Employee Loyalty - Arbitration Paper Essay Example | Topics and Well Written Essays - 500 words

Employee Loyalty - Arbitration Paper - Essay Example Only on failing to get results, he began attacking the management through his new Website, to bring the public’s attention to injustices at ExtremeNet. Based on Allen Lopez’s selfless and continued concern for his subordinates, the ruling is that Lopez should be allowed to continue working for ExtremeNet. According to moral absolutism, some actions are morally wrong to perform, â€Å"even when performing them would bring good results† (Timmons, 2002, p.80). Similarly, Kantian deontology states that a good person’s tendency to follow moral rules will prevent them from breaking the rules even for the sake of ensuring good outcomes (Darr, 2005). Thus, it is against professional ethics for an employee to cause the ridiculing of his company, his seniors or his colleagues, with subsequent decline in the company’s profitable functioning. Further, Allen Lopez could have chosen to raise awareness about discrimination among the lower level employees who were laid off, and organized collective action against the management’s approach, to avoid publicity. The ethical concept of â€Å"loyal and faithful service† (Mead & Sagar, 2006, p.141) to one’s organization was violated by Lopez. Therefore, Allen Lopez should be asked to apologize at his satirical Website to the executives of ExtremeNet, for ridiculing them and the company, and subsequently remove the satirical Website from the worldwide web. Utilitarian teleology states that it is wrong to steal, to lie, etc. However, it allows â€Å"exceptions in the odd cases where the rules interfere with happiness rather than promote it† (Garofalo & Geuras, 1999, p.61). Similarly, according to moral relativism, right and wrong depend on the moral code of a culture (Timmons, 2002). The executives at ExtremeNet should raise the levels of the company’s ethical culture, so that they can expect the same ethical behavior

Legion of Honor Trip Essay Example for Free

Legion of Honor Trip Essay This semester marked the first time I had stepped foot onto any type of school or college in over six years. I must say things have changed. Everything seems to be taken over by the internet and I’m not exactly sure I like this idea just for the fact that it takes away from past habits. Furthermore, I am extremely glad that I had the opportunity to enroll in this Art 165 class because it taught me not only the history of art but how to appreciate it as well. As I drove up the road to the Legion of Honor I had no idea what to expect. What I found was a beautiful structure with amazing scenery to surround the museum. It really wasn’t like anything I had ever seen or been to before, if you can tell I don’t leave town very much. After making my admission official with putting on my un-adhesive sticker, I walked into a space of extraordinary history. Not knowing where to start, I began on to the left where I found artworks from the Medieval times and the Renaissance. In the room there was an incredible ceiling that displayed what I thought was an early pendentive. While in the Renaissance room, I seen a painting by El Greco that really caught my eye. It was his painting Saint Francis Kneeling in Meditation. This painting is an oil on canvas and was done around 1605-1610. The art work explains the life of Saint Francis and his love to Jesus. People at the museum were saying that Saint Francis was a very poor man who always had his own death on his mind. He wondered constantly how he was going to die and if it was going to be a nice or painful death. The painting shows him kneeling and praising Jesus while having a skull in the background making you feel as if he was having death on his mind. The artist must relate to Saint Francis because on the issue of death or some type of detachment to the world because most of El Greco’s art shows humans in a very pale, thin and unhealthy perspective. The brushwork was extremely detailed with a beautiful diagonal composition. Entering the Baroque and Rococo section of the museum I seen the Equestrian Statue of Charles III. It was produced by Tommaso Solari of Italy in 1762. At first sight, you would think it was Donatello’s Gattamelata. The next thing you find out, is that it’s wax! Maybe that was common in these times, however, being that we never went over any wax statues or wax artworks, this was astounding to me. From a 360 degree point of view, this piece of art had me in awe. How does something made of wax stay so delicate and well preserved? If you look at the straps on the sides of the horses mouth or in King Charles’ hand, you would actually think they were real because of the extreme detail. Da Vinci had been commissioned to create a large scale horse which was never produced, however, seems to me the horse that King Charles is riding has a very familiar pose as well as its features as did Da Vinci’s concept. As I walked through the museum I found myself in the 17th Century Dutch and Flemish Painting room. There I seen a very different still life portrait. It was titled Hunting Still Life by the Flemish painter Jan Fyt. This oil on canvas was produced in 1655. It is told that his influences for hunting portraits and still life were from his teacher named Snyders. This still life contains graphic images of dead animals such as birds, chickens and a rabbit or hare tied to a rifle. I believe this portrait shows a great example of Tenebroso in the way the light shines on the animals making them the subject of the portrait. If you look at it closely the sunlight on the clouds says that the sun is coming from the opposite direction that the light that is shining on the animals is coming from. You can see the dog staring at its light source as if he’s defending the animals from cruelty, there is also a badger or some type of creature hissing at that light source as well saying â€Å"Get back! † Since dogs meant fidelity in paintings, then this dog is being true to his own kind in that sense and his red collar probably represents his compassion. I find myself a sucker for still life portraits and I enjoyed this one especially for its uniqueness.

Effective Use of Pathos :: Writers Writing Composition Essays

Effective Use of Pathos Ellen Goodman and Carol Tavris share styles in writing, audiences, and rhetorical appeals. Both authors write informally and direct their message towards listeners between the age of 30-45 years of age. Goodman and Tavris also use pathos to back up their essays. In Countering the Culture of Sex, Goodman addresses teenage sex and the media. Sex is sold throughout the United States by the television and music. Goodman thinks is the media is going to continue to propagate this material to the youth of the nation, then there needs to be a complete view of sex and the consequences. The images teenagers see today are only positive images of sex. They do not put the bad facts: sexually transmitted diseases, AIDS, and pregnancy, with all the good advertising sex has developed in their minds. Goodman stands for a movement towards correct portrayal of sex in the media. In Groups We Shrink From Loner’s Heroics, Tavris describes the phenomenon of social loafing. Through two incidences, Tavris depicts a society where people in groups allow a murder or beating to take place without intervention. This lack of responsibility stems from the group individual’s belief that someone else is already taking care of the situation. Tavris feels strongly that people who merely stand and watch should also be considered in the wrong. She wants the public to unite and look out for each other’s best interests, to not fall into a diffusion of responsibility. The writing styles in both essays are similar; they are informal. Tavris notes, â€Å"They behave badly because they aren’t paying attention, or they leave it to Harry, or they don’t want to rock the boat†¦Ã¢â‚¬  These modern day phrases make it easier for the reader to understand. These words take Tavris from the status of a Ph. D. in Sociological Psychology to an everyday person trying to make everyone understand her point. Goodman’s informal approach, â€Å"These messages that kids actually listen to ought to be piped into the hearing rooms where Congress is busy concocting a new welfare policy,† make it easier for her to connect with her audience. Welfare is an issue and an area of concern for many adults. The sarcastic, informal tone in Goodman’s words reflects the strength in her own belief and the belief she possess in the everyday citizen.

Comparing The Infernal Machine and Oedipus Rex Essay -- comparison com

Comparing The Infernal Machine and Oedipus Rex (the King)   Ã‚  Ã‚   The myth of Oedipus’s incest and parricide has been retold many different times. The basic story line has remained the same. Oedipus leaves Corinth to try to escape a fate of incest and parricide. After he leaving the city, he ends up saving Thebes from the Sphinx, becoming king of the city and in the process fulfilling the prophecy. The character of Oedipus changes in each play to help support a different meaning to the entire myth. Cocteau’s The Infernal Machine and Sophocles’s Oedipus the King are both centered on the myth, yet their themes are different. By changing Oedipus’s personality, motive, relationship with Jocasta, his mother and wife, and his character development Cocteau makes his theme the idea that the gods simply play with humans, instead of like Sophocles’s theme that man can not escape his own fate. Sophocles depicts Oedipus as an intelligent though too proud man, however Cocteau depicts Oedipus as an egotistical and not too smart man. In Oedipus the King, Oedipus actually solves the riddle of the Sphinx and then became known for being clever. Teiresias, an old blind prophet, reminds him of this: "But it’s in riddle answering you are strongest." Soph. O.T. 440. Oedipus intelligence is also shown in his inquisitive nature. From the beginning Oedipus searches for the killer of Laius by asking many questions. This eventually leads to his downfall, though Jocasta tries to make him stop asking questions: "I beg you—do not hunt this out—I beg you, if you have any care for your own life. What I am suffering is enough." (Soph. O.T. 1060-1063) Cocteau’s Oedipus does not have to solve the riddle of the Sphinx because she gives him the answer a... ... Abrams, M. H. A Glossary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999. Cocteau, Jean. The Infernal Machine and other plays. (Bermel, Albert.). New York: New Directions. 1963. Ehrenberg, Victor. â€Å"Sophoclean Rulers: Oedipus.† In Twentieth Century Interpretations of Oedipus Rex, edited by Michael J. O’Brien. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968. Jaeger, Werner. â€Å"Sophocles’ Mastery of Character Development.† In Readings on Sophocles, edited by Don Nardo. San Diego, CA: Greenhaven Press, 1997. Sophocles. (1991). Sophocles I: Oedipus the King, Oedipus at Colonus, Antigone (Grene, David.). Chicago: University of Chicago.   Sophocles. Oedipus Rex. Transl. by F. Storr. no pag. http://etext.lib.virginia.edu/etcbin/browse-mixednew?tag=public&images=images/modeng&data=/texts/english/modeng/parsed&part=0&id=SopOedi

Four planes of development age 6 to 12 by Dr. Maria Montessori. Essay

Absorbent mind: first plane of development where the child has the capability to absorb large amounts of information with ease, as they are sensitive to specific skills characteristic: distinguishing feature or qualities of something childhood development: Child development refers to the biological, psychological and emotional changes that occur in human beings between birth and the end of adolescence emotional development: the development of a full range of emotions from sad to happy to angry, and learning to deal with them appropriately. fine motor: is the action involving the small muscles of the hands, as in handwriting, sewing or knitting. Four planes of development: Dr. Montessori saw the human being going through four planes, or stages, of development with each plane having unique characteristics and opportunities for learning gross motor. Gross motor involves the large muscles of the body, as in walking, running or swimming. intellectual development: being capable of analysing understanding and evaluating concepts to make sense out of the world around them moral sense: the ability to distinguish between right and wrong. physical development: is the development of the body and organs. prosocial behaviour: or â€Å"voluntary behaviour intended to benefit another†, consists of actions which â€Å"benefit other people or society as a whole,† â€Å"such as helping, sharing, donating, co-operating, and volunteering social development: refers to an alteration in the social order of a society this may include nature, social institutions, social behaviours, or social  relations spiritual development: is a journey in maturity of an individual’s identity from spiritual infancy to spiritual adulthood. In this process, the secular mind decreases as the sacred increases through a series of disciplines. In this academic paper we are going to look at the child age six to twelve and the characteristic the child posses in one of four planes of development by Dr. Maria Montessori. Within this plane of development I will be explaining physical, social, emotional, spiritual and cognitive development of the child and how this develops throughout childhood. For many children, these years from six to twelve are the glory years a time of â€Å"calm and steady growth† and â€Å"expansion of interests†. At this development plane called â€Å"childhood development or the age of serenity-rudeness† (notes, 4th February, Connelly A) children experience a major transformation. This transformation leads from the sponge-like absorbent mind of early childhood to the reasoning, thinking adult mind. What I understand is that the absorbent mind, learning happened almost automatically, but the â€Å"reasoning mind† needs to be consciously somewhat forced in to the learning proce ss. First we are going to look at physical development of the child between 6 and 12 years. â€Å"Physical growth over all is slow but still steady, this is the time where girls are generally taller than boys. Another gender difference is that boys out preform girls in certain physical task.† Girls may also out preform boys in some tasks. â€Å"Muscle coordination and control are uneven and incomplete in the early stages, but children become almost as coordinated as adults by the end of middle childhood. Gross motor development is one factor that improves at this stage because of the muscle co-ordination and strength that develops over time†.(Bailey, D.R. iTunesU) â€Å"There are some known gross motor deferences between genders that is, girls are superior in accuracy movements as where boys are superior in forceful, less complex task.† All this deferences between boys and girls begin to emerge and they notice that they are not the same. â€Å"Fine motor skills impr oves rapidly at this age, they learn to use their hands independently and at the end of the middle childhood stage they have mastered this skill and continue to use this throughout adolescence†.(Bailey, D.R. iTunesU). Children may also over estimate their physical abilities and take risk in  some tasks.(Dr. Meyer, J. iTunesU) Children at this stage uses high energy levels and are in most cases really active.(notes, 4 February. Connelly. A) I believe that may be one of the reasons that children between the age of 6 and 12 need more sleep. â€Å"Intense activity may bring tiredness. Children need around 10 to 11 hours of sleep each night† There are a lot of factors that play a role in the physical development of a child at this age; â€Å"nutrition, health and deceases, genetic factors, stress, hormone† play a role in the physical development(Bailey, D.R. iTunesU). Talking about physical development I notice that there is some connections between this and social, emotional, intellectual and spiritual development. Statistics shows us that â€Å"Physical attractiveness† one of 6 â€Å"popularity settings† in a social environment the others are; â€Å"prosocial behaviour, assertiveness but not aggressiveness, outgoing personality, self control, ability to enter a group and initiate interactions†.(Dr. Meyer, J. iTunesU) To be social is a way of life and a basic need for any human. According to Erik Erikson’s social development studies this age group fall in to â€Å"stage 4 namely the industry vs inferiority.†(Dr. Meyer, J. iTunesU) What I understand about the â€Å"industry vs inferiority stage† is that they earn a sense of accomplishment and pride in their abilities but at the same time needs encouragement and in some ways to be praised or to just be acknowledge. â€Å"The question of good and evil comes into the light of consciousness as a special characteristic of this age†.(The absorbent mind, pg. 138) This means that the child have a good sense of right and wrong and also believe in strong morals. The child creates them selfs and there personality or â€Å"character† in this stage of development. â€Å"The period from 6 years is therefore the most important part of life regarding character too, since here it is formed.†(The absorbent mind, pg. 138) â€Å"In the social setting the child has a herd instinct† , they tend to follow a group. â€Å"Friend become important at this stage. Females tend to have fewer but closer friends then males. They generally have several best friends but will tend to only spend time with one or two at a time†.(Dr. Meyer, J. iTunesU) â€Å"There is a sense of freedom and independence as there is some separation between the parents and the child e.g. sleep overs.†(notes, 4 February. Connelly. A) In social circle â€Å"intimacy and similarity† play an important role in the age 6 to 12 when it comes to friendships between children for they â€Å"understand one another and is there  for emotional support† .(Dr. Meyer, J. iTunesU). Emotional development children are very â€Å"sensitive especially criticism but jet they are critical of them selves, They can be touchy, irritable, and very aware of being treated unfairly. They also have a strong moral sense. their moods may change easily. they appear to be more cautious and less impulsive and self centred.† (notes, Connelly. A) As I noticed in middle childhood girls tend to be more interested in self-improvement and has worries and fears relative to school and friends. â€Å"In a spiritual sense of development the child seems to be more observant and interacts with the world in search of the answer of where they fit in in this world†.(notes, Connelly. A) â€Å"It is a revelation of the spiritual man to know, to love and to serve. It comes only by one’s own experience and development, not through preaching.† in this statement by Maria Montessori in The absorbent mind pg. 162. I believe that spiritual development can only be practiced by oneself and that your own actions grow your spirality. This actions can be â€Å"creativity, to be observant, relationships , looking for reason and awakening of ones self and inner-being.† (notes, Connelly. A) Talking about reason, in this â€Å"childhood development sage† intellectual development is all about â€Å"logic and the active and appropriate use†. Piaget theory states that the child is at the â€Å"concrete operation stage.†(Dr. Meyer, J. iTunesU) The â€Å"concrete operation stage† in my opinion means to be able to feel, touch and manipulate the task at hand and makes it easer to understand the logic behind it. â€Å"Piaget also states that the child acquires mental ability of seriation, classification, concentration this allows for logical thinking.†(Dr. Meyer, J. iTunesU) At this stage the children also learn and build their skills to â€Å"think without concrete materials and use their imaginations moving from concrete to abstract†(Dr. Meyer, J. iTunesU) The child also develops the skills and concept of â€Å"reversibility† this is where the child does a task and can go backwards to see and understands the process more clearly . â€Å"The child can now see the relations of other people and there point of view in other words they can take multiple aspects into account†.(Dr. Meyer, J. iTunesU) The child understands the feeling of empathy and is more desiring. â€Å"Developmental physiologist suggest that the difficulty children face in solving problems [in preschool] may stem from memory limitation and not cognitive† (Dr. Meyer, J. iTunesU) the child has the ability but not the  memory and in the next development plane they attain this skill. Thus the child has an â€Å"increase ability to handle information and short term memory improves†(Dr. Meyer, J. iTunesU). for instance when the memory improves the cognition improves. â€Å"The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim therefore is not merely to make the child understand, and still less to force him to memorise, but so to touch his imagination as to enthuse him to his inmost core.† (To educate the human potential, pg. 15) â€Å"It has been found that during this period, the child can submit to the mental work necessary in schools. He understands what a teacher says and he has enough patience to listen and to learn. During this whole period, he is constant in his work, as well as strong in health. It is because of these characteristics that this period is considered as the most profitable for imparting culture.† (The Absorbent Mind, pg.17) â€Å"Children can deal with and understand more complicated concepts and ideas. They make conclusions based on things they have learned in the past.†(notes, Connelly. A) The child at the stage has a really â€Å"good imagination† and is really â€Å"curious about the world around them† â€Å"they have a global view† and this should be seen as a chance to use that to the best advantage to learn as â€Å"learning does not come automatically.†(notes 4 February. Connelly, A) The outcome of this academic paper gave us and insight in to the child age six to twelve. We noticed that there are many aspects of the child and that it is a complex study. Each stage in life is a time of growth. Childhood is a time to link dependence with independence. children in this development stage are exploring their future potential they are expanding there world outwards. All that we can do as adults is to be role models for them and to encourage them in any way possible. Bibliography Bailey, D.R. 2011. PSYC 209. Life cycle development. iTunes U Connelly, A. 4 February 2013. Lecture notes, methodology. Dr. Meyer, J. 2013. Lecture 17. Principals op human development, Missouri state university. iTunes U Dr. Meyer, J. 2013. Lecture 18. Principals op human development, Missouri state university. iTunes U Dr. Meyer, J. 2013. Lecture 19. Principals op human development, Missouri state university. iTunes U Montessori, M. 1967. To educate the human potential, Clio Montessori series: Kalakshetra Publications Montessori, M. 1949. The absorbent mind, Printed by C. Subbarayudu, at the Vasanta Press, The Theosophical Society, Adyar, Madras http://tsl.org/family/2010/06/montessori-for-ages-6-12/ http://www.webmd.com/parenting/guide/sleep-children

Antitrust Revolution in The International Joint Venture

Antitrust Revolution in The International Joint Venture Introduction As corporate competition intensifies, businesses, especially multinational corporations are gradually expanding towards international boundaries to explore emerging markets. New business globalization strategies are emerging and firms are now adopting cross-border business partnerships known as International Joint Venture (IJV) approaches to enhance the growth of their businesses.Advertising We will write a custom research paper sample on Antitrust Revolution in The International Joint Venture specifically for you for only $16.05 $11/page Learn More Joint Ventures are different organizational entities developed through agreeable terms of two or more firms with the intent of achieving certain strategic purposes. According to Beamish and Lupton (75), â€Å"joint ventures aid firms in accessing new markets, knowledge, capabilities, and other resources.† While open international trade associations among nations have opened doors for successfu l multinational corporations to engage in joint ventures, multiple issues arise from IJV practice. Although the practice may deem significant and successful over time, the shared ownership often experience instability risks in the partnership as the joint venture involves different parent companies (Beamish and Lupton 75). Therefore, this essay analyses the case of IJV between General Motors and Toyota. Overview of the Case Years after the realization of International Joint Venture as a business practice that enhances global business expansion, corporate firms from the United States, United Kingdom, and Asia Pacific regions started working jointly. China and Japan opened free trade to many European nations and multinational companies from different nations amalgamated to venture in the burgeoning economies (Li et al. 52). Around 1980s, the automobile industry grew exponentially subsequently leading to international joint ventures between multinational companies from the United State s and those from Japan (Beamish and Lupton 75). By February 17 of 1983, General Motors of the United States entered into a production memorandum with Japanese Toyota Company purposely for mutual business growth (Kwoka 46). General Motors reached a consensus with Toyota following its troubled motor business in the United States and general exports, following the shooting of oil price around the Middle East. Toyota Company was by then leading in the production of small cars that satisfied consumer. None of the corporate firms could ascertain that this international Joint Venture between these great multinational could lead to one of the prime controversial corporate antitrust instigations of the modern days (Kwoka 46). The quandary that emerged after the mutual agreement was whether it would lead to an increase in production of smaller cars domestically manufactured by GM in the US or pricing wrangles between the two partners.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Beamish and Lupton (80) assert that, â€Å"organizations engaging in mergers and acquisitions may spin off joint ventures that do not fit the strategy of the new parent.† Multiple antitrust questions emerged since the inception of the joint venture between the two companies as corporate analysts focused their attention on several emergent issues (Kwoka 48). Making a decision on the relevant automobile market became a dilemma for the two partners, issues about the economic impact of the venture, and operational efficiencies in the joint venture as well, became questionable matters between the companies. While international joint ventures provide multinational corporations with opportunities to explore emerging markets and share business strategies, some joint ventures come with malice intentions than mutual benefit (Steensma et al. 495). Shortly after breaking down its mutual agreement with Ford at around July 1981, General Motors Corporation now known as General Motors Company presented a joint venture proposal to Toyota Company. General Motors Company has had a mixture of success and failure throughout its operations in the automobile industry (Kwoka 47). Knowing that its market of large-size fuel guzzler cars was in jeopardy and gradually dwindling following the dramatic rise of oil across the world, General Motors ensnared Toyota into a partnership. The two companies under agreeable terms were to invest equally in a joint business enterprise that Toyota Company would operate (Kwoka 47). The agreement also allowed a General Motor sub branch located along the West to produce some corolla-branded General Motor vehicle. The giant Japanese automobile company was still reluctant to form a joint venture with General Motors on the basis that operating costs in Japan were considerably lower as compared to operational costs in the United States (Kwoka 47). Ho wever, following demand for small cars that would be cost effective as presumed, the Toyota Company entered into bilateral relations with General Motors. Under the umbrella of the two companies who agreed to invest equally in the twelve-year partnership deal, the newly developed venture received a new name, NUMMI (New United Motor Manufacturing, Inc (Kwoka 48).Advertising We will write a custom research paper sample on Antitrust Revolution in The International Joint Venture specifically for you for only $16.05 $11/page Learn More Apart from equal investment agreement, the initial agreement about the joint venture was that the establishment intended to venture into the production of the new compact cars lasting, and not any other cooperative deal (Kwoka 49). Moreover, Toyota Motor would dominate the top management, control labor relations, provide car-assembling components, and design the cars in the bilateral business. More importantly, agreed NUMMI venture would operate for only 12 years. Legal Issues in the Case Despite joint venture largely depending on agreeable terms and concession between the two or more business partners, legal issues must remain acknowledged in partnership deal (Beamish and Lupton 80). In the process of entering into agreements about the formation of NUMMI both General Motors and Toyota Company breached some legal regulations that control bilateral trades. In the context of the United States business and trade regulations, before engaging in any mergers, corporate partnerships, business acquisitions, joint ventures like NUMMI, parent organization must respect federal laws (Kwoka 47). For an international joint venture involving companies from the United States and other countries become acceptable, the agreements must comply with the stipulations of the Federal State Commission (FTC) of the United States. As the FTC has the capacity to impose certain restrictions within the joint venture, especially anticompet itive issues, companies engaging in a joint venture must consider engaging the FTC in their agreement (Kwoka 49). General Motors and Toyota failed to comply with FTC regulations. The FTC has the power to minimize restrictions that encourage anticompetitive effects of bilateral trades and capitalize on the competitive benefits through federal antitrust acts (Kwoka 50). Based on the case reports, the FTC alleged that it was not aware of the joint venture between General Motor and Toyota and that it did not approve the partnership. Following such allegations, the FTC sought to challenge the joint venture of GM-Toyota legally through the United States antitrust laws. Many Asian countries have been using protectionist measures in the international trade and this meant the GM-Toyota agreement would probably have issues of industrial competitiveness. The FTC filed a lawsuit against the joint venture between General Motors and Toyota predominantly to protect and improve the industrial compe titiveness of United States corporations in the global market (Kwoka 50). Joint ventures approved by the FTC were rarely subject to antitrust actions from private organizations. Controversially, Americans fear of losing international competitiveness resulted in approval of the GM-Toyota joint venture.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Whereas the agreement of General Motor and Toyota Company on the NUMMI joint venture breached the FTC antitrust regulations stipulated under the Hart-Scott-Rodino act of 1976, the venture commenced although with legal prejudice (Kwoka 49). In this scandalous joint venture, the five Federal State Commissioners also practiced legal intolerance by deliberately consenting and approving the controversial joint venture. The United States federal law enforcers themselves played fowl in protecting the national interest in terms of international competitiveness as denying GM to produce small cars would ruin their international business competence (Kwoka 50). As an independent federal administrative agency, the FTC had the mandate to abolish or legitimize a consented joint venture. Apart from the five federal trade commissioners taking part in the investigation of the joint commission as requested, an independent private economist investigated the claims (Kwoka 50). Despite the report from th e private consulting economist suggesting that the GM-Toyota venture was unlawful, FTC voted on 3-2 margin and illegally approved the venture. Economic Analysis Relevant to the Case The United States has been very sensitive and competent in protecting its international supremacy, especially through the international markets and trade (Steensma et al. 495) Illegalizing the agreed joint venture between General Motors and Toyota could have resulted to serious economic implications for the United States. Automobile industry of the United States has been in the forefront in promoting growth of national economy and the ruling of FTC must have focused on the enhancement of economic efficiency. According to Steensma et al. (492), â€Å"the extent of control by foreign or local entities on joint ventures also has important economic implications.† The FTC commissioners and knew the perceived importance of the joint venture between the two companies to the economy of the United States. Failure to approve the venture during the moment of rising oil prices would hamper the sales of big fuel guzzlers produced by GM and other automobile companies in the United States; hence, affecting the national economy and its business reputation. Multinational corporations from Asian, Europe, and America have been essential in balancing the global economy through their involvement in international trade (Steensma et al. 493). However, the joint ventures agreed upon by these multinationals normally raise economic questions ever since bilateral agreements become acceptable. General Motors-Toyota joint business was likely to suffer from implications of cooperative behavior. Determining the relevant product or the compact car, that NUMMI would design was an economic question to consider in the General Motor-Toyota partnership. Japan during this moment was the leading exporter of automobiles in the United States, and therefore, the NUMMI partnership would affect Japanese car exports to the United States (Kwoka 51). Although the initial plan and target of General Motors targeting in the joint venture would have, to develop small cars that satisfy consumers in the American market, economics of market viability emerged. Although American domestic market could produce potential consumers, 200,000 to 400,000 units of new vehicles would exceed the market capacity. This meant that it was essential to identify a potential geographic market for the surplus production and export purposes to enhance further global outlook. The United States has several automobile companies that have always been competing for the same domestic market (Kwoka 60). Considering the American domestic automobile market for the newly designed vehicles was ambiguous as the market already had potential car manufactures and related production facilities. Economists always consider cars as differentiated goods where consumer behavior relies on consumer attitudes and perceptions on the car designs. Not all the differently designed cars imported into America or homemade earn the anticipated market reputation and the likelihood of the new cars to triumph in the market were unpredictable. America also had restrictions on imported cars and only allowed 1.68 million units annually (Kwoka 52). The concept of demand and supply in the economics of a market directly emerge from this viewpoint. The signing of General Motors-Toyota joint venture came shortly after the United States and Japan mutually introduced the Voluntary Restraint Agreement (VRA) to limit certain Japanese imports into the United States (Kwoka 56). The VRA is a form agreeable business engagement of that the United States adopted to regulate excess automobile imports from Japan. The VRA was a principle that was to become effective in two years from 1981. For economical perspective, VRA is a willful reduction of exports from an exporting country or without any coercion from trade tariffs and quotas developed by the importin g country (Kwoka 56). From the Japanese side, economists believed that it was a malicious plan by the United States government and its automobile industry to destroy the Japanese flourishing automobile market and industry. It was likely that following reduced imports of Japanese imported vehicles, Americans would rely on their domestically produced vehicles (Kwoka 56). If VRA would persist prior to the agreement, huge economic implication would befall Japan as a nation. The General Outcome of the Case Prior to its development and commencement, the reality about the unexpected and unforeseen economic consequences of the joint venture began protracting with time. The notion that General Motors was to pick the ideas of assembling small cars from the NUMMI joint venture and integrate it into its plans became futile (Kwoka 72). Limiting the size of the venture and its operational duration in the United States, predominantly to give General Motors a chance to pursue its plans of assemblin g small cars went unsuccessful. General Motors was unable to begin domestic assemblage of small cars, especially of Isuzu R-Car as per their anticipated plans and other small cars (Kwoka 74). Another foremost intention of the NUMMI joint venture was to assemble and produce small cars through Japanese artistic knowledge and management at considerably low operational and market expenses (Kwoka 75). Despite producing efficient automobile manufacturing techniques, the facility required lesser human capital than the earlier GM plant, but was still a high labor turnover. Conclusion Although international joint ventures are powerful business techniques that enable corporate organizations to undertake cross-border partnerships and expand internationally, numerous implications are unseen. The general optimistic perception is that joint ventures between multinational from different companies result in effective exploration of new markets, knowledge, and skill sharing among other significant r esources. Reason being that joint ventures depend on parent organizations with differing management practices and marketing strategies, managing the partnerships often becomes challenging. â€Å"These companies may have competing or incongruent goals, differences in management style, and in the case of international business, additional complexities associated with differing government policies and business practices† (Beamish and Lupton 75). The case of International joint venture between General Motors and Toyota Company is a replica of the above notions. Many multinational firms normally enter into joint venture accord principally to develop new products or services as witnessed in the case of General Motors and Toyota Company. Unknown is the logical fact that the survival of joint ventures will solely depend on the stipulations of the memorandum signed and the behaviors of the parent companies. The case of General Motor and Toyota may remain the most controversial and com plicated, especially when one observes the economic sense of the venture and the government stipulations that existed in both countries. General Motors was hopeful that the joint venture would spur its domestic market through the production of small-size cars, but finally received mixed fortunes of mostly failure. The FTC commissioners illegally accented the joint venture between the two companies in favor of protecting the image and competitiveness of the United States in the global market. Reliance on automobile corporations to enhance domestic economy and disproving the joint venture would lead to extreme detrimental economic implications for the United States. Playing fowl and accepting the joint agreement through a federal renowned FTC afterwards brought General Motors to economic tumble. Whereas Japanese and their Toyota small automobile techniques successfully managed to employ their efficient techniques to assemble the anticipated cars, some issues derailed the joint venture . The quandary about getting the most appropriate geographic market and competitiveness between the Japanese and the Unites States market emerged. The hidden agenda of General Motors was to manipulate Toyota’s small-cars technique and devise means of integrating the plan into their own designs. Everyone in the United States, including the presidentially appointed FTC thought that the NUMMI venture would be cost effective in its operations and optimistically increase the number of small cars that the American market desired. In the end, General Motors failed to explore its earlier plan of autonomously developing small cars in the United States using their own approaches. Toyota stuck to the earlier agreements and efforts to become independent in the small-car business went futile. Therefore, while joint ventures may present firms with growth opportunities, parent firms determine their success. Beamish, Paul, and Nathaniel Lupton. â€Å"Managing Joint Ventures.† Academy of Management Perspectives, 23.1 (2009): 75-94. Print. Kwoka, John. â€Å"International Joint Ventures: General Motors and Toyota.† The Antitrust Revolution: Economics, Competition, and Policy. 1st ed. Ed. John Kwoka and Lawrence White. New York: Oxford University Press, 1989. 46-79. Print. Li, Jiatao, Katherine Xin, Anne Tsui, and Donald C. Hambrick. â€Å"Building Effective International Joint Venture Leadership Teams in China.† Journal of World Business 34.1(1999): 52-68. Print. Steensma, Kevin, Jeffrey Barden, Charles Dhanaraj, Marjorie Lyles, and Laszlo Tihanyi. â€Å"The evolution and internalization of international joint ventures in a transitioning economy.† Journal of International Business Studies 39.3 (2008): 491–507. Print.

13 years, 9 guys, 1 goal the story of the 2002-2003 Sam Rayburn Rebel High School Varsity Basketball Team

13 years, 9 guys, 1 goal the story of the 2002-2003 Sam Rayburn Rebel High School Varsity Basketball Team 13 years, 9 guys, 1 goal13 years, Nine Guys, One Goal! Some of you, whether it's baseball, softball, or bull riding, have a passion for a particular sport, in my case its basketball. In my last year of high school, I was a part of a varsity basketball team that had a tradition of losing. It had been thirteen years since the Sam Rayburn Rebels had made it to the postseason. Talented team, after talented team failed to make the playoffs for thirteen years. But last year nine guys decided to change everything and hang a district co-championship banner atop of the gym. I would like to inform you about the hard work that was involved in our efforts to bring the word "playoffs" back into the Sam Rayburn vocabulary. Then I will mention the relationship between the members of the team, and lastly, our achievements throughout the season.Sam Rayburn House, Bonham, Texas Historical MarkerIn order to achieve our goals, we knew that we were gong to have to put in many hours, and many longs days o f practice in the gym. We did just that. Most people don't even get up at 6:00 in the morning, but our team was actually inside of the school gym doing shooting drills by 5:45. And after school, we would stay till 6:00 at night and occasionally till 7:00. We would do this Mon-Fri every day, not because our coach made us but because we wanted so desperately to make the playoffs and end the so-called curse. The mornings before games we would get up extra early so we would have just enough time to watch the film of our previous game.If you plan on reaching the goals you have set out for yourself, not only do you have to have good work ethic but you...

Free Essays on Psychological Effects Of Marijuana

, people take them to get away from their everyday life, both mentally and physically. Drugs are sometimes used as an aid in religious pr... Free Essays on Psychological Effects Of Marijuana Free Essays on Psychological Effects Of Marijuana Marijuana, in today’s time, is the second most widely recognized mind-altering drug, next to alcohol. Marijuana has very many street names, and it can be smoked or eaten. Addiction to marijuana has not ever been proven, although consistent long term use of it can lead to major psychological dependence. Marijuana, as with any drug, can cause serious problems with the user’s ability to function in everyday life. A drug can be defined as any substance in small amounts that can produce significant changes in the body and mind. Most people don’t realize that this term can mean anything from the caffeine in almost every soft drink made and the nicotine found in cigarettes, to really hard-core drugs such as cocaine, heroin, LSD, and marijuana. What about sugar, or chocolate, or even salt? Most people would say these are just foods or flavors, but every one of them alters the body or mind in some fashion, and whether people know it or not, are addicting. Marijuana is a green-brown, or gray mixture of the dried, shredded leaves, and the stems, seeds, and flowers of the Indian hemp plant cannabis sativa. Marijuana can be smoked in a bong or pipe, or rolled up in ‘rolling papers’, commonly known as a joint. It can also be eaten in such foods as brownies, and in practically anything else edible. Marijuana has over 200 slang or street names. Just a few of those are: pot, grass, reefer, weed, mary-jane, herb, boom, gangster or gangsta, and chronic. Marijuana has been known to be around as early as 3000 BC, located mostly in Central Asia and China. It wasn’t until about the 60’s and 70’s, however, that marijuana gained widespread use in the United States. Most people nowadays take and eventually abuse drugs simply because they want to vary their conscious experiences. In other words, people take them to get away from their everyday life, both mentally and physically. Drugs are sometimes used as an aid in religious pr...

Moda Operandi A New Style of Fashion Retail Case Study

Moda Operandi A New Style of Fashion Retail - Case Study Example The essay "Moda Operandi A New Style of Fashion Retail" discovers New Style of Fashion Retail. Moda Operandi dealt with demand and tastes’ uncertainty in fashion. It also addressed the conditions (commercial and aesthetic which caused inefficiency of the system and messed about the most creative pieces of the designers. This organization allowed direct access to runway pieces and facilitated the purchase of great designs that buyers kept away from due to lack of mainstream appeal. The pre-order system allowed buyers to receive their products of choice despite their location or size of clothing. The system also gave instant feedback to designers on runway styles, thus easy prediction of demand patterns. Magnusdottir and Santo Domingo had their responsibilities split by expertise. Magnussdottir was the Chief Executive Officer (CEO) and dealt with strategic planning and daily operations. Santo Domingo was the Creative Director, managed the reach of the brand and was in charge of the Moda Operandi magazine whose aim was to provide online editorial content. The founders realized that the website was essential for the success of the firm. Therefore, they hired Matt Pavelle, who was an expert in search engine marketing and e-commerce, as CTO. Other major positions of management were covered up by persons with experience and skills complementary to that of the founders. Magnusdittor and Santo Domingo positioned their firm towards the hitting end of the market. Initially, they only associated with prestigious.

Argue against texting and driving Essay Example | Topics and Well Written Essays - 250 words

Argue against texting and driving - Essay Example According to research, texting while driving is considered as being more dangerous than drunk driving. This is especially due to the fact that this activity diverts the attention of a driver at a minimum period of 5 seconds, which is equivalent to a blind person driving for a distance of approximately 100 meters (Kiesbye 41). According to 2008 statistics, distracted driving caused the death of more than 5000 people and more than 500000 injuries in the US alone (Regan 39). Clearly, this is a significant loss, which could have been avoided were there a national ban on some of the distractions such as texting while driving. Drivers should be aware of the fact that life is precious, therefore, should be protected by all means as it cannot be compared to a text message no matter how urgent it might be. They are in control of their vehicles and as such, they have the liberty and the right to stop at convenient places to text after which they can continue driving. Indeed, a disciplined driver should always switch off his mobile phone, while driving, especially if the phone is not connected to a Bluetooth headset. Most of the phones in the market have the capability to record voicemails and also to hold incoming messages until the user switches on his handset, therefore, there is no justified reason as to why a person should end up in hospital or dead as a result of accidents caused by careless utilization of mobile

Corporate Finance-Mergers and acquisitions Essay

Corporate Finance-Mergers and acquisitions - Essay Example Generally, mergers are brought about in a consensual and cordial environment where the target company helps the purchaser in a 'due diligence' process to ensure that the deal is beneficial to both parties. But acquisitions are sometimes "hostile", in that the acquiring company purchases in the open market a majority of outstanding shares of the target company against the wishes of the target company's board of directors. 'Mergers and acquisitions should be value creating for the shareholders of both the 'offeror' and the 'offeree' companies'. Value creation is also necessary for further growth. Creating value implies earning a return on invested capital in excess of the cost of capital over time; or earning a strictly positive profit, that is where revenue minus all expenses is greater than zero. Value creators do not have to worry about a capital shortage. They are either flush with internal funds to meet their investment needs, or can attract the needed capital from the markets, which are always in search of profitable investment opportunities. And such companies will also create over time a cadre of managers who have higher standards and better capabilities than the competition. Many companiCurrent state of M&A Many companies have had recourse to M&A as a sure path to fast growth. Operational synergy and economies of scale are the strengths of M&A propelling growth. But the failure of many M&A in the 1990s has actually reduced shareholder value instead of increasing it and as a consequence, both management and investors are now taking a closer look at what makes a merger or acquisition a success or a failure. (K@W, 2003). But there have been some exceptions and one exception has been the recent acquisition of Arcelor by Mittal. The Acquisition of Arcelor by Mittal The rise of Mittal Steel has been a story of growth and expansion through acquisitions, beginning with that of the Iron and Steel Company of Trinidad and Tobago in 1989 and culminating in 2006 in the acquisition of Arcelor, Europe's largest steel producer. Mittal has grown by buying struggling steel plants around the world and knitting them into the world's biggest steel company. It has a strong presence in North America and Europe, but in Asia its operation is confined to Kazakhstan. It is the world's largest and most global steel company, with shipments of 49.2 million tons and revenues of over $28.1 billion in 2005, owning steel-making facilities in 16 countries and employing over 224,000 people. The shares of the company are listed on the New York and Amsterdam stock exchanges. The company produces a broad range of products for the flat and long products markets and has among its customers well known names in the automotive, engineering and appliance sectors. (http://www.mittals teel.com/company/Profile.htm) Mittal Steel announced its intention to acquire Arcelor on 27 January 2006, for a total of 24 billion euros. Arcelor had been created in 2002 by the merger of Aceralia, Arbed and Usinor, with an intention of mobilizing their technical, industrial, and commercial synergies in a joint

The Attack on Black Tom Island (Known as Liberty State Park) June Research Paper

The Attack on Black Tom Island (Known as Liberty State Park) June 30th, 1916 - Research Paper Example Introduction The location of Black Tom Island was at the convergence of Upper New York Harbor and the Hudson River, on the New Jersey side of the bay, immediately offshore of Jersey City. Initially, it was actually little more than a forested mudflat. The name of the island accrues from one resident, who resided in the island referred to as Tom. Studies indicate that this dark-skinned inhabited the island for a long time. Around 1880, a there was erected a causeway to link the island to the Jersey shore and the builders also constructed a railroad on the causeway. Expansion also occurred in the island with landfills and there was construction of warehouses and piers. The Lehigh Valley Railroad Company owned and controlled the railway while the National Dock and Storage Company managed the warehouses. The use of these facilities was for shipping all-purpose consignment (Bryant, 2009). Black Tom was approximately 1,200 feet. It encompassed approximately 20 acres, magnitude of roughly 8 00 feet north and south and 1,200 feet east and west. German saboteurs destroyed the Black Tom warehouse before the United States went into World War I (Groundspeak, Inc, 2011). The attack of Black Tom Island and the resulting explosion of July 30, 1916 in New Jersey was an operation of sabotage on American armory supplies by German agents. The German agents did this as a way of preventing their Allies from using such powerful ammunitions in the First World War. The extension that occurred in the Island by use of landfill added up the boundaries of the Island to the limits of Jersey City. The ammunitions majorly stored in the Island came from the northeast (Unsolvedmysteries.com, 2011). The attack was successful since general rules favored the attackers in a great way although technically, America was a neutral nation during the explosion. Many people thought that the major aim of the attack was for the persuasion of the America to join the Allies and arbitrate in the war in Europe (Waronyou.com, 2011). The attack on Black Tom Island Before a 1915 obstruction of the Central Powers by the British Royal Navy, American companies were open to trade their materials to any buyer, but during the time of the attack, Germans were the solitary likely customers. Investigations indicated that during the night of the explosion, there were two million pounds of ammunition stored at the warehouse in cargo vehicles. This included one hundred thousand pounds of TNT on the Johnson Barge No.17, all pending for final delivery to France and Britain (Unsolvedmysteries.com, 2011). Investigations on the explosion also indicate that there was prior planning before the attack. In 1914, immediately after the beginning of war in Europe, the German administration posted a new ambassador in Washington. Count Johann Von Bernstorff came with a group staff not of envoys, but of trained German intelligence operators. In addition, the staff had an abnormally high budget of 150 million dollars. Although the staff carried out normal consular duties, they also guided a system of other agents in the Unites States. They selected targets for damage, and used their funds to purchase materials and bribe officials. In addition, German agents, for instance master spy Franz von Rintelen, endeavored to augment the injuries imposed by their attacks. Von Rintelen invented a volatile charge called a pencil bomb devised to explode when a ship was already out to sea

Managing People for a Competitive Advantage class Research Paper

Managing People for a Competitive Advantage class - Research Paper Example The affirmative action programs are the only one hopeful way that can be used to deal with racial segregation. According to David L. Chappell, elimination of the programs in the name of their ineffectiveness would just worsen the situation instead of resolving it. This mainly owes to the fact that, a long period of time would take before other effective programs can be formed. Thus, it would be better and more time effective to try to fix the loose ends of the current programs instead of eliminating them completely (Chappell, 3). The affirmative action programs are also still necessary due to the fact that discrimination and inequality are issues that need experience and expertise in order to be countered. Evidently, the affirmative action programs are fully equipped with these two qualities and thus, they can be very helpful in eliminating cases such as preferential treatment. With the issue of preferential treatment being very rampant in the United States, it is only the affirmative action programs that can help since they already have set procedures of solving such issues (Chappell, 4). Despite other people alleging that this action by the affirmative programs would lead to reverse discrimination, in my opinion, this would not happen since the program can come up with measures that just uphold equality without having negative impacts on any race. One other reason that supports the fact that affirmative action programs are still necessary is that; other countries such as India are also using the same programs to curtail inequality and discrimination among their citizens (Chappell, 5). The United States should therefore look out for the weaknesses of its program instead of doing away with it completely. Other countries such as Malaysia have also proved that indeed affirmative programs have positive results if well implemented. In conclusion, I strongly support the fact that affirmative action should still be

The Attack on Black Tom Island (Known as Liberty State Park) June Research Paper

The Attack on Black Tom Island (Known as Liberty State Park) June 30th, 1916 - Research Paper Example Introduction The location of Black Tom Island was at the convergence of Upper New York Harbor and the Hudson River, on the New Jersey side of the bay, immediately offshore of Jersey City. Initially, it was actually little more than a forested mudflat. The name of the island accrues from one resident, who resided in the island referred to as Tom. Studies indicate that this dark-skinned inhabited the island for a long time. Around 1880, a there was erected a causeway to link the island to the Jersey shore and the builders also constructed a railroad on the causeway. Expansion also occurred in the island with landfills and there was construction of warehouses and piers. The Lehigh Valley Railroad Company owned and controlled the railway while the National Dock and Storage Company managed the warehouses. The use of these facilities was for shipping all-purpose consignment (Bryant, 2009). Black Tom was approximately 1,200 feet. It encompassed approximately 20 acres, magnitude of roughly 8 00 feet north and south and 1,200 feet east and west. German saboteurs destroyed the Black Tom warehouse before the United States went into World War I (Groundspeak, Inc, 2011). The attack of Black Tom Island and the resulting explosion of July 30, 1916 in New Jersey was an operation of sabotage on American armory supplies by German agents. The German agents did this as a way of preventing their Allies from using such powerful ammunitions in the First World War. The extension that occurred in the Island by use of landfill added up the boundaries of the Island to the limits of Jersey City. The ammunitions majorly stored in the Island came from the northeast (Unsolvedmysteries.com, 2011). The attack was successful since general rules favored the attackers in a great way although technically, America was a neutral nation during the explosion. Many people thought that the major aim of the attack was for the persuasion of the America to join the Allies and arbitrate in the war in Europe (Waronyou.com, 2011). The attack on Black Tom Island Before a 1915 obstruction of the Central Powers by the British Royal Navy, American companies were open to trade their materials to any buyer, but during the time of the attack, Germans were the solitary likely customers. Investigations indicated that during the night of the explosion, there were two million pounds of ammunition stored at the warehouse in cargo vehicles. This included one hundred thousand pounds of TNT on the Johnson Barge No.17, all pending for final delivery to France and Britain (Unsolvedmysteries.com, 2011). Investigations on the explosion also indicate that there was prior planning before the attack. In 1914, immediately after the beginning of war in Europe, the German administration posted a new ambassador in Washington. Count Johann Von Bernstorff came with a group staff not of envoys, but of trained German intelligence operators. In addition, the staff had an abnormally high budget of 150 million dollars. Although the staff carried out normal consular duties, they also guided a system of other agents in the Unites States. They selected targets for damage, and used their funds to purchase materials and bribe officials. In addition, German agents, for instance master spy Franz von Rintelen, endeavored to augment the injuries imposed by their attacks. Von Rintelen invented a volatile charge called a pencil bomb devised to explode when a ship was already out to sea

Essays Essay Example | Topics and Well Written Essays - 500 words - 2

Essays - Essay Example There is no other better way in which I feel that I can express my inner self so very effectively. I get to know myself and find a way to understand my beliefs and interests when I listen to soul music. It also gives me so much comfort that I cannot find in any other way. This is also called improvisation; that is, expressing oneself through the use of sounds. Music is composed of sounds originating from known objects, but this composition is such that it is interesting to listen to. Self-expression through music is a long known phenomenon and I found it really working when I applied it on myself. And more specifically, soul music is that genre of music that I have found to be very soothing and rhythmically comforting to my own soul. I totally agree with Aristotle that the whole is much greater than the sum of its parts. Just like individuals belonging to different cultural, socio-economic and intellectual backgrounds combine to form integral parts of a strong society, I am also a combination of parts which I call experiences which have combined together to form the whole of myself. I was raised in a single parent household which taught me how to become independent at a very young age. This experience of being raised by a single parent inculcated in me much responsibility and concern toward my parent and household. I worked as a volunteer in a children’s shelter which told me how to be kind to the young ones. Serving in rural communities in Africa every year gave me the experience of practical and responsible life. Staying awake at nights burning the midnight oil gave me a sense of effort and toil to achieve my ambition. These are only the examples of many experiences that are integral parts of my life an d which combine together to form the whole of me. Through the addition of these experiences into my life, the total sum has been such a personality that is full of concern, kindness, love and care toward my elders, young ones

The Central Theme of Hamlet Is the Problem of Revenge Essay Example for Free

The Central Theme of Hamlet Is the Problem of Revenge Essay English oral The central theme of Hamlet is the problem of revenge. One after reading Hamlet can’t disagree with this statement. Not only is revenge the central theme in Hamlet but Shakespeare also shows us why revenge is problematic. One of the things that Shakespeare wanted people to take out of his play is that revenge is not only problematic but also harmful to not only the person seeking it but those around him. First we must understand why revenge is problematic. When one’s got revenge on one’s mind he tends to think all about that and nothing else. It seems that revenge clouds his mind and therefore his decision making. We see this when Hamlet kills Polonius thinking its Claudius, if Hamlet would have taken the few seconds to look who it was behind the curtain he would have seen it was Polonius and not Claudius. However he was so busy in seeking revenge on Claudius that even though he took all this time to make sure Claudius was guilty at the end revenge has gotten into his mind so deeply that he couldn’t even wait to check he’s killing the right person. Revenge also causes a snow ball affect and when the whole hierarchy of a state is busy with revenge the state can never be run properly. Through the whole play Shakespeare gives us examples of why revenge is problematic. His favorite character to do this is Hamlet; he uses Hamlet to show that when one is seeking revenge it’s the only thing on his mind, and that can drive a person into madness. An example of this is the relationship between Hamlet and Ophelia. At the begging of the play we get the feeling that they’re in love however after Hamlet is approached by the ghost and is told to go seek revenge we start to see Hamlet hating Ophelia and even latter on in a fight between Hamlet and Ophelia Hamlet says, â€Å"I loved you not. However then at Ophelia’s funeral Hamlet says, â€Å"Frothy thousand brothers could not with all their quantity of love make up my sun. † Towards play end of the play Shakespeare shows us the consequences of revenge. After Hamlet kills Polonius, Laertes comes back wanting to seek revenge, because Laertes has got nothing but revenge on his mind he is easily convin ced by Claudius to try and kill Hamlet. This causes Laertes to follow through with Claudius plan and which he will use a poisoned sword in a duel against Hamlet. Laertes manages to hit Hamlet with the sword however Hamlet then quickly gets the sword of Laertes and hits him. Laertes who knows that he’s now doomed realizes how foolish he has been because he let revenge take over. He quickly confesses to Hamlet what has happened at which time the queen dies as she drunk from the poisoned drink that Claudius set up. All this causes Hamlet to finally do what he set out to do in the begging of the play and kill Claudius. We end up with the whole hierarchy of Denmark dead just because of revenge. Shakespeare clearly shows how problematic revenge can be and it’s negative affects. It’s the central theme of Hamlet and an important lesson that Shakespeare hopes we will all learn.

A Comparison of Tom Regan and Stephen Rose

A Comparison of Tom Regan and Stephen Rose Brianna Still People often use animals for a lot of experiments even though most people think that is it wrong. People make up countless excuses to why its okay to do this. But it is not okay. Animal researchers and such agree with my opinion that using animals for tests that we as humans would never want to do, is bad and very hypocritical, yet unfortunately there are just as many scientists who say that it is completely fine and that there isnt really much harm brought to the animals. Mind you, these scientists have apparently never owned a beloved pet close to their heart. The two essays, Animal Rights, Human Wrongs by Tom Regan and Proud to be Speciesist by Stephen Rose, talk about the issue of animal rights, but are written on completely opposing sides. They both talk about animals that are used for human benefits but in two completely different ways. Regans essay is much wider in my opinion. Roses essay looks at a detailed and personal view in this subject matter. Regans argument is that ani mal usage should be stopped because animal experiments for humans is not justified. But, Rose challenges Regans idea saying that the safety of mankind is more important than the rights that we would like animals to have. He says that using animals for research is perfectly fine. Regan is better at explaining the subject and has more credibility with actual examples to give a whole image of the subject matter. Rose doesnt do so good because his material is only built from science and research. Regan just appears more logical and fair on the issue matter. According to Regan animals have ethical rights, so he states that he thinks that they should be treated with respect by sane humans. He talks about how a mans description about the whaling process to show how few rational humans killed a whale for their ravenousness (336). Regan happens to be a philosophy instructor, therefore the arguments and viewpoints that he makes are more trustworthy. For a long time, hes been quarreling for the rights of animals, thus his statements are supported with very sturdy reasoning and they are sourced from all types of fields from things like people, knowledge and science. He states that butchering animals for pleasure, luxury and experiments is not at all right or vindicated, so it shouldnt be practiced. Regan claims that if it cannot be justified, then it shouldnt be done. Of course most people and organizations that do these type of things cannot come up with a moral enough reason as to why what there doing is actually justifiable, hence he probes them to stop using these creatures unless they can deliver a fitting justification. On the opposing side, Rose discusses the prominence (and therefore, importunateness) of animals when it comes to research and exploration for the physical wellbeing and survival of people. He quotes Alzheimers as an example (342) from his own particular experience to illuminate the role that animals play in human research to find treatments for it. Roses arguments about animals rank in research are undisputable because these claims are backed up completely by logic and science. Rose, himself is a biology instructor and a researcher on the side, so his arguments are very much reliable, usable and logical. He says, The first statement is plain wrong; the second, the claim that animal have rights, is sheer cant (342, 343). Moreover, he speaks about speciesism and states that animal activists are speciesists too; they just prefer animals to humans. Though his arguments are solid, his credibility is weakened because his aims and examples are only from science. Also, his biasedness can be taken into consideration, because he is a researcher, not an activist. He doesnt care as much about the moral rights. Even though the practice of these beasts in research is essential, his opinions and arguments are weak because of the narrow space of his research. Regan has carried on about how science constantly ignores animals rights. He declares that the research on animals are just not justified sufficiently, and he thinks that using animals for our welfares is ridiculous. Regan talked about a rabbit in stock (337) to show how a rabbit is put through many pains just to find out the feasibility of cosmetics and such on people. Yet this example of the rabbit supports his idea, it doesnt shield the entire idea of research. Some researches about deadly diseases are unavoidable because they are vital to the survival of human life. Regans argument is still weak since he isnt able to describe exactly why this research cant be avoided. In total, Regan sounds pretty convincing, and his philosophies are pretty much effective regardless of occasional drawbacks. Rose clarifies how scientists have been able to find cures for things like Epilepsy, Parkinsons, diabetes, and such (343), and he talks about how fundamental animals are in that research. He says, How far the concept of right can be extended-to not swatting a mosquito that is sucking your blood? To prevent your cat from hunting and killing a rat? Does an ant have as many rights as a gorilla? (343). Rose additionally indicates that some species of are more privileged than others if that species is more important than the other one. He talks about the rights of animals being only relative, meaning that if animals are in a greater proximity with human than they have more rights and vice versa; if we are in more proximity than we are the ones with more rights. He feels that activists of animal are Speciesist themselves, so he its not wrong if its vice versa as anti-activists are speciesist too. He says, Just because we are humans, any discussion of rights must begin with human rights. (3 43). Rose is proud to be a speciesist in favor of humans since he thinks we should privilege humans over animals and he, himself is a human. Roses urgings and examples are pretty convincing and full of facts, but they keep being weakened by doubt about his limitation. Roses reasoning and good logic can also be flawed by arguments that are from every other field except actual science. Hence, Roses idea gives room for some doubt although his reasoning, facts and ideas about the research are very waterproof. Regans tactic for the topic is fair. He started somewhat aggressive, but then considerate and lastly suggestive. He says, Possibly the rights of animals must sometimes give a way to human interests (339). He knows that usage of animals for the happiness of humans, from time to time, cannot be completely rejected, but all he asks for is a legit, logical reason. He states that all cruel things done to animals should be justifiable, otherwise they shouldnt even be considered valid. Then, he suggests a relative approach of how a deed can be justified with an example of racism and sexism (339). He asked people to reduce animal use as much as they possibly can, and justify it every time they kill an animal. His hint of relative approach pleases the readers conscience and is able to leave an impact on readers mind. Rose, conversely, says that there are not any rights that are not as privileged as humans. His awareness of our human rights alongside animal rights calls the integrity of the readers. He mentions that animal activists are speciesist too, so we too can be speciesist of humans. Rose says that animal activists are the kind of people who take medicine for Parkinsons disease, for example, or insulin for their diabetes, and such although they know that those drugs or treatments were experimented on animals. Roses reasons are faultless, but overlooks that it is a normal human behavior to aid an illness with prescriptions and medicine. Any rational thinking being would do anything for the certainty of their survival, so his argument can be questioned if you put it in that light. Rose talks about Declaration of Animals in Medical Research (344) that is only signed by specialists and doctors, and not by other fields of people. Thats why, while Roses opinions about speciesism in favor of human s are reasonable, sound and considerable, his notions are weak because he is so narrow and bias. Regan effectively presented his notions, reinforced by legit factual evidence, lecturing all likely parts, whereas Rose built his thoughts on facts and examples solely from research and science and that made him that much less credible and it made his arguments narrow. Roses statements and ideas can be effortlessly weakened rather than Regans arguments, because there are definitely potential doubts about his biasedness, and also his arguments are just really narrow. Though Rose made some very solid points in his essay, he could have been a lot more effective, and Regans essay contains just about everything and talks about the obvious wrongs that the rest of us cannot and should not ignore. Works Cited Regan, Tom. Animal Rights Human Wrongs: An Introduction to Moral Philosophy. Rowman and Littlefield Publishers, 2003. Rose, Stephen. Proud To be A Speciesist.

Capital Punishment Must be Abolished Essay -- Death Penalty

Capital Punishment Must be Abolished Is capital punishment just? The death penalty is a controversial issue for most people. Supporter’s claim that it eliminates repeat offenders, deters potential murderers and is the ultimate retribution. Opponents denounce it as murder, say that it does not cause deterrence but rather promotes violence and claim that it introduces the chance of an innocent person being executed. Due to the arguments presented by both sides and because of my own personal beliefs, the argument against legal execution is most compelling. The idea of putting another human to death is hard to completely fathom. The physical mechanics involved in carrying out a death sentence on another person, regardless of how much they deserve it, is beyond human understanding. In the United States, there are thirty-eight states that have the death penalty and twelve without capital punishment. The first method used was in New York in 1890 and is still in use in thirteen states. â€Å"Old Sparky† was the horrific outcome of Thomas Edison’s attempt to show the dangers of the AC power supply being promoted by his rivals (Anderson, 51). The condemned is strapped to a wooden chair, electrodes are attached, and a shock of thirty thousand watts is applied. The prisoner is literally cooked internally, and death may require multiple shocks. When someone was executed with the electric chair the ceremony usually took place close to midnight. This was because at that hour they knew not many people were using electricity; the chair needs thirty thousand watts or the equivalent of four hundred seventy-five-watt light bulbs turning on at the same time. More than one shock was usually required to kill the criminal, so it drained a massive a... ... be abolished from all remaining states that it still exists in. BIBLIOGRAPHY Rauch, Jonathan. Death by Mistake. New York: Times Books, 1998 Frame, Randy. A Matter of Life and Death. Boston: Northern University Press, 1994 Prothrow, Deborah. Deadly Consequences. New York: Harbor Collins Publisher, 1991 Anderson, David. Crimes of Justice. Brooklyn: Times Books, 1988 Williams, Mike. The Last Supper. Chicago: Times Books, 1989 Cabana, Donald. Death at Midnight. Boston: Northeastern University Press, 1996 Gross, Samuel. Death and Discrimination. Boston: Northeastern University Press, 1989 Baker, Robert. Capitol Punishment. Boston: Northeastern University Press, 1987 Shapiro, Joseph. The Wrong Man on Death Row. Chicago: University of Illinois Press, 1988 Jackson, Bruce. Law and Order. Chicago: University of Illinois Press, 1984 Capital Punishment Must be Abolished Essay -- Death Penalty Capital Punishment Must be Abolished Is capital punishment just? The death penalty is a controversial issue for most people. Supporter’s claim that it eliminates repeat offenders, deters potential murderers and is the ultimate retribution. Opponents denounce it as murder, say that it does not cause deterrence but rather promotes violence and claim that it introduces the chance of an innocent person being executed. Due to the arguments presented by both sides and because of my own personal beliefs, the argument against legal execution is most compelling. The idea of putting another human to death is hard to completely fathom. The physical mechanics involved in carrying out a death sentence on another person, regardless of how much they deserve it, is beyond human understanding. In the United States, there are thirty-eight states that have the death penalty and twelve without capital punishment. The first method used was in New York in 1890 and is still in use in thirteen states. â€Å"Old Sparky† was the horrific outcome of Thomas Edison’s attempt to show the dangers of the AC power supply being promoted by his rivals (Anderson, 51). The condemned is strapped to a wooden chair, electrodes are attached, and a shock of thirty thousand watts is applied. The prisoner is literally cooked internally, and death may require multiple shocks. When someone was executed with the electric chair the ceremony usually took place close to midnight. This was because at that hour they knew not many people were using electricity; the chair needs thirty thousand watts or the equivalent of four hundred seventy-five-watt light bulbs turning on at the same time. More than one shock was usually required to kill the criminal, so it drained a massive a... ... be abolished from all remaining states that it still exists in. BIBLIOGRAPHY Rauch, Jonathan. Death by Mistake. New York: Times Books, 1998 Frame, Randy. A Matter of Life and Death. Boston: Northern University Press, 1994 Prothrow, Deborah. Deadly Consequences. New York: Harbor Collins Publisher, 1991 Anderson, David. Crimes of Justice. Brooklyn: Times Books, 1988 Williams, Mike. The Last Supper. Chicago: Times Books, 1989 Cabana, Donald. Death at Midnight. Boston: Northeastern University Press, 1996 Gross, Samuel. Death and Discrimination. Boston: Northeastern University Press, 1989 Baker, Robert. Capitol Punishment. Boston: Northeastern University Press, 1987 Shapiro, Joseph. The Wrong Man on Death Row. Chicago: University of Illinois Press, 1988 Jackson, Bruce. Law and Order. Chicago: University of Illinois Press, 1984

macbeth :: essays research papers

Jurgens 1 The famous play Macbeth by William Shakespeare, has greatly influenced past societies and continues to be an influence in todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s society. There is not only one great influence either, as there are many smaller ones that have affected society. Of these influences, Macbeth has had its greatest impact on the movie and literature industries. In literature, the play is kept alive in more than one way. There are many full-length books that just discuss and explain the play of Macbeth. Other ways the play is kept alive is through other authors rewriting it, but making slight changes or even using some of his lines or themes in their own plays or other pieces of literature. The movie industry was also greatly affected by Macbeth. Since the invention of movies, there have been many different versions of this play that have been adapted to the movie screen. Macbeth is a play that can last forever as it has everything that still interests and has always interested people such as murder, deceit, and a trip into the human psyche. This play has lived on in many facets of and had many important influences on society, but two of those greatest influences are on the movie and literature industries. Macbeth actually started its "afterlife" while William Shakespeare was still alive. Simon Formanà ¢Ã¢â€š ¬Ã¢â€ž ¢s Book of Plays is an example of the influence of the play. 1611, Simon Forman wrote a book in which he described the performance of four plays at the Globe Theater. Book of Plays is one of the only reports of how Shakespeareà ¢Ã¢â€š ¬Ã¢â€ž ¢s plays were actually performed on stage. However, many parts of the play were omitted in Formanà ¢Ã¢â€š ¬Ã¢â€ž ¢s summary. For example, he did not include the entire second appearance of the witches. Jurgens 2 Forman also included details that could not have possibly occurred on the stage of the Globe Theater. One example of this is when Forman reports that he sees Macbeth and Banquo riding through the woods. The Globe Theaterà ¢Ã¢â€š ¬Ã¢â€ž ¢s set would not have allowed this to happen, so historians believe that Forman pulled this image from a version that he had read previously and not what actually had happened on stage. On the other hand, Forman gives an elaborate description of some of the staging of the play. For example, he states that in the banquet scene, the ghost of Banquo sits behind Macbeth.

Effectiveness of EL interventions for facilitating children’s social and emotional development

1.Introduction The aim of this paper is to present a critical evaluation of the effectiveness of interventions focused on emotional literacy to facilitate children’s social and emotional development. To complete this aim, the first section will describe the cognitive theories of Piaget (1929) and Vygotsky (1986) in regards to child development and present the current understanding of the concept of emotional literacy (EL). The second section will present a critique of studies that initiated EL interventions for children and discuss their results in light of the two aforementioned theories. The last section of this essay will present the final concluding remarks and recommendations for efficient EL interventions. 2.Theories of Cognitive Development in Children Cognition is defined as the study of processes involved in the correct understanding and the correct interaction with the environment. Hence, cognition encompasses all these cognitive processes, attempting to explain ways in which humans understand their world. A total of seven of these processes (perception and memory, thinking and knowing, learning, reasoning, using language and problem solving) have been described in the study of cognitions (Palaiologou, 2016). Two of the most eminent cognitive psychologists, Jean Piaget (1929) and Lev Vygotsky (1986), developed two very distinct theories with regards to the way in which children attain development. Piaget argued that children attained development through various stages by which they construct knowledge (the so called schema). The schema would change according to the age of the child, as they would begin to perceive the environment in different ways. For example, teaching children letters and numbers at one schema and reading and writing at another. Thus Piaget set a strong emphasis on the environment in which the child grew up, as a strong contributor to his/her development. Reminiscence of this theory can be seen today in practical terms, where school environments are adapted to suit the learning needs of children of various ages (Saracho, 2012; Palaiologou, 2016). Vygotsky (1986), on the other hand, did not view child development as an individual process which resulted from environmental interaction, but as the result of social interaction (Justice and Sofka, 2010). The researcher introduced the term zone of proximal development to signify actions that the child can learn from others and the zone of actual development to signify actions that the child can maste (Justice and Sofka, 2010)r. From this perspective, Vygotsky (1986) argued that the process of learning is characterized by a partnership between the child who learns and the adult who substantiates the learning needs of the child through social interaction (Justice and Sofka, 2010). Currently, in the most classroom environments, the cognitive model of Piaget (1929) is used, in which children pass through development stages that are mandatory. However these stages cannot be correlated with children who, under social cultural influence, have to acquire behaviours that their counterparties only acquire later in life. For example some children may learn reading and writing earlier than their counterparties. In this regard, Biddulph (1995) makes a connection between failure in cognitive tasks at an early age and aggressive behaviour among children in primary schools arguing for the importance of EL. In Piaget’s model, emotional literacy is disregarded in favour of cognitive literacy, which leaves children exposed to negative emotions and subsequent problematic behaviour (Sherwood, 2008). At this point, it is important to explain the notion of EL. This is defined as a set of skills that encompass the ability to recognise, comprehend, manage and express appropriately emotions. EL is also referred to as emotional knowledge (Park and Tew, 2007). Other definitions of this concept describe it as the practice of thinking collectively and individually about the way in which emotions shape actions and use this understanding for attaining an enhanced thinking capacity (Park and Tew, 2007). One other possible definition of this term describes EL as a process of interaction by which a better understanding of personal and collective emotions is achieved. This understanding of emotion is then used to inform actions (Park and Tew, 2007). Social and emotional developments in children have been connected with EL as well as with academic achievement as many of the skills need for attaining academic success are similar with skills that come with EL (Brian, 2006). These include the use of language, cooperation with teachers and peers as well as being able to listen. At the same time, EL promotes a safe and caring environment for children in which positive relations are established which in return provide emotional security to children and help them reach their developmental potential (Brian, 2006). 3.EL Interventions Several EL interventions that aim to achieve child social and emotional development have been implemented. These will be discussed in the following sections. From the literature, studies testing their efficiency have been extracted. According to the setting and approach used by these interventions, three types of EL interventions have been distinguished: EL interventions under the form of educational programmes, EL interventions that focused on parental involvement and School Based EL. The following sections will assess the efficiency of the EL categories interventions identified.3.1.EL Delivered by Educational ProgramsA pilot study conducted by Gimenez-Dasi, Fernandez-Sanchez and Quintanilla (2015) demonstrated that children as young as 2 years old can benefit from EL interventions. The study contained a total number of 54 participants who were randomly assisted to control and experiment group. Baseline measurements were taken and the intervention was applied. In this case, the inte rvention to the experimental group consisted of a 30-min session per week for a period of six months. The EL training was delivered by a teacher who had been previously trained in this procedure. Anova analysis of the two groups showed that the intervention group had higher scores in affective knowledge and social competence but both group maintained roughly the same level of emotional regulation capacity (Gimenez-Dasi, Fernandez-Sanchez and Quintanilla, 2015). The authors conclude that this intervention was efficient, at least in part, in improving EL in children as young as 2 years old. A similar population was studied by Camil et al. (2010) who conducted a meta-analysis study of 123 comparative interventions with EL and control groups for pre-school children. In the selected studies the EL intervention was delivered either by direct intervention in a pedagogical manner or via inquiries which set a stronger emphasis on student participation. The authors found thatEL interventions which focused on cognition tend to have a descending effect through time. Simply put, the effects did not last. Direct intervention EL showed some positive effects for cognition yet individualisation had a more significant impact. Burger (2010) also argues that EL intervention programs have some short-term and long-term effects even for children from disadvantaged backgrounds. Going back to the theories of Piaget and Vygotsky it can be argued that quality social interactions aids child development even under an improper economic environment, hence Vygotsky approach of information transfer s eems more efficient for EL. Another study conducted by Humphrey et al. (2010) with children in the age group of 6 to 11 years old noted that EL has been attained and maintained by children seven weeks following the intervention. Similar to the methodology used by (Gimenez-Dasi, Fernandez-Sanchez and Quintanilla (2015), Humphrey et al. (2010) divided the 253 children participating in the study in control and intervention groups. The conclusions of this study have demonstrated improved EL skills in children when data was analysed from self-reporting questionnaires, but the same results were not present when self-reporting questionnaires from parents and students were assessed (Humphrey et al.,2010). This renders questionable the efficiency of the intervention, especially since the duration of the programme was only 7 weeks and data was collected under the influence of participant reporting bias by self-reporting questionnaires. Liew (2012) argues that self-regulatory interventions that aim at achieving social and emotional development need to be administered in conjunction with temperament-based frameworks. In other words, cognition and learning comes easier when there is a self-regulatory mechanism already in place. As this author argues, separating the two does not provide long lasting EL effects (Liew, 2012). One way to analyse this statement is to assume that EL interventions in schools may be more successful as they will encompass both cognitive as emotional development. The next section will analyse these aspects.3.2.EL School InterventionsOne such study (Brown and Aber, 2011) analysed results upon delivering an intervention consisting of social-emotional learning with literacy development for children’s social, emotional, behavioural, and academic functioning. The intervention lasted for two years, with 1,184 children from 18 elementary schools taking part in this experiment. As with the previ ous two studies discussed (Gimenez-Dasi, Fernandez-Sanchez and Quintanilla 2015; Humphrey et al., 2010) baseline measurements were taken and children were randomly assigned to the intervention or control group. Two years after the intervention, children in the intervention group noted improvements in self-report of hostile attribution bias and aggressive interpersonal negotiation strategies. Lower levels of depression have also been recorded in this group. Teachers in the participating schools also reported less instances of aggressive behaviour, higher attention skills and higher social competent behaviour in these children (Brown and Aber, 2011). Denham and Brown (2010) discuss the notion of Social–emotional learning (SEL) and its possibility to aid child social and emotional development through an integrated framework (Appendix 1) that encompasses school, parents and peers for aiding achieving development. At the same time, the authors link SEL with academic success and note that this model may be adjusted to a variety of variables which would suit the child’s development needs (i.e. student teacher interaction or child parent interaction) (Denham and Brown, 2010). Given that the framework accounts for a the main relationships that are defined by social interaction, by the skills needed to obtain positive interaction and by accounting for the environment and self-regulatory mechanisms, it can be argued that its application may be highly effective. Nevertheless, due to its complex nature, the framework may also be difficult to apply and may also require high levels of cooperation between children, parents and te achers for it to be implemented. Durlak et al. (2011) conducted a meta-analysis study researching the effects of SEL in various schools. A total number of 270,034 participants were accounted for from the 213 analysed studies. The participants were followed up from kindergarten through high school. By contrast with control groups, children that were involved in SEL programs showed significant improvements in attitudes, social skills as well as emotional skills. Additionally, academic performance and behaviour were also improved by 11 percentile-point gain in contrast to control groups. Upon analysing the results, Durlak et al. (2011) concluded that the most successful SEL programs focus on four distinct areas, combining them for attaining optimal results. These are strategies that include emotion, behaviour, cognition and communication. As the authors argue, EL programmes which do not include all these components may achieve only short term benefits and may also be less successful. Kramer et al. (2009) obtained similar results in a qualitative study design involving 67 student participants and 67 parents/caregivers. The implemented SEL strategy was delivered via a new curriculum named Start Strong. The programme was developed two years prior to this study, and included various EL strategies including behavioural and cognitive tasks (Merrell et al., 2007). Kramer et al. (2009) investigated not only the effects of this curriculum for SEL but also potential barriers to implementation of such programs in schools and the support provided by local educational authorities. Based on the analysis of the collected information, the authors concluded that there were statistically noticeable improvements in child behaviour and emotional skills. These effects were maintained in the 6-week follow-up measurements. The authors also identified barriers to implementation, such as limited understanding of the programme, lack of interest and limited resources delivered by local au thorities.3.3.Parental InvolvementOther researchers followed the lines of the theory developed by Vygotsky in regards to exploiting the notion of zone of proximal development. Thus, a series of studies investigated the effects of parental involvement for child EL. Sheridan et al. (2010) argue that parental engagement is connected with a series of adaptive skills in children who are in the pre-school age group. The authors conducted a randomised control trial with a longitudinal approach using parental involvement as an EL strategy. A total number 220 children participated in the research and data was collected for a period of four years. The authors noted that significant differences were observed between the control and the intervention group in self-control, aggression and anger and other behavioural problems. Furthermore, differences were also noted in initiative behaviour, attachment and anxiety and withdraw behaviours. While the authors concluded that parental involvement play s a significant role in child development of emotional and social skills and overall EL, Sheridan et al. (2010) also note that this area needs further exploration. In a similar study conducted in Australia, Havighurst et al. (2014) analysed the effectiveness of EL intervention that involved parents and teachers for children with severe behavioural issues. Professionals delivering the intervention had background training in EL while parents involved in the experimental group were trained via the Tuning in to Kids (TIK) method, developed by Havighurst et al. (2009). Positive results of using this tool for training parents in being more emotionally attentive with their children have also been reported by Wilson et al. (2012). The results obtained by Havighurst et al. (2014) in measuring the real world effects of the TIK intervention as an EL strategy showed that children of parents who attended TIK obtained significant behavioural improvements, including higher levels of behavioural control, social positive interaction, empathy and better emotion understanding. 4.Conclusion Based on the studies analysed in regards to EL interventions, a series of conclusions can be drawn. Initially it is important to point out that almost none of the EL strategies follow the approach of Paige in regards to environmental implications for development and stages of learning. However, some notes to different age groups and the effects of the EL strategy were made. In this regard, Gimenez-Dasi, Fernandez-Sanchez and Quintanilla (2015) showed that children as young as two can obtain some benefits from EL, yet the small age may be a factor for which behavioural control was not achieved. Moreover, if looking at programme interventions and school-based interventions, it is notable that these studies focused on bringing in a professional or training a professional to teach children EL. This in return implies that Vygotsky theory of knowledge transfer from adults to children is the preferred approach for EL. This becomes particularly evident in EL strategies that aim for parenta l involvement, where children of parents who are taught to be more emotionally aware of their child’s social and developmental needs, obtain positive results in EL. As it was noted, interventions that are delivered with focus on only one area (behaviour, emotion, cognition and communication) do not bring efficient or lasting effects, especially if they are delivered for a short period of time and if there is little interest or understanding of the intervention (Liew, 2012)Moreover, some frameworks are extensively complex and their complexity may act as a barrier for implementation. Effective EL strategies must begin early, preferably in the pre-school period especially considering that good EL plays a strong part in cognitive capacity. Furthermore, effective EL interventions must include all four areas of development and should be relatively easy to apply and understand. Also, effective EL strategies must be implemented over an extensive period of time and benefit from parent al involvement. References Biddulph, S. (1995). Manhood: An action plan for changing men’s lives (2nd ed.). Sydney: Finch Publishing. Burger, K. (2010). How does early childhood care and education affect cognitive developmentAn international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140–165. doi:10.1016/j.ecresq.2009.11.001 Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development. , 112(3), 579–620. Denham, S. A., & Brown, C. (2010). â€Å"Plays nice with Others†: Social–Emotional learning and academic success. Early Education & Development, 21(5), 652–680. doi:10.1080/10409289.2010.497450 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A Meta-Analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x Gimenez-Dasi, M., Fernandez-Sanchez, M., & Quintanilla, L. (2015). Improving social competence through emotion knowledge in 2-Year-Old children: A pilot study. Early Education and Development, 26(8), 1128–1144. doi:10.1080/10409289.2015.1016380 Havighurst, S. S., Duncombe, M., Frankling, E., Holland, K., Kehoe, C., & Stargatt, R. (2014). An emotion-focused early intervention for children with emerging conduct problems. Journal of Abnormal Child Psychology, 43(4), 749–760. doi:10.1007/s10802-014-9944-z Havighurst, S. S., Wilson, K. R., Harley, A. E., & Prior, M. R. (2009). Tuning in to kids: An emotion-focused parenting program-initial findings from a community trial. Journal of Community Psychology, 37(8), 1008–1023. doi:10.1002/jcop.20345 Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Lennie, C., & Farrell, P. (2010). New beginnings: Evaluation of a short social–emotional intervention for primary?aged children. Educational Psychology, 30(5), 513–532. doi:10.1080/01443410.2010.483039 Jones, S. M., Brown, J. L., & Lawrence Aber, J. (2011). Two-Year impacts of a universal school-based social-emotional and literacy intervention: An experiment in Translational developmental research. Child Development, 82(2), 533–554. doi:10.1111/j.1467-8624.2010.01560.x Justice, L. M., & Sofka, A. E. (2010). Engaging children with print: Building early literacy skills through quality read-alouds. New York: Guilford Publications. Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2009). Social and emotional learning in the kindergarten classroom: Evaluation of the strong start curriculum. Early Childhood Education Journal, 37(4), 303–309. doi:10.1007/s10643-009-0354-8 Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional Competencies to the table. Child Development Perspectives, 6(2), 105–111. doi:10.1111/j.1750-8606.2011.00196.x Matthews, B. (2005). Engaging education: Developing emotional literacy, equity and co-education. Maidenhead, England: Open University Press. Merrell, K. W., Parisi, D. M., & Whitcomb, S. A. (2007). Strong Start–Grades K-2: A Social and Emotional Learning Curriculum. Journal of Developmental & Behavioral Pediatrics, 29(5), 438. doi:10.1097/dbp.0b013e31818af9be Palaiologou, I. (2016). Child observation: A guide for students of early childhood. London, United Kingdom: SAGE Publications. Park, J., & Tew, M. (2009). Emotional Literacy Pocketbook. Hampshire: Teacher’s Pocketbooks. Piaget, J. J. (1929). The Child’s Conception of the World. New York: Harcourt Brace. Saracho, O. N. (2012). An integrated play-based curriculum for young children. New York: Taylor & Francis. Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the getting ready intervention on preschool children’s Social–Emotional Competencies. Early Education & Development, 21(1), 125–156. doi:10.1080/10409280902783517 Sherwood, P. (2008). Emotional literacy: The heart of classroom management. Australia: Australian Council Educational Research (ACER). Vygotsky, L. (1986). Thought and Language. Cambridge: MIT. Wilson, K. R., Havighurst, S. S., & Harley, A. E. (2012). Tuning in to kids: An effectiveness trial of a parenting program targeting emotion socialization of preschoolers. Journal of Family Psychology, 26(1), 56–65. doi:10.1037/a0026480 Appendix Denham and Brown (2010) SEL Model. p. 655.