worksheets. This is particularly important for converting old Reading and Writing scores (which, when combined, were on a scale of 400-1600) to the new SAT Evidence-Based Reading and Writing score (on a scale of 200-800). Use our updated converter tool, which is based on official concordance tables from the College Board, to determine 75th percentile scores for the new SAT. For the University of Michigan, this tool gives a new SAT Math score of 690 and EBRW score of 680. Step 4: Calculate Your Final Target SAT Section Scores Finally, take the average of all the percentile columns. In general, we recommend using the 75th percentile score as your target, because it’ll give you the greatest chance of acceptance (as compared shooting for the 25th percentile or even the "average" score). However, just because you score at the 75th percentile doesn’t mean that you have a 75% chance of acceptance at any given school. The baseline acceptance rate for the school also affects the target score you choose. If a school's acceptance rate is low (20%), then you’ll want to aim for a score even higher than the 75th percentile score for a fixed likelihood of getting in. If the acceptance rate is higher, then you can aim for a lower percentile score (since increasing your SAT score is likely to only have a marginal effect on your acceptance rate). 150531-D-DB155-001/used under CC BY 2.0. Find your target score and aim for it with all your might. Bonus: Looking for the very best guides to every SAT section? Check out our top guides for every single section of the SAT. Choose the score level you're aiming for: 800 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay Choose these guides if you're scoring a 600 or above on a section, and you want to get the highest SAT score possible. 600 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay Choose these guides if you're scoring below a 600 on a section, and you want to boost your score to at least a 600 level. These are the very best guides available on boosting your SAT score, section by section. They're written by Harvard grads and perfect SAT scorers. Don't disappoint yourself - read these guides and improve your score today. When Do Section Scores Matter? Most of the time, hitting specific section score targets isn’t as important as making sure your overall SAT score is good; whether that high total score comes from a 680 on Math and a 780 on Evidence-Based Reading and Writing or a 780 on Math and a 680 on EBRW is usually a moot point. There are two types of schools, however, for which individual section scores become more important: engineering programs and liberal arts colleges. For engineering schools and programs, a high SAT Math score (above a 700) is imperative; for the most competitive engineering programs, you’ll be at a severe disadvantage if you don’t get 770 or above on SAT Math. Even a perfect 800 won’t guarantee you admission, but getting a SAT Math score below a 750 lowers your odds dramatically at schools like MIT. On the other hand, you can get away with a (relatively) low Evidence-Based Reading and Writing score (a 720 EBRW score still puts you in the middle 50 percent of students at MIT). Liberal arts schools, by contrast, prefer to see relatively equal section scores. That doesn't mean that you have to get exactly the same score on Math and EBRW, but it does mean that you'd have a better chance of getting into most liberal arts schools with two medium-high section scores (e.g. 700 Math, 690 EBRW) than with one high and one low score (e.g. 590 Math, 800 EBRW). Some of these schools may even go down to the Reading and Writing subscore level when it comes to evenness, although with the new combined Evidence-Based Reading and Writing score the odds of this happening are lower than with the old SAT (where students received out-of-800 scores for both Critical Reading and Writing). A good strategy if you’re applying to a mixed set of schools (some engineering, some liberal arts, and some that fit into neither category) is to create multiple different target scores sheets; if you take the SAT multiple times and get mixed results, the different sheets will help you determine which scores to send to schools that don't superscore. For instance, if you take the SAT twice and get 730 Math/780 EBRW and 790 Math/610 EBRW, you'd want to send the first score to liberal arts schools (who don't superscore) and the second score to engineering schools (who don't superscore); if the schools do superscore, you'd want to send both the scores to get the 790 Math/780 EBRW combo. Optimal/used under CC BY 2.0. Optimize your SAT score through superscoring like a superhero! What’s Next? What does it mean to score in the top percentiles on the SAT? Get an in-depth look at SAT score percentiles here, or read about the difference between the SAT User Percentile and the Nationally Representative Sample Percentile on ExpertHub. A high SAT Math score is a good start, but what else is required for engineering programs? Find out what it takes to get into a great engineering school here. Want to figure out what your overall SAT score should look like? Learn to distinguish between excellent, good, and bad SAT scores here. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Recycling of biological waste for local production of vegetables in Research Paper

Recycling of biological waste for local production of vegetables in Nairobi, Kenya - Research Paper Example These foci include: identifying locally relevant options; optimization of composting processes; organization of any waste handling that occurs; the homogeneity and safety of the generated products; and acceptance of the generated products by end users. Here it will be analyzed what roles soil, plants, and oxygen play in composting in rural communities such as the one described here. Usually, what happens with soil is that the moisture in composting tends to have various gases that are eliminated into the air due to organic elements having been introduced into the soil. â€Å"The moisture content of casts is an important driving force controlling the direction of nitrification–denitrification process, thus in dry– wet cycles, increases and decreases in ammonium and nitrate contents, respectively, may occur. Therefore, the decreases in water content of casts over time may favour the predomination of nitrification processes† (Aira, Monroy, & Dominguez, 2005, pp. 470 ). Additionally, plant life is especially important to composting organic elements within the soil. â€Å"The root basis of plants with an age of more than three years are places of ‘retreat’ for earthworms during the dry season when the soil completely dries out up to a depth of 1 meter and more†¦Within this rotting material, small numbers of epigeic living earthworms can be found† (Bierwirth, 2001, pp. 3). Oxygen is also a very important element in the composting process. â€Å"The results [of this study] are relevant to the supply of oxygen†¦to sediments for the phytopurification of waste waters, to the efflux of methane and carbon dioxide from wetlands, and to rice cultivation† (Armstrong & Armstrong, 2001, Abstract). II. Objectives (100 words) The main focus of the research proposal is much in the direction of safe handling of urban wastes, the processing and the quality of the end product as a soil amendment. As mentioned, the work is plann ed to take place in Nairobi. Some of the recent work on urban agriculture and waste recycling will be analyzed. This includes knowing what steps are necessary to take in composting, and how current research has helped inform the approach that will be taken. It is hoped that, with this research, third-world composting in rural Africa will become more widely-accepted and widely-adopted all over. III. Research Questions (1,250 words) Research Questions (50 words) Research questions include the following: a) What are locally relevant options? B) How can composting processes be optimized? c) How is waste handling organized? How homogenous and safe are the generated products? and d) What is the acceptance of the end products by the public? a. Locally Relevant Options for Vegetable Production in Nairobi (300 words) Locally relevant options include trying to control pests. Pests can affect crops, which can then make the problem of yield losses worse, when trying to produce cash crops. †Å"[P]ests may affect yield loss independently in natural farming, but in conventional paddies, multiple pest injury may interact synergistically, compounding yield loss† (Andow & Hidaka, 1998, Abstract). Another locally relevant option for vegetable production in Nairobi might be testing the soil. It is important to know what type of soil is being used for which

Environment Management at Yamama Cement Company Assignment

Environment Management at Yamama Cement Company - Assignment Example Such techniques include proper handling of environmental issues, effective marketing strategies and up to date human resource and employee relationship techniques. However, this paper will mainly discuss various characteristics of Environment Management programmes at Yamama Cement Company. The issues of environmental impact that must be considered in an Environmental Impact Assessment for Yamama Cement are six-fold: climate protection, fuels and raw materials, health and safety, emissions reduction, local impacts and concrete recycling. (Yamama Cement Website, 2010) This issue matrix is adopted from the World Business Council for Sustainable Developments (WBCS), â€Å"Cement Sustainability Initiative (CSI)†. (â€Å"Cement Sustainability Initiative (CSI)†) 3. Health and safety: In this field, the World Business Council for Sustainable Developments (WBCS), â€Å"Cement Sustainability Initiative (CSI)† motto is Aiming for Zero. The objective is no employee injuries or fatalities. 5. Local impacts: This aspect of environmental stewardship involves reduction of airborne particulate matter discharge and noise, â€Å"disturbance to landscape, local watershed and local biodiversity caused by limestone quarrying† and involvement of all relevant local stakeholders. Presence of world’s hottest deserts makes the Middle East one amongst hottest countries of the world with extremely hot and dry weather. Hence, all kinds of traders and manufacturers keep in mind its exceptionally harsh climatic conditions and use construction materials which can provide an effective resistance to heat and dryness. (Sinton, 2005, 450) For example, builders need to use waterproof foundation for buildings in order to avoid water infiltration due to a corrosive characteristic of salt present in the underground water within the Middle East.

Trajectory of US Foreign Policy Essay Example for Free

Trajectory of US Foreign Policy Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The credo for â€Å"strong America and secured world† re-echoes the vision for retaining global alliances yet draws future challenges to US foreign policy in re-aligning socio-political confidence in the contemporary shift of political power.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The rise of third forces is critically perceived in the interplay of emerging political powers that may desolate convergence to US foreign policy. The perceptive basis of power shifting may in itself central to the change of US interstate (domestic) leadership and the clamor of the American people to reform the US foreign policies.    In contrast, the US economic, financial and military establishments can possibly absorb the vacillating pressure upon the change of political leadership.   The reconfiguration in the trajectory of US foreign policy may absorb the vacuum of power within the confines of socio-economic-political individualism. This individualism may be depictive to walking down a narrow road that is less traveled, as there goes an excerpt from the song ‘Goodbye Yellow Brick Road’ (Elton John; in Taupin, B., 1973): â€Å"†¦So goodbye yellow brick road where the dogs of society howl, you cant plant me in your penthouse, Im going back to my plough†¦Ã¢â‚¬  From this pretext, what holds America’s foreign policy is to maintain the yellow brick road of economic and financial convergence ensuring the American people never to go back in the 1890’s US’ experience of great economic depression, in which today the US government controls its economic and political interests in a global landscape. This may be a classical overture leading to the contemporary challenges of US foreign policy, but an annotation to the modern political genre and re-structured geopolitical archetype in US’ shift of power.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This paper will discuss the contemporary interstate (domestic) political interactions and the intrastate (foreign) shifting of political powers relating to the trajectory and future challenge in US foreign policy. Methodology   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The review of literature will guide the overall discussions of issues and will be the basis of analyzing the situation. The method will adopt a 2-prong approach in examining the trajectory and challenges of US foreign policy to situate (2) interstate factors, and (2) intrastate responses. Rationale   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This section of the paper will present, review and discuss the January 2008 State of the Nation Address (SONA) of President George Bush in order to situate the interstate factors effecting the character-role of US executive, legislative, judiciary and military branches of government, and the intrastate affairs or foreign policy agenda.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   President Bush’ 2008 SONA emphasizes the credo for â€Å"strong America and secured world†. The credo calls on the critical character-roles of US’ governmental agencies in advancing the socio-economic-political-cultural well-being of the state from domestic to foreign abode. As quoted from the speech of President Bush, he implored â€Å"expanding opportunity to protecting the country, as the US government have made good progress, and yet it has unfinished business in which the American people expect to get it done† (The White House, 2008).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The quotation highlights the empowerment of US economy to which has been faced with uncertainties as indicated by job shortage, depleted market in housing, hurdled distribution of healthcare benefits, and reduction of revenues from increased government spending. Basically, President Bush refers both private and public financial incapability and the global economic recession. As further emphasized, the economic agenda is to draw a more empowered financial establishment and labor market, in which Bush stressed out the making of top quality American product as what he calls to be proudly labeled as â€Å"Made in the USA†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Science and technological innovations were also critically addressed by investing on research ingenuity and the unlimited development of scientific inventions and discoveries which aimed to create and provide â€Å"energy security.† Current technologies of adversaries must comply with human and environmental protection. President Bush reiterated the passing of the â€Å"No Child Left Behind Act† as encompassing the state immediate domestic need to education and urged US Congress for $300 Million scholarship budget.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On top of the domestic social-economic agenda for labor market, education, healthcare and revenue generation [through tax rebate package], President Bush cited the additional deployment of 3,200 Marines to Afghanistan, as he concluded that   â€Å"homeward bound† soldiers out of the 20,000 troops deployed in the Middle East must be replaced to ensure maintenance of peace and security.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The rationale of President Bush 2008 SONA was founded on recouping domestic uncertainties and pursuing the unfinished business in Middle East. Literature review: the shaping of US foreign policy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As presented and discussed in the rationale section of this paper, the literature review will examine the variety of â€Å"actors† and â€Å"factors† that relates the shaping of US foreign policy. The rationale section will also form part of derivatives to the overall discussions. The traditional foreign policy elites As an overview prior to discussing the topic, we may cite a quotation from the Director of Policy Planning Richard Haas of the US Department of State that may similarly define the traditional foreign policy elites: â€Å"Of the many influences on U.S. foreign policy formulation, the role of think tanks is among the most important and least appreciated†¦Ã¢â‚¬  (US Department of State, 2002).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to the electronic journal, ‘US Foreign Policy Elites in a Post-Cold War Information Age’ published by Mark P. Lagon in 1996, the â€Å"special expertise† inside and outside of government that absorbs academics, quasi-academics, journalists, and polemicists becomes political appoint ­ees and career bureaucrats are referred to as â€Å"elites†. The â€Å"elites† creates the â€Å"inner circle† or sphere inside and outside of government.   Another representation correlated to the definition, the media has a crucial role in binding the â€Å"elite grouping† by providing medium of communication (or forum) for setting agenda (Lagon, 1996).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The 21st century â€Å"elites† may be also categorized or defined as a â€Å"political technocrat† because they have the capability to analyze or study a political-economic situation and influence the pre-condition effect or scenario of a situation. The elites may be also representing the â€Å"power brokering† between the governmental affairs and the social groups in a civil society. In domestic and foreign relations, most of business men and affluent academicians are the most likeable appointee or delegate to represent governmental functions. One that may exemplify the â€Å"representation† is by appointing a diplomatic functionary. The diplomatic function works within a â€Å"script† of function effective to carry out the mission at diplomacy level. In other words, the diplomacy level could only be functional in mediation and arbitration, in which the role of a â€Å"middle man† patterns the diplomatic functions. We may also refer the â€Å"at large† elites as belonging from the top social hierarchy [categorized by its family wealth and social academic status], in which may be â€Å"enticed† or drawn by political-economic sentimentalism [merely sympathetic to a cause, social conviction and plain beliefs] that allies with national advocacy and lobbyist groups or political activism. The capability of â€Å"at large† elites may have a â€Å"vacillating tendency† at crucial political standpoint, wherein to â€Å"toss coin† meant knowing both sides (pros and cons) of a national issue. In poor and undeveloped countries, like the Philippines in Asia, it has become a common knowledge that the traditional elites [mostly represented by disgruntled politicians, adventurous soldiers, government retirees, and idealistic academicians] have its own political grouping [even maintaining bureaucracy] inside and outside the government. In this case, the capability to be well-integrated in both â€Å"camps† and political grouping (opposition and government) attributes the ability to situate, adapt and formulate political configuration, in which the prognosis equates to being a â€Å"think tank†. In the US, the traditional elites are those belonging from a confederate political backing [that is also known as interest groups] that carry out a â€Å"national interest† agenda may it be through electoral processes, lobbying and issue advocacy. From that point of view, the capability to create impact could be publicly supported. Moreover, the special scholastic skill to substantiate political issues or able to expand prolific deductions or analogies could influence the policy making initiatives. The affiliation between elites and the gen ­eral public in a democratic processes of policy-mak ­ing is involving mobilization and ratification, wherein the elites configures the outline of a pol ­icy and mobilizes public convergence in which the framing of a policy is set at the dispensation of the legislative, executive and judiciary branches of government [and even the military establishments] for interstate (domestic) or intrastate (foreign) implementation. US political culture and mass public opinion In a joint lecture in year 2006 conducted by Bruce E. Gronbeck, A. Craig Baird from the University of Iowa and John D. Lees from Manchester University in England, they defined the contemporary political culture and mass public opinion under two categories; popularity and populism. Accordingly, popularity is more central to the personalities and characters involving the issues (be it social, economic and political). On the other hand, populism is drawn as an action-oriented response invoking the right to redress grievances and holding of assemblies. Combining both popularity and populism as a public response or action toward an issue is considered a relevantly critical public interest undertaking. The significance of political culture and mass public opinion which compose popularity and populism flows in the typologies of â€Å"information† and constructively appears in the public life. One example is the flow of information of economic uncertainty [as communicated by media] is the indication of depleted housing market, scarcity of healthcare benefits and shortage of labor markets, which was outlined in the political-economic agenda of President Bush’ 2008 SONA.    In contrast, political and economic analysts believe that government indecisiveness draws more â€Å"hostile popularity† of political leadership, in which populism resort to civic action or civil defiance. Like any other countries (poor and rich), the political culture and mass public opinion is focus at the governmental leadership and performance. The civil society [as composing various groupings] is the bulwark of indispensable opinion and perception consistent to the so-called â€Å"participatory or popular democracy†. The political culture and mass public opinion therefore refers to the existence of democratic processes that describes the type, category and classification of framing a public policy. The interest groups and the ‘military-industrial complex’ The interest groups being generally defined and perceived as grouping of individual types and stakeholders for socio-political interest or convictions are not representing the government neither functionaries of a government office. The interest group has varied classifications, such as endorser and financier of political candidates, advocates and lobbyist for legislative policy agenda, social work composing the non-governmental organizations and political activists. These classifications of interest groups are also described as â€Å"pressure groups† in a civil society. The US-based Council on Foreign Relations (CFR) found that the â€Å"pressure groups† are vulnerable to collaborating with â€Å"domestic extremists† being classified as hate groups that allies with â€Å"left-wing† radical activists motivated by religious-racial-cultural conservatism. To cite, the incident on April 1995 truck bombing of the Alfred P. Murrah Federal Building in Oklahoma City that accounted 168 deaths and wounded about 500 people has attributed to domestic terrorism, and suspected by the FBI as multi-perpetuated and politically motivated actions linking the â€Å"interest groups† of radical political activists opposing the World Trade Organization (WTO; in Fletcher, H., 2008). On the other hand, the military-industrial complex refers to the established institution of the US Armed Forces. However, a group of stakeholders [that are also classified as interest groups] acts as brokers, traders and suppliers of weaponry and armaments to the US Armed Forces. These stakeholders or interest groups also serve as a â€Å"pressure group† in dealing with the passing or enactment of a policy concerning homeland defense and most especially foreign security policy. The US war on Iraq and the continuing anti-terrorism campaign of the US government favors the stakeholders, in which the demand for supplying weaponry and armaments to the US Armed Forces categorically defines â€Å"profitable business in war†. The traditional and new media Based on the journal, ‘The Interaction of Traditional and New Media’, authored by John D. Leckenby and Everett D. Collier from the Department of Advertising, College of Communication at the University of Texas, the medium of communication has evolved the typologies of media outfit. The type of traditional and new media is classified in terms of technology, in which the information delivery and access through the Internet has typified the â€Å"traditional† and â€Å"new† medium of communication and updating to social developments. However, the classification does not necessarily feature the newest approach to bringing information and accessibility to consumers. As cited, the televisions broadcast and print media although classified as traditional [in the cyber age] still captures and captivates impact to public interest (Leckenby Collier, 2003). It maybe recalled that the coverage of television, broadcast and print media in Iraq has kept abreast the development of war around the world. It may be also a fact that the electronic or cyber media outfit relies from the â€Å"feedback information† of correspondents in Iraq. Otherwise direct satellite connection to the Internet could be most promptly delivered. At hindsight, a significant number of consumers to information are inaccessible or inadequate [and do not have computer facility] to use the Internet. To compare and contrast, the â€Å"new† media is based on the above definition on the use of cyber-technology that differentiates â€Å"traditional†, but not yet totally recognized as a habitual utility in a society. The societal significance of the â€Å"new media† outfit [using the Internet] may only be considered as an added feature to bringing about interactions of affluent group of people, financially supported political campaigns, and the attempt of the government to develop online transactions. In addition, the cyber-technology that pertains to E-commerce may be remotely attributed to â€Å"new media† with regard to journalism. What is then more significant [aside from classification] is the emerging venue or medium of both traditional and new media that bring about and reach out the development and trends of governance and public interest. Examining the White House and executive agencies The â€Å"White House† symbolizes the seat of power of the President of the United States. Political analysts even put satire to the white house as the home of many kitchens and chefs, wherein what is cooking inside the white house might be sourly, distasteful, and spoiled. The parallelism of this political satire may be referring to the consistent, efficient and effective role-modeling of the Chief Executive being the symbolical figure head of the White House. What is then bestowed upon the mandate of the President must be retained to the sovereign will of the people; the vox populi. Therefore, the mandate shall immerse in the life of the Executive Cabinet. Department of State The US Department of State (USDS) emanated from the year 1789 establishment of the Department of Foreign Affairs. Its primary mandate is to protect the global interests of the US government by managing about 250 US embassies and consulates throughout the world. The functionaries of USDS represent the US government to the United Nation (UN), NATO (North American Treaty Organization), UNESCO (United Nations Educational, Scientific, and Cultural Organization), and the European Union. USDS also manages the issuance of travel advisory to its citizens at home and in abroad. In sum, the USDS may be referred to as a fortress of the US foreign relations, in which it accesses and reach out international boundaries. Through that, it serves as a pipeline and breadth of US’ foreign policies and diplomatic partnership. The USDS plays a vital role in US’ global governmental functions. Thus, the trajectory of US foreign policy can be substantively achieved at intrastate domains. Department of Defense Mandated to secure and protect the domestic abode, the US Department of Defense (USDOD) has expansive role in protecting the foreign interest of the US government. The claim for â€Å"soldier-heroes† has been brought in the US war to Iraq. President Bush addressed the USDOD as â€Å"champions† of restoring democracies from adverse governments around the world. In early 1960’s towards mid-1970, former President Nixon mandated the USDOD in deploying troops to Vietnam as â€Å"mandamus duty† of the President to participate in domestic war. However, it has proven the saying â€Å"not to fight an enemy in his own backyard†, wherein an approximate 58,000 US soldiers died in related combat operations. Today, the war in Iraq has accounted 20,000 US troops deployment, aside from the most recent calling of President Bush [in his 2008 SONA] to deploy 3,200 Marines. The USDOD maintains its â€Å"military-industrial complex† in collaboration with various international governments upon the US foreign policy to â€Å"secure the world† in pursuit of war against domestic and international terrorism. Intelligence Community The intelligence community (commonly called as IC) is described by Military experts as â€Å"eyes and ears† of the US government, wherein it gathers information, process information and package information as a derivative or aid for policy legislation. The labeling of â€Å"spying† has graduated from the post-cold war competition of mice-and-cat espionage activities of CIA to Russian KGB. The contemporary strategic approach is focusing on the open-source information gathering that uses the method of HUMINT (human intelligence). The IC reform has been outlined in the enactment of the Intelligence Reform and Terrorism Prevention Act (IRTPA) of 2004. The creation of the Office of the Director for National Intelligence (ODNI) empowers the strategic and tactical approaches to processing the global information. Upon enactment of IRTPA, the Executive and Congress has accessed the â€Å"transparent undertaking† of the CIA and put the work into a new â€Å"twist† of domestic and foreign intelligence and enforcement that synergize and harmonize working relationship with the FBI, Department of Homeland Security (DHS) and the USDOD. Economic institutions   The Department of Treasury holds the coffer of the State. Just like the â€Å"yellow brick road† [partly discussed in the introductory section] that symbolizes the commercial district in New York, wherein the former seat of monetary transactions happens at Wall Street, it ensure and protect the financial wellbeing of the State and the US government financing of domestic and foreign projects. The role of the Department of Treasury is not limited to revenue generations, printing of receipts, bank notes, federal reserves, debt collections and banking. The versatile character of the Department of Treasury is to determine the financial viability of US foreign investments, in which fiscal management form part in shaping a feasible and optimal policy that protects the US interest. The US Congress and the Courts The legislative and judiciary has commonalities in policy undertaking. The only difference is the characterization of policy in terms of ratification and interpretation of law [with jurisprudential values] effecting and affecting the enforcement. The passing of the IRTPA of 2004 is regarded as a comprehensive policy enactment in US history of law enforcement. First, the reform in IC through establishment of ODNI has carried out significant enforcement in arresting â€Å"domestic terrorist†. Second is the empowerment of the President to enact on Executive Orders [as presidential decision] to harmonize the homeland defense system. And, third, the juridical justification of continuous deployment of troops in Iraq and Afghanistan. The US Public Law endures the pursuit of foreign interest in a â€Å"witch hunting† expedition against the terrorist. The foreign ally governments receives the support to law enforcement, supply of weaponry and economic projects, somehow, the burden of vulnerability from so-called enemies are translated into committing of human errors in enforcement resulting human rights violations and domestic economic disturbance. It may be perceived that while US foreign policy instigates the war on terrorism, the host country or government suffers socio-economic-political derailment. Critical analysis on the character-role of shaping US foreign policy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This critical analysis is pertaining to the Executive branch of government that holds the key actors and factors relating the character-role of shaping US foreign policy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Executive Cabinet generally contains the governmental leadership. It may be said that the â€Å"office† itself is being protected and preserved but the â€Å"personality† (being the President) calibrate and spearhead the role-modeling. This means, the â€Å"political will† emanates from the personal character of a President. In the event of â€Å"changing the guards† as characterized by a governmental revamp, reorganization for new sets of political appointees and the change of leadership itself [through election], the reconfiguration process may take time to re-establish the political will.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Within the confines of the White House, the Defense, Treasury and ODNI are the three vital â€Å"guardians† of presidential decision [although Congress and the Courts of law collaborate]. It may be noted from the 2008 SONA of President Bush that the key elemental features of emphasis in delivering immediate governmental actions focuses and addresses selective governmental agencies, such as (1) the Treasury to handle the tax rebates and other fiscal management of economy; (2) the unfinished business in the Middle East as afflicted by political-economic reconstruction in Iraq, maintenance of security in Afghanistan and reconnaissance in Iran and Jordan for a potential stockpile of Weapons of Mass Destruction (WMD), and mediation of conflict in North Korea; and (3) above all is the call for continuous   empowerment of domestic and foreign policies being aligned to contemporary global challenges. Conclusion The trajectory of the US interstate and intrastate policy is may be perceived to be aligning the shift of political powers. One that describes the shifting is the domestic or national political leadership in 2008. From the point of view of election campaign in the US, political groupings and individualism may surface and is carried out upon racial equation. Although it is only a perception, the shifting of leadership [or changing of the guards] is earlier been held to be re-aligned in the overall governmental function contingent to protecting and preserving the US foreign interest. Second that describes the shifting is the emergence of â€Å"third force† political power at the global perspective. The third force may not be categorized likened to US but the proliferation of technologies in advanced weaponry and armaments may interchangeably interact in the global power sharing. The lull of silence in Iran and North Korea is yet unfolding much discoveries of the US.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As what the US being envisioned for â€Å"strong America and secured world† is a perseverance of its hero-in-history model at the global perception, in which recouping gaps and assessing unforeseen factors may supplant political indecisiveness amidst contemporary challenges. It may be therefore concluded that the trajectory of US policy widens the roadmap with symbolical trail as a cornerstone of gaining foreign alliances that shall keep America strong. References Fletcher, H. (2008). ‘Militant Extremist in the United States’. Council on Foreign   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Relations. Retrieved 10 May 2008 from http://www.cfr.org/publication/9236/#10. Gronbeck, B.E., Baird, A.C. and Lees, J.D. (2006). ‘The Twenty-First Century   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reconstitution of American Political Culture’. Retrieved 10 May 2008 from http://www.uiowa.edu/~commstud/faculty/gronbeck/21st_reconstitution.pdf. John, E. and Taupin, B. (1973). ‘Goodbye Yellow Brick Road’. MCA Music. Retrieved 10   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   May 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.eltonography.com/songs/goodbye_yellow_brick_road.html. Lagon, M.P. (1996). ‘US Foreign Policy Elites in a Post-Cold War Information Age’.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Questia Electronic Journal Vol. 158. Retrieved 10 May 2008 from http://www.questia.com/googleScholar.qst;jsessionid=LmRRTn5L9B6QHgvqf161MJQzGmPyt0yV65zLljpZzy4TGkvYDppP!1427019383?docId=95865979. Leckenby, J.D. and Collier, E.D. (2003). ‘The Interaction of Traditional and New Media’. Department of Advertising, College of Communication, University of Texas. http://www.ciadvertising.org/studies/reports/measurement/newmedia_chapter_print.pdf. The White House (2008). ‘Pres. George Bush State of the Nation Address’. Retrieved 10   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   May 2008 from http://www.whitehouse.gov/news/releases/2008/01/20080128-13.html. US Department of State (2002). ‘US Foreign Policy Agenda’. Electronic Journal Vol.7,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No.3. Retrieved 10 May 2008 from    http://usinfo.state.gov/journals/itps/1102/ijpe/ijpe1102.pdf.

Invention of Standardized Money :: essays research papers

There were many reasons for the invention of standardized money. First, nobody wanted to carry 30 pounds of barley to the trade city that could have been 100 miles away. Second, it was difficult to determine the true cost of different goods. For example, if somebody wanted to buy milk for his family, it would almost be impossible to figure out a fair exchange for grain. Finally, the barter system limited the people who would trade with each other. Not everybody would want to purchase milk or grain. In sum, there were too many complications and inefficiencies in a barter economy. People in ancient times developed the concept of money around the year 2500 B.C. Some historians argue that it may have been even earlier. The first form of ?money? was silver in Mesopotamia. Silver functioned just like the money we use today. It had a standard, it was weighed in shekels so that one could determine the value of the silver in relation to its weight. Today, the way we determine the value of our money is by looking at the number in the corners of a bill. Like our money today, silver was easily portable compared to goods like milk and grain. The flaws with the early silver money system were evident. Somebody could easily take another alloy metal and tell the merchant that it was silver. In other words, counterfeiting was relatively easy. As a result, a merchant would want know person that was offering their silver in order to prevent fraud. There were other standards of money in different places. There were different clay tokens. People who were not as wealthy as those who paid in silver paid in less valuable metals like copper, tin, and lead, but mostly barley. Eventually, merchants thought of an idea. If most of their customers paid in a certain currency, then they would therefore take only that specific currency. This idea started to slowly kill off other currencies. By killing off currencies they were making silver the dominate currency. Invention of Standardized Money :: essays research papers There were many reasons for the invention of standardized money. First, nobody wanted to carry 30 pounds of barley to the trade city that could have been 100 miles away. Second, it was difficult to determine the true cost of different goods. For example, if somebody wanted to buy milk for his family, it would almost be impossible to figure out a fair exchange for grain. Finally, the barter system limited the people who would trade with each other. Not everybody would want to purchase milk or grain. In sum, there were too many complications and inefficiencies in a barter economy. People in ancient times developed the concept of money around the year 2500 B.C. Some historians argue that it may have been even earlier. The first form of ?money? was silver in Mesopotamia. Silver functioned just like the money we use today. It had a standard, it was weighed in shekels so that one could determine the value of the silver in relation to its weight. Today, the way we determine the value of our money is by looking at the number in the corners of a bill. Like our money today, silver was easily portable compared to goods like milk and grain. The flaws with the early silver money system were evident. Somebody could easily take another alloy metal and tell the merchant that it was silver. In other words, counterfeiting was relatively easy. As a result, a merchant would want know person that was offering their silver in order to prevent fraud. There were other standards of money in different places. There were different clay tokens. People who were not as wealthy as those who paid in silver paid in less valuable metals like copper, tin, and lead, but mostly barley. Eventually, merchants thought of an idea. If most of their customers paid in a certain currency, then they would therefore take only that specific currency. This idea started to slowly kill off other currencies. By killing off currencies they were making silver the dominate currency.