Performance and Reward Management Assignment Example | Topics and Well Written Essays - 3000 words

Performance and Reward Management - Assignment Example The above issue is critically discussed in this paper. Reference is made particularly to the potential decrease of the payroll costs without the corporate plans to be affected. The reward practices, as a tool for supporting employee motivation, are analytically explained because of their high contribution in the increase of payroll costs. Particular emphasis is given on the problematic relations between the reward policies and practices since the above problems can negatively affect the payroll costs of organizations. A series of studies related to the issues under discussion have been studied. It is made clear that the limitation of payroll costs, as a strategic target of firms in different industries, is feasible; however, it is not clear whether the above finding involves in all organizations or whether there are organizations where the limitation of payroll costs is more difficult – especially when the need for increased profits, even in the short term is high and the limi tation of payroll costs would negatively affect such effort. In any case, the decrease of payroll costs should be adopted by all organizations, which are interested in establishing a long-term growth. The use of specific strategies, as indicatively suggested below, could help these firms to be protected from failures in their plans, as a potential consequence of the limitation of payroll costs across their departments. 2. Reward policies – role and forms In everyday business practice, the term ‘reward’ is used instead of the terms ‘salary’ and ‘wages’ (Cowling et al. 1998, p.173). In other words, the particular term is used in order to show all the potential benefits of an employee from his work in a specific organization. Moreover, the term reward can include both the monetary and the non-monetary benefits of employee in the workplace (Cowling et al. 1998, p.173). It should be noted that reward, as described previously, is part of a gre ater framework, the reward system, which has specific structure and rules as explained below. Moreover, in the context described above, reward can affect the payroll system of each organization (which under these terms is considered equal to the reward system). For this reason, the evaluation of the potential limitation of the payroll costs of a particular organization requires the reference to the reward system of the specific organization. The reward system of each organization can be differentiated, in accordance with the organizational culture and goals but also with the resources available for the realization of the relevant plans. In accordance with Armstrong (2007) the reward system established in modern organizations is likely to include a series of policies and practices, as for example: a) a reward strategy including the future plans of the organization regarding the payroll of employees, b) a reward strategy that refers to the terms on which the payment of employees in va rious organizational departments is based – compared to the average salary of employments within the same industrial sector; the particular strategy needs to be based on the relevant provisions of the law – referring both to the type of the reward given to each employee but also to the level of the reward, c) a reward practice referring to the techniques used for estimating the effectiveness of job evaluation techniques – as developed within the local or the international

Children Discipline for a Negative Behavior Essay

Children Discipline for a Negative Behavior - Essay Example (Michael and Pearl) lay stress on the fact that one of the major reasons why most of the parents get exasperated and end up beating up their children is because they never take care to discipline them in their early stages and keep waiting for the time until their children start displaying negative behavior. First, they are themselves not highly responsible about meeting up with many needs and demands of their children owing to their excessively busy schedule and consequently, when things start spiraling out of control, they think of no other option but to beat up their children in the hope that this way, they will learn their lessons fast. This is a deplorable strategy practiced by many parents. What is needed is that the emotional maturity level of the parents should be much higher than their child’s, so that they can keep up with the demands of their child in an effective manner. After implementing this strategy, a couple suggested in the research report that â€Å"I can't believe it; we went to a friend's house, and when I told my children to do something, they immediately, without question, obeyed.† (DrSears.com) illuminates the need to discipline the children with love and understanding by presenting a real example of a mother who loved to discipline her child by regular spanking and physical abuse. In fact, that mother was so over indulged by disciplining children with violence that she had a firm belief that spanking should be an undisputed part of any disciplinary strategy.

Planning Assessment Essay Example for Free

Planning Assessment Essay When planning assessment you need to gauge a clear idea of what level the candidate is at to see if they are ready to complete your planned assessment. There are many ways of achieving this knowledge. One method is observation in performance or another by taking an initial assessment test which have seven levels with the basic entry level 1 being the first. Once this knowledge has been gained, further knowledge is needed to suit their needs. What is their preferred learning style, is it part of a group or on a one to one basis. You will need to find out their strengths and weaknesses to get the most out of their abilities but also to work around and improve on different area that need to be worked on. When this has all been achieved the learners will need to be given information about the planned assessment. First of all they will need to have an understanding of what they are about to study, explaining what they need to do to meet the criteria set by OFQUAL – the governing body of the qualifications. They will need to understand what is expected of them when attending the course by giving them the code of conduct for them to follow. It is important that the health and safety procedures are explained to ensure their safety throughout their assessment. After this has been completed, the learners will be given the folder to look through and their assessment plan to see how they will complete it. 3. 3 EXPLAIN HOW TO PLAN A HOLISTIC APPROACH TO ASSESSMENT By taking a holistic approach to assessment, it can provide the learner with a more in depth report on their progress by covering all the different methods – observations, session plans, witness testimonies, knowledge evidence and professional discussion across all the units in one go. This allows me to understand the different kind of approaches each individual learner feels comfortable with to achieve the highest possible grade. 3. 5 EXPLAIN HOW TO MINIMIZE RISKS THROUGH THE PLANNING PROCESS It is the responsibility of the assessor to minimise the risks by making sure all of the health and safety procedures are covered such as risk assessment of the facilities. The assessor needs to gather information that is personal from the learner in order to adapt and provide special needs that they might have. Also the assessor will need to treat all learners equally, ensuring that equality and diversity issue are met. Once this information has been gained, the assessor can then produce an action plan for the learner which is both realistic and achievable so they are comfortable to achieve the best possible results. 4. 1 EXPLAIN THE IMPORTANCE OF INVOLVING THE LEARNER AND OTHERS IN THE ASSESSMENT PROCESS Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback. Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria. If there is a disagreement with the assessments carried out then the learners can follow the organisational procedures that are set in place which include grievance procedures, systems for appeals and confidentiality procedures. 4. 2 SUMMARISE TYPES OF INFORMATION THAT SHOULD BE MADE AVAILABLE TO LEARNERS AND OTHERS INVOLVED IN THE ASSESSMENT PROCESS. The first thing that should be made available to the learners and those involved in the assessment process is what the reason is for assessment. The NVQ award is structured for a candidate to provide evidence through practical assignments and portfolio evidence that is gained throughout the qualification. They will also need to know how long they have to complete the course which is up to the assessor. By giving them information on deadlines then it will ensure tasks are not left until the last minute which could affect the standards of the work. One other type of information that they will need to know is what the criteria is for them to achieve the grade. Each qualification has a minimum requirement needed to be met and once they learner knows this, they can work towards meeting it and gaining the qualification. 4. 3 EXPLAIN HOW PEER AND SELF ASSESSMENT CAN BE USED EFFECTIVELY TO PROMOTE LEARNER INVOLVEMENT AND PERSONAL RESPONSIBILITY IN THE ASSESSMENT OF LEARNING Peer and Self-Assessment can be used effectively within the learners when one of the group has difficulty within a task. Learners can interact with each other and help each other out which would be a lot less intimidating and in some situations embarrassing for shy and insecure learners than an assessor telling them they are right or wrong in front of the rest of the group. 6. 3 SUMMARISE THE PROCEDURES TO FOLLOW WHEN THERE ARE DISPUTES CONCERNING ASSESSMENT IN OWN AREA OF PRACTICE If there are disputes concerning assessment in own area of practice then the procedures to follow are as follows: First of all the assessor has to be available to discuss the problem as it could be sorted out quickly and effectively through discussion. If the learner feels they want to take it further then they can take the steps to show their disagreement which will be listed in their ‘Student Handbook’ given to them at the beginning of the course. This includes a formal written complaint to the assessor’s superior which they will then deal with in an efficient and non-discriminatory way, treating the claim with upmost confidentiality where they will decided whether to uphold or overturn the assessor’s original decision. 7. 2 EXPLAIN HOW FEEDBACK AND QUESTIONING CONTRIBUTE TO THE ASSESSMENT PROCESS Feedback and Questioning can help learners improve on a specific task. Feedback provides correction and improvement on a piece of work. Not only can it correct or improve the work but it can be used as encouragement or motivation to a learner especially when they are doing well or think they are not doing well.

The Introduction To Applying Game Theory Politics Essay

The Introduction To Applying Game Theory Politics Essay Game theory is the formal study of conflict and cooperation. Game theoretic concepts apply whenever the actions of several agents are interdependent. These agents may be individuals, groups, firms, or any combination of these. The concepts of game theory provide a language to formulate, structure, analyze, and understand strategic scenarios (Turocy, 2001). This paper will conclude a short concept of the Game theory, introducing 2 fundamental types of the theory, an introduction to the current issue over Irans nuclear program and applying the game theory by examining the case of a possible war over Irans nuclear program using key information sources from academic publications, news articles, and government/non-governmental reports, which the main players are Iran and Israel, and having the United States as a secondary player. * note that the results from the game theory is by the writers research on the related case study and the writers self-thoughts, thus does not exactly predict the outcomes of the case study. Introduction to the Game theory In real life it frequently happens that you would be faced to make a decision or to choose the best choice from several options. For instance, you might need to decide whether to invest your money for a masters degree or keep on working with your current education. Another instance could be that you wanted chocolate ice cream but the seller has only strawberry ice cream and you have to either choose it or not. In both of the examples, the results depend on your own decision based on self-minded. In the first case, it depends on your ultimate goal at the time. In the second case, it depends on whether you really want ice cream or not, not just considering the flavor. We can model situations like these using Game theory. The Game theory is one of the models that represent the various options and payoffs in a matrix and can then calculate the best single possible strategy or combination of strategies which simplifies real-world phenomena into a more theoretically form, so that we could easily interpret the sense of it. The mathematician Emile Borel suggested a formal theory of games in 1921, which was furthered by the mathematician John von Neumann in 1928 in a theory of parlor games. Game theory was established as a field in its own right after the 1944 publication of the Theory of Games and Economic Behavior by von Neumann and economist Oskar Morgenstern. This book provided much of the basic terminology and problem setup that is still in use today (Turocy, 2001). This central concept of non-cooperative game theory turned to be the focal point of analysis. Since the 1960s, game theory was broadened theoretically and applied to problems of international relations, including war, terrorism, crisis bargaining, deterrence, and economic sanctions. Incorporated with game models, the application of game theory is to international relations give rise to a large number of important empirical questions. Game models, such as the Prisoners Dilemma, described later in the paper, can help illuminate important substantive issues of international affairs, including how and why actors evolve their policies, based on goals and anticipated benefits in the negotiation processes (Dougherty, 1996). Fundamentals of the Game theory In short, game theory deals with any problem in which each players strategy depends on what the other players do. Game theory simply extends this concept to interdependent decisions, in which the options being evaluated are functions of the players choices (Field, 2009). First of all, we will have to learn about the definition of the words used in the game approach and some simple rules of the game: Because game theory arose from the analysis of competitive scenarios, the problems are called games and the participants are called players. -To begin with, despite the rubric game, the object is not to win. Even for strictly competitive games, the goal is simply to identify ones optimal strategy. -In gaming, players actions are referred to as moves. The role of analysis is to identify the sequence of moves that you should use. A sequence of moves is called a strategy, so an optimal strategy is a sequence of moves that results in your best outcome. There are a lot of theoretical approaches to the game theory, in this paper will present the use of two particular fundamentals of the theory. The first one is the sequential-move game, the players must alternate moves; in the second one is the simultaneous game, which the players can act at the same time. These types are distinguished because they require different analytical approaches. We will come back to apply both games to our study case: a potential war over Irans nuclear program, in which before getting to analyze on the sequential and simultaneous games, it is very important that we get to know the background of our case study first as presented in the next section. Irans Nuclear Program 1. Background Iran has pursued a nuclear program for over four decades. Throughout the history of Irans nuclear program, there has been criticism among their neighboring countries and the Western countries, assuming that Irans nuclear program that they claim to be a civilian nuclear power program has always been a covert military application to build nuclear weapons. Irans first steps toward nuclear capability date back to the time of the Shah. These efforts have continued under the post-revolution Islamic Republic. In 1995, with the signing of the Non-Proliferation Treaty, Iran has a right to develop nuclear technology for peaceful, civilian purposes, excluding developing a nuclear weapon. Irans leadership continues to insist it adheres to these conditions. However, the general temptations nuclear weapons offer in terms of perceived prestige and security, together with Irans pattern of deception and concealment of important elements of its program, have raised doubts about its true intentions.For example, Iran failed to disclose the existence of a large uranium enrichment facility at Natanz or a plutonium separation plant at Arak to the International Atomic Energy Agency until after a disclosure from an exile group in 2002 (Carpenter, 2006). If Irans real intention is to obtain and develop a nuclear weapon, we must understand of why the government is pursuing such an approach that could lead to disastrous implications among the country. Deterrence, both regional and extra-regional, is one of the most important considerations. Iran is located in a volatile region, surrounded by hostile neighbors. Russia, Israel, Pakistan, and India all have nuclear weapons already, so regional deterrence issues probably loom large for Iran (Albright, 2012). Such arms could be used to intimidate their neighbors to accept Iranian primacy or listen to their demands over those of the United States or Israel. In addition to President George W. Bushs statement during his presidency axis of evil speech, linking Iran to Iraq and North Korea came as a prelude to an invasion and occupation of Iraq, which comes to the assuming that Iran could be the next hit target on the United States list (Quillen, 2002). 2. Perspectives toward the program Israel Most of Israels political and security apparatus view Irans nuclear program from a unified perspective, it is one of the top priority issues for the government. There remains four points that serve as a consensus toward Iran: first, is that Iran is committed to maintain a nuclear program with the objective of developing nuclear weapons; second is that Iran seeks to become the regions hegemon and that they see Israel as the obstacle to achieve this goal; third, Irans insistence on its NPT agreement of pursuing a peaceful nuclear program (if that were their main purpose); the last, as a nuclear power, Iran would exercise greater sway with its weaker Arab neighbor-states in which currently support Israels position to prevent Iran from acquiring nuclear weapons. If Iran could develop this capability, many Arab states could be forced to ally themselves with Iran due to strategic necessity and national security (Ben-Meir, 2010). Toward to this respect, Israel has concluded that, it is deemed necessary to prevent Iran from developing and acquiring nuclear weapons, thus leading the governments decision to enhance their special ties with the United States which is pursuing the same policy of preventing Iran from developing nuclear weapons. United States Two sets of concerns toward Irans nuclear program are emphasized along with U.S. national security policies in the Middle East region. First, as Irans history of being a tribune to Islamic revolutions and sponsoring terrorist groups such as Hezbollah, U.S. government fears that such tide would enhance the possibility of the transfer of nuclear weapons to those groups, with or without official approval from Irans leadership. Also, the very possession of nuclear weapons by Iran which opposes to U.S. presence in the region, allies, interests, and values would alter the balance of power in the Middle East in ways that could constrain U.S. options in future regional crises (Rhodes, 2005). Second, this concern has less to do with Iran per se than the impact of an additional nuclear-capable state on the global non-proliferation regime. Cases such as the break-out by India and Pakistan in the late 1990s, and the rise of North Korea with its development of nuclear weapons, an o bvious failure of the NPT system could produce a domino effect among countries that want to acquire such technology. This would also increase the opportunities for unauthorized or accidental use of nuclear weapons and even leading to the worst case scenario of terrorist groups or organized crime networks possessing those weapons. 3. Current newspaper articles on Irans nuclear program We will take a look on the current issue from several related newspaper articles. Iran has developed a nuclear program that it stated is for peaceful purposes and power generation in the nation. However, it is also known that any country with a well-developed peaceful nuclear program has also attained the capability to quickly build a nuclear weapon. The International Atomic Energy Agency (IAEA) has said that medium-level uranium enrichment has begun at the Fordo plant near the Holy city of Qom, north of Tehran (Kanchanalak, 2012). The state of diplomacy between Iran, Israel, and the U.S. demonstrates on the West and Israels attempts to use the IAEA, the United Nations, and international sanctions against Iran have failed to encourage cooperation.  Apparent diplomatic road rage has set in between at least Iran and Israel, which will likely prove deleterious for peace (Riazi, 2012). Looking upon Israel, it is a country that lives in perpetual existential fear for its security. Israel is known for its track record of pre-emptive strikes against nuclear targets in the region. In 1981, it bombed the Osirak reactor in Iraq, and recently in 2007, it attacked a facility in Syria that it believed was intended to be a nuclear reactor. However, Iran, unlike those two countries, presents a much more challenging military and economic question (Kanchanalak, 2012). For Iran, it would likely not back down off the nuclear program and would definitely use self-defense tactics against any attacks from Israel and countries abroad. Evidently if Israel decides to attack, it would leverage non-state assets, such as its relationships with Hezbollah, the Hamas, and other Palestinian actors, to pummel Israel, and its populace would unite behind it. It would also likely use IRGC-Quds Force hit squads to target Israeli interests abroad.  The US would face a complex dilemma if Iran uses the Quds Force in such a manner, as well as  if Iran counter-attacked by striking Israel overtly (Riazi, 2012). Irans supreme leader, Ayatollah Ali Khamenei, countered on a televised program stated that Iran will respond in kind when appropriate, and that sanctions will not alter Irans nuclear ambitions. Khamenei furthered that sanctions, in fact, have encouraged Irans military to become more self-reliant. The Iranian navy could also lay mines to close off the Strait of Hormuz a vital oil artery and send the oil price to over US$200 a barrel (Cordesman, 2006). As proud people Iranians would face humiliation if they responded weakly. However, there is one thing that they really do not want, that is domestic interference and military assaults from the United States. Applying Game Theory By reading and examining the key information sources on the background, perspectives, and news articles above, we now apply the Game theory to the current issues over Irans nuclear program, which in this paper will focus on two game approaches, the sequential-move game, and the simultaneous game. 1. The Sequential-move game To analyze a sequential-move game, first construct a game tree mapping out all of the possibilities. Then follow the basic rule: look ahead and reason back (Field, 2009): 1. Look ahead to the very last decision, and assume that if it comes to that point, the deciding player will choose his/her optimal outcome (the highest payoff, or otherwise most desirable result). 2. Back up to the second-to-last decision, and assume the next player would choose his/her best outcome, treating the following decision as fixed (because we have already decided what that player will pick if it should come to that). 3. Continue reasoning back in this way until all decisions have been fixed. Now lets apply the game approach to our study case. Iran has decided whether to continue on or stop their current nuclear program. By attaining the information from the previous section (Irans nuclear program) we should be able to conclude the game as follow: à  Ã‚ ¸Ã‚  Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã… ¾Ãƒ  Ã‚ ¸Ã¢â€ž ¢Ãƒ  Ã‚ ¸Ã‚ ´Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡1 Now we can look ahead and reason back. Looking ahead, if Iran continues on with the nuclear program and follows until the last path, it will be that either Iran has to downplay the situation and surrender or choose to use self-defense tactics, thus worsening the scenario. More than likely, if Iran continues on with their nuclear program, a regional conflict will spark up. Reasoning back, we now know that if Iran chooses to stop the program at first or face downplay and losses at the last choice, the issue would likely not turn to be regional but at least controllable around the area. We end this section with a few observations before moving on to simultaneous games. First, notice that looking ahead and reasoning back determines not just one players optimal strategy, but those for all players. It is called the solution to the game. Once it has been determined, it is irrelevant whether or not the game is actually played, as no one can possibly do better than the solution dictates (Field, 2009). That is why the concept of winning does not really apply. Sequential games are determined, so ultimately, there are only two choices: either the player with the last decision gets his/her best outcome, or the game is not played. 2. The Simultaneous game For this game approach we will take a look at the simplest but most famous example set called the Prisoners dilemma. For this paper the writer will assume that readers have a small knowledge about this game set already, thus this section will begin analyzing and adapting the game to the study case without going through the intro of the dilemma. Same as the sequential-move game, we attain the same information for analyzing. For an easier way of interpreting the information to create the dilemma, you first need to breakdown the facts from the information: Iran Priority is to continue with the nuclear program without interference from abroad (esp. Israel) Israel Priority is to get Iran to stop the nuclear program without military action. Now as the case has been simplified, we can demonstrate the game set. Iran shall have two basic choices: (1) to stop the program, or (2) continue on the program. Israel will also have two choices: (1) to attack, or (2) not attack. à  Ã‚ ¸Ã‚  Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã… ¾Ãƒ  Ã‚ ¸Ã¢â€ž ¢Ãƒ  Ã‚ ¸Ã‚ ´Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡2 The choices are illustrated in the diagram above. The numbers in the boxes refer to the consequences of the decisions. Irans gains and losses are represented by numbers in the lower left corners of the boxes, and Israels gains and losses are represented by numbers in the upper right corners. Look at the box labeled B. The scenario portrayed in box B is that Iran stops the nuclear program and Israel does not attack. If this happens, Iran would not achieve its main objective but Israel, as the result of Iran stopping the program, thus not attacking, does achieve their primary objective. For this scenario Iran loses, receiving -1 and Israel gains, receiving 1. Meanwhile taking another look at box C, Iran would continue on the program and Israel decides to attack. If this happens, Iran will achieve an objective, which is to continue on the program, but only at the cost of having Israel to interfere by attacking. Irans gains and loses cancel each other out, and this results is represented by a 0. Israel, in box C scenario, decides to attack since Iran continued on the program, thus does not accomplish the objective of having Iran stop the program and not attack Iran. In this case Israel loses both its objective so receives a -1 in the box. Looking at all the boxes one at a time, the whole pattern of possible choices and consequences becomes clear. We could also expand the game, instead of having only 2 variables, lets try using 5 variables. The game theory matrix would now have twenty-five boxes (55) instead of four (22). à  Ã‚ ¸Ã‚  Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã… ¾Ãƒ  Ã‚ ¸Ã¢â€ž ¢Ãƒ  Ã‚ ¸Ã‚ ´Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡3 For this game we also attain more information for analyzing: Iran Priority is to continue with the nuclear program without interference from abroad (esp. Israel) Will comply with IAEA if given permission to continue with the nuclear program Would use self-defense tactics if Israel or countries abroad attacks Would close out the Strait of Hormuz if being attacked and the international sanctions are lifted up. Israel Priority is to get Iran to stop the nuclear program without military action. A diplomatic resolution is desired if Iran stops the nuclear program U.S. government/military has no intentions of getting involved if Iran stops the nuclear program International sanctions will be lifted up if Iran continues on with the nuclear program. Many more consequences are now possible as shown in the diagram above. We now see that game theory helps political scientists analyze and think thoroughly all the possibilities of combination as of decisions and the possible costs and consequences of those decisions. Conclusion International relations and politics in general are complex. The events we observe at the macro-level (e.g., wars, trade, and terrorism) are driven by many events and decisions that occur at the micro-level (e.g., in war: elite decision-making, domestic politics, culture). The tool that political scientists use to make sense of this complexity is modeling. One of the populist models is the game theory. Game theory can be used to design credible commitments, threats, or promises, or to assess propositions and statements offered by others. In using the game theory on predicting possible consequences for our study case, we can see clearly the possible outcomes on which the players (Iran and Israel) decide to choose. This paper has attempted, through using two game theory models, to look into the current conflict between the two countries over Irans nuclear program. As per examining the provided key information sources, it is clearly seen that the main problem is the absence of mutual trust between the two countries, high prestige and different views of national security, which had forced both of them to opt for a decision in their nuclear game with the highest cost for the other side. Definitely that a nuclear-armed Iran would spur proliferation in the Middle East region, increase regional instability, and increase the chance of nuclear war. If Iran chooses to continue on with the nuclear program, it will have to face consequences in which both Iran and Israel tend on avoiding. And if Iran continues on with the program, it could also trigger the possible conflict to a wider arena which would be disastrous to all players. While at every step of the game it may be favorable for either party to insist on its claims, the long-term resolution may be somewhat different. In anyway, this is only a tool for analytical and to interpret information to a theoretical approach which leads to a more simplified way of studying the possible outcomes and the consequences of the study case.

Denmarks Coffee Industry :: essays research papers

Strengths •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Government control of coffee market has consumer confidence high •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Denmark has no restrictions on capital transfers. Denmark adheres to EU rules on the liberation of capital movements. Also Denmark has no foreign exchange restrictions. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Political violence is unknown in Denmark •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Corruption is generally unknown in Denmark. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After oil, coffee is the most traded and valued commodity in the world. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Scandinavian countries (Finland, Denmark, Norway, Sweden) consume between 8 and 11 kilos per capita, per annum. This is the highest level of coffee consumption in the world. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This expansion could strengthen a coffee shop’s global presence and also minimize risk. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Danish currency, the Danish Krone (DKK), is pegged to the Euro. Weaknesses •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Denmark citizens may not acquire a taste for an American coffee, which in turn could lead to diminishing returns. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  There are a very few coffee shops based in Denmark, so creating a pioneering image could backfire. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the coffee industry, beverage innovation is a determining factor of the Company’s success. The lack of beverage innovation could have a significant adverse affect on performance. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Denmark has yet to adopt the Euro, the common currency of the European Union, as its currency. Opportunities •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Volume of coffee sales increased in 2003 and showed strength in 2004. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hot drinks are subject to international influences. These influences are slowly changing drinking patterns in the hot drink market. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In 2003 coffee consumption outside the home increased to 27% compared to its 2002 mark of 25%. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The tea market was in a downward trend in volume sales in 2003. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Denmark hot drinks market is dominated by international players. Sara Lee Corp., Kraft Foods and Nestle all gained a dominant position in Denmark’s hot drink market by means of acquisition of already existing well known local companies. They utilized strong country loyalty by not changing the name but at the same time developing new flavors and brands. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Denmark has no restrictions on capital transfers. Denmark adheres to EU rules on the liberation of capital movements. Also Denmark has no foreign exchange restriction. •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Vesterbro, Copenhagen’s former red light district, lends itself to trendy businesses such as coffee shops. Threats •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Existing competition includes the following: o  Ã‚  Ã‚  Ã‚  Ã‚  Ricco’s Coffee Shop o  Ã‚  Ã‚  Ã‚  Ã‚  Art Cafà © Riga o  Ã‚  Ã‚  Ã‚  Ã‚  Cafà © Zach o  Ã‚  Ã‚  Ã‚  Ã‚  Bang & Jensen o  Ã‚  Ã‚  Ã‚  Ã‚  Hackenbush o  Ã‚  Ã‚  Ã‚  Ã‚  Cafà © Sonja o  Ã‚  Ã‚  Ã‚  Ã‚  Amokka Kaffehaus o  Ã‚  Ã‚  Ã‚  Ã‚  Other cafà ©s   Ã‚  Ã‚  Ã‚  Ã‚  Bars   Ã‚  Ã‚  Ã‚  Ã‚  Restaurants   Ã‚  Ã‚  Ã‚  Ã‚  Fusion Cafà ©s (cafà ©s with areas to shop, do laundry, or another activity) •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Kaffeplantagen Coffee Bar & Flower Shop •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Barbarellah Bar, Clothing Store, & Interior Decoration •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Potential government crackdown on hemp marketplace in Christiana (square within Copenhagen) could harm other businesses such as coffee shops •Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Low population growth in Denmark leaves coffee consumption at its saturation point.

An Analytical Essay on the Humor in Hamlet :: The Tragedy of Hamlet Essays

An Analytical Essay on the Humor in Hamlet    Humor was added to Hamlet by two major scenes, along with Hamlet's use of his antic-disposition. These two were: the scene between Hamlet and Polonius in the library, and the scene with the grave diggers (the clowns).    The scene between Hamlet and Polonius took place in Act II Scene 2. In Hamlet's first encounter with Polonius, he immediately insulted the old man by calling him a "fishmonger". He then quickly changed his opinion and complemented Polonius by calling him an honest man. Hamlet said, "to be honest, as this world goes, is to be one man picked out of ten thousand". As we know Polonius definitely was not such a man. Hamlet was portrayed as a clever lad, who was playing a psychological game with an old fool. He asked Polonius whether or not he had a daughter, pretending he did not know that Ophelia was Polonius's daughter. When Hamlet was asked about what he was reading, he replied by saying, "words, words, words". Throughout this scene, Hamlet revealed himself to Polonius as a mentally unstable man. He was playing a fool himself, while ingeniously using this to make Polonius look like an even bigger fool. He cleverly insulted Polonius' appearances indirectly, by referring to the book he was reading. According to that book old men had grey beards, their faces were wrinkled, they had a plentiful lack of wit, and so on. He was describing Polonius exactly. Perhaps the most humorous part took place when Hamlet, while saying, "for yourself, sir, shall grow old as I am, if like a crab you could go backward",   he advanced towards Polonius, causing him to walk backwards. Those words and the actions on the stage   revealed Hamlet to be a daring young man. When Polonius finally left, Hamlet dropped his pretense and yelled, "These tedious old fools!". In Act III Scene 2, Hamlet used a recorder, the musical instrument, as a telescope when Polonius entered the scene. He asked Polonius, "Do you see yonder cloud that's almost in shape of a camel?". Hamlet always pretended to be the madman in front of Polonius, while he actually made him look like an old fool.       The scene with the grave diggers (the clowns), took place in Act V Scene I. The clowns were discussing Ophelia's death and were making fun of the case of Sir James Hales, who also drowned himself. An Analytical Essay on the Humor in Hamlet :: The Tragedy of Hamlet Essays An Analytical Essay on the Humor in Hamlet    Humor was added to Hamlet by two major scenes, along with Hamlet's use of his antic-disposition. These two were: the scene between Hamlet and Polonius in the library, and the scene with the grave diggers (the clowns).    The scene between Hamlet and Polonius took place in Act II Scene 2. In Hamlet's first encounter with Polonius, he immediately insulted the old man by calling him a "fishmonger". He then quickly changed his opinion and complemented Polonius by calling him an honest man. Hamlet said, "to be honest, as this world goes, is to be one man picked out of ten thousand". As we know Polonius definitely was not such a man. Hamlet was portrayed as a clever lad, who was playing a psychological game with an old fool. He asked Polonius whether or not he had a daughter, pretending he did not know that Ophelia was Polonius's daughter. When Hamlet was asked about what he was reading, he replied by saying, "words, words, words". Throughout this scene, Hamlet revealed himself to Polonius as a mentally unstable man. He was playing a fool himself, while ingeniously using this to make Polonius look like an even bigger fool. He cleverly insulted Polonius' appearances indirectly, by referring to the book he was reading. According to that book old men had grey beards, their faces were wrinkled, they had a plentiful lack of wit, and so on. He was describing Polonius exactly. Perhaps the most humorous part took place when Hamlet, while saying, "for yourself, sir, shall grow old as I am, if like a crab you could go backward",   he advanced towards Polonius, causing him to walk backwards. Those words and the actions on the stage   revealed Hamlet to be a daring young man. When Polonius finally left, Hamlet dropped his pretense and yelled, "These tedious old fools!". In Act III Scene 2, Hamlet used a recorder, the musical instrument, as a telescope when Polonius entered the scene. He asked Polonius, "Do you see yonder cloud that's almost in shape of a camel?". Hamlet always pretended to be the madman in front of Polonius, while he actually made him look like an old fool.       The scene with the grave diggers (the clowns), took place in Act V Scene I. The clowns were discussing Ophelia's death and were making fun of the case of Sir James Hales, who also drowned himself.

African American and Personal Essay Essay

|For freshman applicants only. This personal essay is a very important part of your application. It assists the University in | |knowing you as an individual, independent of test scores and other objective data. We ask that you respond to two of the topics | |below. Your personal essay should be no longer than 250 words per question for a total of 500 words for both personal essays in | |the space provided below. The best personal essay is not necessarily the longest. The essay will be requested if it is not the | |appropriate length. | |What qualities or unique characteristics do you possess that would allow you to contribute to the university community? | |Describe an activity, interest, experience, or achievement in your life (this could be a book, a movie, or an activity or | |experience at work, home, or school) that has been particularly meaningful for you. | |How has your family history, culture, or environment influenced who you are? | 1. When I think of what I can contribute to the university to community, I begin to look at what the university is all about. Florida A M University is all about warmth and acceptance. It’s all about driving students from all walks of life to perform to the best of their capabilities. There all about welcoming African American students and encouraging them to pursue greater heights. My only wish is that I will be given a chance to contribute even in the smallest of way, in helping the university keep its reputation and the prestige it deserves. Doing so is not an impossible task for I believe that simply being myself will be a contribution itself. I honestly believe that I am strong enough to face the multiple challenges that will come along the way as I pursue my studies. Moreover, I believe that being an African American; I can contribute to the cultural diversity of the university. FAMU is known for preserving and uplifting the cultural and historical heritage of the African Americans. Furthermore, the school is known to encourage African Americans to pursue their studies and become competitive in the world. I firmly believe that with my willingness to learn and to succeed, can contribute to the cause. In my little way, I can set an example to my fellow African Americans on how to actively pursue and work towards one’s goals. My belief that education is vital in achieving success is parallel with that of the university and somehow, in my everyday dealings with other students, I can help strengthen such belief. My contribution to the university community may not be grand . However through my constant strives for success I will be able to prove how valuable the education that FAMU provides can be. 2. Something that has been particularly meaningful to me is the passing of my little sister Laura in the spring on April 2, 2011. She was 11 years old, she died n a car accident on her way home with our neighbors, the tire blew out and the car flipped over 6 times killing her and 6 others. My sister was an â€Å"A† student, took all honors classes and never troubled anyone, she was a happy hearted person, loved to be around people. She looked up to me and wanted to be just like me, for instance she liked cheerleading, color guard, band, and track. those are some of the sports I participate in now and now that she is gone I look up to her and I want to Graduate High school and get into College for my Parents, myself and for her because she would of been so proud of me to see that day I walk that stage in remembrance of her I will do anything it takes to fulfill her dreams and mines, its what she would have wanted.