A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon

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Hedgehog - Critical Essay

The task asks you to compare and contrast the two poems - obviously with a view to discussing themes and how the hedgehog is viewed by both Muldoon and Thwaite - but it also asks you to show how the two poets have used language.

This last instruction is of great importance because when you are not only be expected to talk about the similarities and differences with regard to such things as themes but you must, within such discussions, show how the poets have used language to convey their themes i.e. through choice of diction, image, tone, alliteration, form etc.

What you must try to avoid is

Help with essay on A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon

i)doing two separate critical analyses which offer no comparisons

ii)structuring an essay in a rigid way around themes, tone, diction etc. within which you lose sight of how the subject has been treated - in other words you lose a sense of the poems as a whole

iii)rambling on about general similarities and differences with regard to the treatment of the subject paying very little attention to how language has been used to convey a poet's themes/concerns

Approaches

There are two main ways of comparing two poems but both rely on a detailed awareness of each poet's treatment of his subject - what themes he is able to expound from it - and of how each poet has used language in order to convey his ideas etc.

Both approaches must be introduced by a clear and precise introduction which identifies in general (but not vague) terms just what are the primary similarities and differences between the two poems e.g.

Although both of the poems in question have the hedgehog as their primary subject material, and although both of them deal with similar themes such as victimisation, suffering and man's alienation from nature, each poet treats his subject and presents his themes in a different way Muldoon takes a symbolic approach to the hedgehog, making it representative of a victim of man's cruelty and indifference rather than a creature in its own right, whereas Thwaite concentrates on a far more detailed, 'naturalistic' description, paying great attention to the everyday life of the hedgehog and its relationship with man.

At this stage there is no real need to throw in some vague and waffly comment about how they each use language differently because if you write this essay properly then as you examine the themes/treatment of the subject you will necessarily have to show how language has been used differently.

What I am trying to say is that the main point of the essay is to discuss the different views towards/uses of the hedgehog, not to concentrate on an essay which pays more attention to badly decontextualised quotes in order to make a couple of weak points about literary terms and structures.

Approach 1

After such an introduction you can then talk about the first poem in detail, concentrating on establishing how the poet has used the hedgehog to present his themes. During this discussion you will have various opportunities to actually discuss how language is used for the presentation of his ideas e.g.

Muldoon's poem ironically begins not with a focus on the hedgehog of the title but with a description of how a snail moves

The snail moves

Like a hovercraft,

Held up by a rubber

Cushion of itself,

This vivid use of figurative language immediately establishes not only a very clear description of the nature of the snail's movement but, far more importantly, establishes a link between man and nature. Both the hovercraft and the rubber cushion are objects linked directly to man, to bring comfort on the one hand with regard to ease of travel and on the other with regard to how we might sit. By using such similes and metaphors, Muldoon appears to be trying to set us also at our ease; the images are almost comical in their construction, likening a snail to a hovercraft and a cushion, and certainly do not seem to have a great deal in common with the later line of discussion which he will pursue as he presents such themes as suffering, alienation and isolation. However, this appears to be a deliberate ploy, a way of perhaps catching us off guard with regard to the true nature of the poem as indeed such images catch us off guard with regard to our own feelings about the snail.

The point is to allow a discussion of language but always in relation to the actual themes and ideas of the poem itself.

As the poem continues, Muldoon establishes a link between the snail and the hedgehog of the title. He says that the snail shares "its secret with the hedgehog" but, as if in an act of selfishness,

The hedgehog

Shares its secret with no one.

Already we can see not only a relationship being established between the two representatives of the natural world but also the first indication that for whatever reason the hedgehog is a secretive, isolated creature, unwilling to share its knowledge with anyone or anything else. This sense of isolation is further compounded as the poem continues

We say, 'Hedgehog, come out

Of yourself and we will love you.

This appeal is obviously not a literal act and it is from the nature of such an inquiry that it is possible to see how the poem takes on a far more symbolic character, with the hedgehog itself being developed as a symbol for Muldoon's primary themes. The yearning tone implies a desire not just to literally understand the hedgehog and its apparent introspection and isolation but, on a symbolic level, to understand nature itself. This in turn suggests that Muldoon is arguably concerned with man's loss of contact with the natural world, as symbolised by the hedgehog. The hedgehog's refusal to acknowledge let alone answer man's pleas - 'man' in general terms because of the inclusive use of the pronoun 'We' - surely confirms this sense of alienation

We want

Only to listen to what

You have to say. We want

Your answers to our questions.

Two important points arise from this section of the poem. First of all there is an ironic reversal of roles taking place. Whereas before we might have considered the hedgehog in its natural state and behaviour to represent a rather isolated and even alienated figure, the victim, as in the second poem, of man's 'conquest' and control of his environment, it seems from the implied tone of this extract that in fact it is man, the inclusive 'We' again, who is isolated, lonely and pleading for help. It is man who seems to lack the confidence and reassurance that appears so desperately needed, as suggested by the selfish nature of the pleas, "We want...We want..."

You could then discuss the the last two stanzas, establishing primarily the very powerful association of the hedgehog with Christ through the lines

We forget the God

Under this crown of thorns.

Why? What is being suggested through such metaphors? Establish the symbolic use of the hedgehog to clearly underscore the themes of suffering, of alienation and even betrayal...of how Muldoon's man purpose in this powerful, questioning poem may well be to establish the fact that we have lost contact with nature and, arguably, therefore ourselves.

Having established the first's poet's primary themes/concerns, and also having shown how language has been used to achieve his effects, you now have to discuss the second poem in the light of the first!

Unlike Muldoon's poem, Thwaite's begins with a very detailed and evocative description of the movements and habitat of the hedgehog itself

Twitching the leaves just where the drainpipe clogs

In ivy leaves and mud, a purposeful

Creature at night about its business.

This is a far more realistic portrayal of the hedgehog than Muldoon's and initially suggests that Thwaite may well be concerned with different aspects of the creature and, indeed, with different issues entirely. However, as the poem develops it soon becomes clear that he too is dealing with the themes of suffering, alienation and isolation, though in a far less symbolic way.

He initially concentrates on emphasising the supposed power of the hedgehog within its own environment,

Dogs

Fear his stiff seriousness. He chews away

At beetles, worms, slugs, frogs. Can kill a hen

With one snap off his jaws, can taunt a snake

To death on muscled spines.

These vivid descriptions lay emphasis on the hedgehog's power through their use of such active, forceful words as 'fear', 'kill', 'snap' and 'taunt', giving the impression that the creature is master in its own kingdom. The intention of such lines may well be to create a realistic but also a rather unsympathetic picture of the hedgehog, almost serving to alienate it from us as we usually perceive a hedgehog as a timid and rather gentle creature, something that is arguably suggested in the first poem through the tone of address and the secrecy of the animal. As if to underline this strange reversal of how we might perceive the hedgehog, Thwaite then tells us that,

Old countrymen

Tell tales of hedgehogs sucking a cow dry.

Surely this bizarre image is intended to shatter the misconceptions the first two stanzas have created and make us look afresh at the hedgehog; to make us laugh at its preposterousness in order to make us question ourselves and our own judgements; to make us consider the real power of the hedgehog, rather than that suggested by old wives' tales. So, both poems can be seen to be asking us to re-examine our attitude towards the hedgehog, the first through its metaphorical/symbolic associations and Thwaite's poem through shattering the myths and preconceptions.

You would then need to examine the final stanzas and explain how this poet also deals with the themes of suffering - another reversal because it is now the hedgehog that is suffering and not the other creatures; in a similar way to the reversal which takes place in the first poem - alienation and isolation, as did Muldoon, along with man's inability to realise that he is losing contact with the natural world e.g.

The third stanza is based around a series of very vivid images which emphasise the suffering and isolation of the hedgehog e.g.

But this one, cramped by houses, fences, walls,

The fact that the creature is "cramped" by man-made barriers and restrictions seems to elevate it to a more symbolic level, a symbolism which is similar to but not as powerful as that in the first poem. This is no "God" but most definitely a victim, a sufferer in another sense. This hedgehog is literally isolated and alienated by man's lack of understanding and actual manipulation of his environment, rather than a creature which is symbolically isolated by man's loss of understanding and appreciation of the natural world as in the first poem...

Stress the similar themes but also show an awareness of how they have been conveyed in a different way to the themes in Muldoon's poem.

As a conclusion you might like to reinforce the fact that both poets use the hedgehog to present an examination of man's relationship with nature, emphasising the fact that in both poems, despite what might initially be perceived, both poets recognise that the hedgehog is the victim and we are the victimisers.

The point is to keep referring to the first poem when discussing the main aspects of the second.

Please note that this sample paper on A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon, we are here to assist you. Your cheap custom research papers on A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon will be written from scratch, so you do not have to worry about its originality.

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Abolitionist movement

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January 1, 00

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Abolitionist Movement Project

Period 1

Thesis Statement As the anti-slavery movement moved on it became clear that the reasoning and opinion of whites on abolition issues were relevant, even though the voice of an African American is more heartfelt and emotional. Sojourner Truth and Fredrick Douglass were great abolitionist. They are still being remembered as heroes along with other abolitionist such as William Lloyd Garrison, Harriet Tubman, Wendell Phillips, Lucretia Mott and Quaker Benjamin Lundy. Those are just some of the people that proved that the justification of slavery by whites was bogus.

Isabella was born between 177 and 1800. She later changed her name to Sojourner Truth (Narrative of Sojourner Truth, 1875). She was born to Betsy and James. James and Betsy were the slaves of Colonial Ardinburgh Hurly. Colonial Ardinburgh died when Isabella was a baby. She and her parents became the slaves of his son Charles. Isabella was said to have ten to twelve brothers and sisters, but has only seen six of them. She remembers the two that were younger than her a three-year-old girl and a five-year-old boy. Isabella and Peter her younger brother stayed with their parents until the death of Charles.

At an auction to decide where Charles's assets were going to be placed, the people thought that James, Isabella's father wasn't able to do anything anymore. Betsy was given her freedom to care for James. They were able to live comfortable for several years until the death of Betsy. Betsy was supposed to be fixing something to eat for James in the kitchen. James came into the cellar where they lived and saw that Betsy was lying on the floor choking. She had become ill with palsy. Isabella and Peter were permitted to see their mother's remains and visit with their father. James died a couple of years later. He was found in a filthy, cold and deserted cabin in the woods. The news of his death reached John Ardinburgh the grandson of Colonial Ardinburgh. Jon decided the James should have a good funeral (Narrative of Sojourner Truth, 1875).

A couple of years after James death Isabella was married to another slave, named Thomas. Isabella became the mother of five children. Isabella's trial with slavery started way before she was old enough to know it, but she really felt the pains of slavery when it involved one of her children. One of Isabella's children got sold to doctor, who took the boy to New York, but sent him back because he was too small. Isabella's son Peter was illegally sold. She eventually got him back but he was severely tortured both physically and emotionally by the people he was sold to. When Isabella became free, Peter and Isabella went to live in New York. Peter got into a lot of trouble. Isabella decided to disown him until he changed. Peter got arrested and Isabella didn't come to his rescue. Peter called a man from his neighborhood that helped young colored culprits. The man, Mr. Williams told Peter that he had to go on a vessel and away from the city. Peter left the summer of 18. He wrote a letter to Isabella that was dated October 17, 1840. He wrote her twice afterwards. She never heard from him again. When Sojourner died she left a legacy that was full of hardships, and triumphs.

As a man who experienced slavery first hand Fredrick Douglass is a prime example of a black abolitionist who escaped from slavery and spoke out against the institution out of loyalty to his race. Frederick Baily was born a slave in February 1818. On Holmes Hill Farm on Marylands Eastern Shore. The farm was part of an estate owned by Aaron Anthony. Aaron Anthony also managed the plantations of Edward Lloyd V, one of the wealthiest men in Maryland. The main Lloyd Plantation was near the eastern side of Chesapeake Bay, 1 miles from Holmes Hill Farm, in a home Anthony had built near the Lloyd mansion, was where Fredericks first master lived. Fredericks mother, Harriet Baily, worked the cornfields surrounding Holmes Hill. He knew little of his father except that the man was white. As a child, he had heard rumors that the master, Aaron Anthony was his father.

Because Harriet Baily was required to work long hours in the fields, Frederick had been sent to live with his grandmother, Betsey Baily. Betsy Baily lived in a cabin a short distance from Holmes Hill Farm. Her job was to look after Harriets children until they were old enough to work. Fredericks mother visited him when she could, but he had only a hazy memory of her. He spent his childhood playing in the woods near his grandmothers cabin. He did not think of himself as a slave during these years. Only gradually did Frederick learn about a person his grandmother would refer to as Old Master and when she spoke of Old Master it was with certain fear. At age 6, Fredericks grandmother had told him that they were taking a long journey. They set out westward they had approached a large elegant home, the Lloyd plantation. His grandmother pointed out children who were his brother Perry, and his sisters Sara and Eliza. His grandmother had told him to join his Plantation, where several children were playing on the grounds. He did so reluctantly. After a while one of the children yelled out to Frederick that his grandmother was gone. Frederick fell to the ground and wept, he was about to learn the harsh realities of the slave system.

Fredericks mother was rarely able to visit her children due to the distance between Holmes Hill Farm and the Lloyd plantation. Frederick last saw his mother when he was seven years old. He remembered his mother giving a severe scolding to the household cook who disliked Frederick and gave him very little food. A few months after this visit, Harriet Baily died, but Frederick did not learn of this until much later. Frederick gradually learned to read and write. With a little money he had earned doing errands, he bought a copy of The Columbian Orator, a collection of speeches and essays dealing with liberty, democracy, and courage. Frederick was affected by the speeches on freedom in The Columbian Orator, and so began reading local newspapers and began to learn about abolitionists. He was not quite 1 years old but enlightened with new ideas that both tormented and inspired him. Frederick began to detest slavery. His dreams of freedom were encouraged by the example of other blacks in Baltimore, most of whom were free. But new laws passed by southern state legislators made it very difficult for owners to free their slaves.

While apprenticing at the shipyard, Frederick was harassed by white workers who did not want slaves or free blacks competing with them for jobs. One afternoon, a group of white apprentices beat up Frederick and nearly took out one of his eyes. Hugh Auld, his master was angry when he saw what had happened and attempted to press charges against the assailants. None of the shipyards white employees would step forward to testify about the beating. Free blacks had little hope of obtaining justice through the southern court system, which refused to accept a black persons testimony against a white person. The case was dropped because of this.

In Fredericks spare time he met with a group of educated free blacks and loved the fact that he was a student again. Some of the free blacks formed an educational association called the East Baltimore Mental Improvement Society, which Frederick was a part of. This is where Frederick learned his debating skills. At one of the societys meetings, Frederick met a free black woman named Anna Murray. Anna was a few years older than Frederick and was a servant for a wealthy Baltimore family. Although Anna was a plain, uneducated woman, Frederick admired her qualities of thriftiness, industriousness and religiousness. Anna and Frederick were soon in love and in 188 they were engaged.

In 184 Douglass was a part of the Hundred Conventions project. This was the American Anti-Slavery Societys six-month tour of meeting halls throughout the west. Even though Douglass enjoyed his work immensely, his job was not an easy one. When traveling, the lecturers had to live in bad conditions. Douglass was often roughly handled when he refused to sit in the Negro sections of trains and steamships, and worst of all some of the meetings that were held in western states were sometimes disrupted by mobs. In 1840, when Fredrick was a member of the group American Anti-Slavery Society they split up. Even though all of them wanted to end slavery they didn't think women should have equal rights. In Pendleton, Indiana Douglasss hand was broken when a gang of thugs beat him and an associate. Such incidents were common on the western frontier, where abolitionists were often viewed as dangerous fanatics. Despite these incidents, Douglass was sure that he had found his purpose in life.

Douglass's main way to fight against slavery was to speak about it, but he had to be discrete with what he said. Fredrick Douglass published the story of his life. He got his William Lloyd Garrison and Wendell Phillips wrote introductions for the book. His autobiography was bestseller. While all of this was going on Fredrick was still not free. He ran from his master. On December 5, 1846 Hugh Auld signed papers that said Fredrick was free. On December ,1847 Fredrick newspaper "North Star" went into presses.

Some of Fredrick Douglass's hopes were dashed during Reconstruction and the Gilded Age, but he continued to travel widely and lecture on racial issues, national politics, and womens rights. In the 1870s Douglass moved to Washington, D.C., where he edited a newspaper and became president of Freedmans Bank. As a stalwart Republican, Douglass was appointed marshal (1877-1881) and recorder of deeds (1881-1886) for the District of Columbia, and charg daffaires for Santo Domingo and minister to Haiti (188-181).

Brilliant, heroic, and complex, Douglass became a symbol of his age and a unique voice for humanism and social justice. His life and thought will always speak profoundly to the meaning of being black in America, as well as the human calling to resist oppression. Douglass died in 185 after years of trying to preserve a black abolitionists meaning and memory of the great events he had witnessed and helped to shape.

Both Sojourner Truth and Fredrick Douglass were former slaves, and had hard lives. Both of them tried to reach people by word of mouth. Fredrick Douglass was a great lecturer and Sojourner Truth talked with whomever she came in contact with. I think that Fredrick Douglass definitely had more chances to speak because he was a male. Sojourner and Fredrick believed in some of the same things. The three main ideas they believed in were; equal rights for women, ending slavery and that God loves us all. Fredrick truly captured all of these things in the motto for the newspaper, " Right is of no sex- Truth is of no color- God is the Father of us all, and we are brethren."(History Sourcebook)

Conclusion The abolitionist movement to me started the struggle for African Americans to gain equality in the world. People in the abolition movement and the civil rights movement had a lot of similarities between them, but the thing that bonds them is one common goal which is simply to be FREE.

Bibliography

David W. Blight, Frederick Douglass Civil War Keeping Faith in Jubilee (18); Waldo E. Martin, The Mind of Frederick Douglass (184).

Jacqueline Bernard, Journey toward Freedom The Story of Sojourner Truth (167); Hertha Pauli, Her Name Was Sojourner Truth (16).

Foner, Philip S. The Life and Writings of Frederick Douglass Pre-Civil War Decade 1850-1860. New York International Publishers, 150.

Fredrick Douglass, The Hypocrisy of American Slavery July 4, 185

Fredrick Douglass, The North Star

Fredrick Douglass, Narrative of the Life of Fredrick Douglass An American Slave. Cambridge Belknap Press of Harvard University, 160

Internet

www.britannica.com

www.yahoo.com

All pictures came from Modern History Sourcebook

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Literacy

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Reading competencies are a key factor in unlocking pupils' full potential across the curriculum. As Caroline Daly (18) suggests ' pupils' experience of reading impacts upon their participation in wider learning; it has implications for personal enrichment; economic viability and employment prospects; social relationships; leisure activities and cultural identity.'

The two pupils that I have chosen to look at in this essay with regard to reading, are both from Year 8. Child A (male) is from a bottom set class, consisting of seven boys and three girls. Child B (female) is from a top set with twenty-two pupils, thirteen girls and nine boys. They are opposite ends of ability and were both happy and open to talk with me about their own reading experiences.

I would like to start by looking at some of the key differences of how and what child A and B read with regard to the evidence collated from my survey. I carried out this survey with each child individually in a quiet room to try and create a comfortable environment for answering the questions openly and honestly. When asked if they enjoyed reading, child A's response was quite different to that of child B. Child A responded with 'sometimes' whereas child B answered much more enthusiastically and said she 'enjoy it very much [she] reads all the time.' So from the outset we can see the different attitudes towards reading from either child.

When questioned about how they prefer to read, child A again was drastically different to child B. A said he would 'only read in [his] head' and disliked reading out loud or group reading as he felt 'embarrassed'. His strategy for coping with difficult sentences or words was just to 'skip past them' or if he was at school he might ask the person next to him. B however said that she mostly read in her head but does not mind reading out loud either on her own or with a group. Child B's strategy for dealing with difficult areas was also very different. Instead of ignoring the problem she said she would 'read the bit out loud to try and make sense of it' or try and 'break down the words to fit them into the sentence.' When I asked what she would do if this didn't solve her problem, she said she would ask an adult for help. Child B is also happy to read anywhere, at home, on the bus or in school whereas child A said he finds reading in school really 'boring' and only reads a bit at home.

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The questions about what they read also revealed some stark differences. Child A doesn't like any of the texts he reads at school and wouldn't ever read 'the lengthy proper English books.' Although he did say that he likes the way the 'stories are put together' in Shakespeare but couldn't name which play. Instead he prefers to read computer magazines, manuals for his computer games and things on the Internet. When I asked if he read with anyone at home he said that he 'sometimes reads to his older brother but he will only listen if it's one of the computer magazines.' Child A also said that he might read a book that's been recommended to him as long as it interests him.

Child B's reading is much more varied, she is currently reading Water Wings by Morris Gleitzman at home, which her grandmother bought her. She likes to read children's fiction and doesn't mind the texts that they read at school. However, she did say that she wished they were more 'up to date.' Child B's favourite thing to read though, is like child A, magazines. Her favourite is 'Sugar' magazine as it contains different things that interest her. Child A always used to read with her grandmother and mother. Now she reads with her younger sister instead, although she did not say what they read together.

So from simply comparing some of the answers that came out of the reading survey, I feel that there are three main factor of influence on child A and B's attitudes towards reading. They are motivation, family and gender.

It is apparent from the survey that both children have a passion for certain subjects or topics and when a text contains this and engages them, reading takes place. It is from this passion or enthusiasm that motivation to read can stem from. It is important to remember that (Daly, 18) 'the diversity of texts encountered outside the English classroom contributes to the continuum of pupils' reading histories.' It is this that helps motivate and drive them to read. Child A's reading history is very limited to that of child B who, although enjoys reading magazines like child A, will also engage herself with fiction that is bought for her. It is the reading history of child A that may be a contributing factor as to why he finds certain text so boring. Daly (18) concludes that 'in [his] own choice-led and needs-led encounters with texts outside the classroom…an unsatisfactory text can be switched off, left unfinished or replaced readily with available alternative.' Meaning that child A could quite happy change from web page to magazine to computer game at home whenever he feels the need. This attitude is also reflected in child A's strategy for dealing with difficult text, whereas child B will be motivated to try and solve the problem, A just skips past it, ignoring the problem and moving onto something else therefore lacking development. As Bearne and Hodges (000) state 'if students are not motivated to read, then they will not engage in the breadth and depth of reading necessary for that development to take place.'

I also feel that the role of the family has helped shape the different attitudes to reading of child A and B. Bruner (166) acknowledges the need of a role model to help guide and shape the developing reader. This modelling is just as important in the home as it is at school and the different development of child A and B due to these role models is obvious. B is supported in the home and encouraged to read, whereas child A reads to his brother only when it's about computers.

My last factor, gender, is one that I felt I could not ignore. From the ratio of boys to girls in the top and bottom sets, a gender divide is evident. Daly (18) along with Bearne and Hodges (000) acknowledges this differentiation between boys and girls and it is interesting to note when looking at the points raised, the similarities to child A and B. Daly (18) highlights that 'boys in general have expressed greater interest in events and plot development,' which was seen in child A not wanting to read Shakespeare but was interested in how the plays were constructed. Also, the fact that girls read more fiction than boys is clear to see from the survey, with child B wanting more contemporary novels on the curriculum, so she can read them at school, as well as at home.

With these differences between child A and B highlighted, it is no surprise to see a clear link between their reading abilities and their ability to convey written responses. To start with child B, the writing was excellent. Both pieces of work needed a good understanding of the text and child B received top marks and a credit for both samples. In the first piece of work, which was asking the child to write a story in the style of Jerry Spinelli, child B wrote using a number of devices to imitate the original author. Short sentences were used to vary the pace as well as good description, use of speech etc. This helps to prove that child B had engaged and understood the text, grasping not only its meaning but also its structure. The teacher's comment for the story was 'well done you imitate Spinelli's style extremely well.' The second example also demonstrated a good grasp of what was being read. It involved child B writing from a character's point of view. Again, she received top marks and showed great empathy and understanding of not only the character that she was pretending to be but also the relationships that character had with others in the same text. Again the teacher's comment was 'excellent understanding of how she might see the problem.'

Child A however, was more difficult to examine. He had very little work related to written responses, as most of it was basic comprehension. The example I have, is when child A had been given film and television reviews to read, then he had to write his own review in a similar style on his favourite film or television program. Instead of writing a large amount child A wrote five lines and then filled the rest of the page with a picture of The Simpsons. The review is quite basic but there is evidence of understanding on how to structure a review in his description of the comedy in The Simpsons. Child A describes it as 'couch gags', a fairly strong and imaginative way of explaining the humour.

The drawing of the picture in child A's work leads me on to discuss the other methods of gaining an understanding of what was read. Obviously with child A, he enjoys drawing, so this is an ideal form for him to express understanding. Activities such as designing a book-jacket or advertising material or picture storyboards might be a way of engaging the child to express his responses more coherently. You could also try oral discussion, taped reviews, oral predictions, dramatisation or hot seating to discover whether what has been read in the classroom has also been understood. Modelling a written response with the child might also help him to convey his meanings, as perhaps it is just the structuring rather than the writing, which is hindering performance. There are many ways of exploring interpretation and understanding of a text and all avenues of assessment should be used, no matter what the ability of the child.

Reflecting on my conclusions and readings, child A appears to be the basis on which Paddy Lease (18) wrote 'Teaching Disadvantaged Readers.' Lease explores how reading has become almost a torture rather than a pleasure, particularly in group situations. She discusses the problem of peer group pressure and the fear of 'making a fool of oneself.' Lease also explores the problems of boredom and lack of enthusiasm, while recognising that this problem can stem from the fact that there is little or no encouragement from home. Lease (18) suggests different strategies for improvement, most of which centre around 'giving the child attention and respect, by focusing on the child's hobbies, obsessions and enjoyments, the teacher can learn what is important to each individual and begin to provide material which the child finds relevant and interesting.' One way of doing this could be to ask the child to create their own book, from cuttings from magazines or using CD ROM storybooks. From here you have the potential basis for moulding a more creative and engaged reader.

In Bearne and Hodges (000) 'Reading Rights and Responsibilities' I drew many similarities to what was being said in relation to child B. Firstly, the rights from Daniel Pennac (14) I felt described child B well. Where it says 'what emerges strongly is the right to be a committed reader, an individual making choices according to inclination as well as need', I drew parallels to child B's confident reply during my survey that Sugar magazine was her favourite thing to read. The fact that Bearne and Hodges (000) say that 'if you are struggling with a text, you have to be engaged with it in some sense', helps to describe what is happening when child B applies her own reading strategies. Child B needs to be constantly pushed, not letting her sit back because she is already a good reader, like Vygotsky's 'zone of proximal development' we should be continuously trying to identify what child B can achieve next. This will help her to develop into a reflective, responsive and critical reader.

Overall, what is needed to assist child A and B is (Bearne and Hodges, 000) 'space, time and positive encouragement for teachers to take intellectual as well as practical responsibility for the development of the reading curriculum, and for students to enjoy more of the reading rights to which they are entitled.'

Please note that this sample paper on Literacy is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Literacy, we are here to assist you. Your persuasive essay on Literacy will be written from scratch, so you do not have to worry about its originality.

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Intel

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On September 4, 00, the Dow Jones Indexes and SAM Group announced the results of their annual review for the Dow Jones Sustainability Indexes (DJSI). Effective September , 00 the DJSI World will again include over 00 companies from countries that lead their industry in terms of sustainability.

Intel Corporation has been selected as a component of this important index since its inception in 1. And, more significantly, Intel has been declared the Technology Market Sector Leader for the last years in a row. We are proud of this bottom-line recognition of our efforts across multiple disciplines at Intel that make up our economic, environmental and social performance states Dave Stangis, Director, Corporate Responsibility for Intel.

According to John Prestbo, Editor, Dow Jones Indexes, Since we launched the DJSI family in 1, there has been a significant shift in market perception of sustainability investments. A growing number of private and institutional investors are adapting economic, environmental and social criteria to reflect the impact of sustainability issues on long-term shareholder value. As a result, we are now seeing this investment style stepping out of its niche and making its way into mainstream asset management and equity research.

Since the launch of the DJSI 45 licenses have been issued to financial institutions in 14 countries. These licensees have created a variety of index based financial products including active and passive funds, equity baskets and warrants. In total, the assets managed in these portfolios now stand at close to $. billion EUR.

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For full information on the Indexes, including review methodology, a full list of the components, Market Sector Leaders and Intels Sustainability Biography visit www.sustainability-index.com.

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Intel gets perfect score in Human Rights Campaign Index

Intel is one of only 1 major U.S. companies to achieve perfect scores in the 00 Corporate Equality Index tallied by the Human Rights Campaign (HRC). Chartered with protecting the rights of lesbians, gays, bisexual, and transgender individuals, HRC conducts its corporate ratings annually.

The number of major U.S. companies to achieve the 100-percent ranking is up from 11 in 00.

What we see this year is improvement in every category measured, from written non-discrimination policies to domestic partner health insurance benefits and beyond, says HRC Education Director Kim I. Mills in an article published on the HRC home page. Corporate America continues to be a leader in the quest for GLBT civil rights. The bottom line is that successful businesses are increasingly recognizing that equality works.

Some 80 companies improved their scores in 00, with Lockheed Martin Corp. leading the industry trend by improving from a rating of 0 percent in 00 to 71 percent in 00.

HRC rates companies based on their performances in seven major indices that answer the following questions Does the company have a written non-discrimination policy covering sexual orientation, as well as a written policy covering gender identity and/or expression? Does the company extend health care benefits to same-sex partners? Does it offer diversity training? Are gay, lesbian, bisexual, and transgender (GLBT) employee groups officially sanctioned? Is corporate advertising respectful of the GLBT community? Are local GLBT community groups financially supported? And finally, does the company decline to engage in activities that could undermine the rights of the GLBT community?

The 0 corporations that joined Intel in achieving 100-percent ratings are Aetna Inc., American Airlines (AMR Corp.), Apple Computer Inc., Avaya Inc., Bank One Corp., Capital One Financial Corp., Eastman Kodak Co., Hewlett-Packard Co., IBM Corp., J.P. Morgan Chase & Co., Lehman Brothers Holdings Inc., Levi Strauss & Co., Lucent Technologies Inc., MetLife Inc., NCR Corp., Nike Inc., PG&E Corp., Prudential Financial Inc., S.C. Johnson, and Xerox Corp.

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The Alzheimers Association, Intel Team Up To Expand Home Care Technology Research

Associations Research Program Expands into Technology Arena

The Alzheimers Association and Intel Corporation today announced the formation of a consortium to spur development of technologies for the home to help people with Alzheimers disease. The Everyday Technologies for Alzheimer Care (ETAC) consortium plans to fund more than $1 million of research to develop new models of Alzheimer care based upon current and evolving technologies in computing, communications and home health care.

The formation of this consortium is the first of its kind between a leader in Alzheimer research and a leader in the computing technology industry, said William Thies, vice president, medical and scientific affairs for the Alzheimers Association. It is our hope that through this effort we will improve the quality of life for millions of people with Alzheimers disease, their families, friends and professional health care partners.

Managed by the Alzheimers Association, the ETAC consortium will fund research grants to explore new ways to help delay the onset of disabling symptoms, compensate for functional impairments and postpone and/or prevent placement in residential care settings. The Alzheimers Association and Intel will invite other technology companies, universities, industry labs, government agencies and voluntary health organizations to join the consortium and to help fund this research.

By working with the Alzheimers Association we hope to stimulate innovative research that uncovers how computing and communications technologies can support behaviors that help prevent and detect disease, foster independence and improve quality of life, said David Tennenhouse, vice president and director of research for Intel.

There are currently 4 million Americans living with Alzheimers. This number is expected to surge as 76 million baby boomers begin to turn 65 in 011. In addition to those with the disease, another 1 million family members are affected by its devastation. Caregivers and loved ones are burdened with the time and resource consuming tasks of supporting the individual with Alzheimers physically, cognitively, emotionally and spiritually.

A New Remedy Everyday Technologies for Alzheimer Care

The Everyday Technologies for Alzheimer Care consortium grew out of several separate, on-going efforts at the Alzheimers Association and Intel. In 001, the Alzheimers Association convened a technology research group to review the impact of emerging technologies on the quality of care and health services for Alzheimers disease. The group consisted of caregivers as well as experts from diverse disciplines including bioengineering, robotics, artificial intelligence, communications, systems design, software engineering, medicine, nursing, biology, economics, finance and business.

In addition, the Alzheimers Association is the largest private funder of Alzheimer research having put nearly $140 million towards research into the causes, treatment, prevention and cure of the disease. The associations research grants program encourages work by new investigators and innovative, state-of-the-art projects.

The ETAC consortium represents an expansion of the Alzheimers Associations medical and scientific research program into medical and electronic technology, added Thies. ETAC is a first step toward building a consortium of businesses, healthcare groups and aging organizations that share the widespread industry concern that current care systems and models will be inadequate to accommodate the increasing demand for individualized care.

At the same time, Intel continues to fund and conduct research on the ways in which computing and communications technologies could support the daily health and wellness needs of people of all ages in their homes and everyday lives. Through its university research program,Intel awards worldwide university research grants for projects designed to advance key focus areas, including those in the area of consumer health and wellness.

Additionally, Intels Proactive Health strategic research project is developing in-home technology prototypes to test applications that address the needs of the worlds aging population. An example of this technology is a wireless sensor network made up of thousands of small, sensing devices that could someday be embedded throughout the home to monitor important behavioral tendencies such as sleep and eating patterns, location and also send prompts to a person such as reminders to take medication. The data collected by the sensor network could help in the detection and prevention of dementia or other medical conditions, as well as help a caregiver locate a patient in need. For more information about Intel Research visit www.intel.com/research.

The ETAC consortium will build a national alliance of research and development experts from diverse disciplines including software engineering, medicine, and business to identify and harness technologies such as sensor networks that will address the many care needs of people with Alzheimers disease and ease the burden to their caregivers and loved ones.

About the Alzheimers Association

The Alzheimers Association is the world leader in Alzheimer research and support. Through our national network of advocates and chapters, we advance research, improve services and care, create awareness of Alzheimers disease and mobilize support. Our vision is a world without Alzheimers disease. For more information on the Alzheimers Association, visit www.alz.org.

Intel, the worlds largest chip maker, is also a leading manufacturer of computer, networking and communications products. Additional information about Intel is available at www.intel.com/pressroom.

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Intel Elects John L. Thornton To Its Board Of Directors

Intel Corporation announced that John L. Thornton, professor and director of global leadership at Tsinghua University in Beijing, was elected to Intels board of directors, effective today.

Thornton retired July 1 as president and co-chief operating officer of Goldman Sachs Group Inc. and as a member of that firms board of directors.

He is also a director of the Ford Motor Company, British Sky Broadcasting and Pacific Century Group Inc. He is chairman of the Brookings Institution Board of Trustees, a member of the Council on Foreign Relations, and a member of the advisory board or trustee of the Asia Society, The Goldman Sachs Foundation, The Hotchkiss School, Morehouse College, The Tsinghua University School of Economics and Management (Beijing), the Yale University Investment Committee and the Yale School of Management.

Thornton received a bachelors degree in history from Harvard College in 176, a bachelors/masters degree in jurisprudence from Oxford University in 178 and a masters degree in public and private management from the Yale School of Management in 180. He and his family live in London and Far Hills, N.J.

We are very pleased to have John Thornton join Intels board of directors, said Intel Chairman Andrew S. Grove. His background in management and finance and his 0 years of hands-on experience with international business will be immensely valuable to us.

Thorntons election to Intels board brings the number of directors to 1. That number is expected to decrease to 11 in May when Charles E. Young, a director since 174, reaches the boards mandatory retirement age.

Intel, the worlds largest chip maker, is also a leading manufacturer of computer, networking and communications products. Additional information about Intel is available at www.intel.com/pressroom.

Intel is a trademark or registered trademark of Intel Corporation or its subsidiaries in the United States and other countries.

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Human resource management

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Human Resource Management (HRM) is now a term which is now widely used, yet loosely defined (Guest, 187). So, what is HRM? What does it mean and what is its focus? "The focus on HRM is on managing people within the employer employee relationship. Specifically it involves the productive use of people in achieving the organisation's strategic business objectives and the satisfaction of individual employees needs." (Stone, 18) Derived from this and certain theories addressed later in this research, HRM in the field of organisational behaviour engages a set of policies designed to maximise organisational integration, employee commitment, flexibility and quality of work. With this perspective, and rapidly changing trends, it is no surprise and even merit that Industrial Relations (IR) are starting to play a minor role in organisations today (Guest, 187).

Yet how can one define such a broad area of an organisation? There is no one theory on Human resource management, and certainly not enough 'evidence' to suggest its benefits within a competitive market force, especially gaining competitive advantage for a specific company (Clark, Winchester, 14). This must be done through analysis and evaluation that may be conducted through various forms of communication, for example; confidential employee questionnaires that don't disclose the employee's name for a true indication of staff morale, or cross team meetings to analyse certain aspects of staff outlook for their company. Ultimately, a harmonious and 'happy' workplace whereby staff actually are excited in a sense to actually go to work and sit down at their desk.

The term 'Human Resource Management' is certainly not new in the workforce, but in recent years has been addressed in depth and with new trends there has been a shift to focus on the staff, and thus is becoming almost 'fashionable'. Many believe that this open approach to HRM can increase competitive advantage for a firm. There are beliefs that competitive advantage can best be achieved as Guest (1) put it "by seeking improvements in the management of people and organisational structures; in other words, through better utilisation of human resources."

Bearing this in mind, there are two functions that are necessary to note when describing HRM. These are the 'legal' and ethical compliances within an organisational structure that the firm, including managers and staff, must adhere to. It is essential that HR managers have a basic understanding of the law of employment and what is considered 'illegal' as opposed to 'legal'. In any legal relationship, there are mutual obligations for both parties, and the arena of employment is certainly no exception (Arthur, 14). It is only when these mutual duties integrate successfully with the objectives and mission of the company that productivity levels will supposedly improve.

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There are many things that must be considered when entering into a discussion on legal matters within HRM, ranging from contracts between certain parties, to Occupational Health and Safety requirements which must be fulfilled as preventative measures must be taken for health and well being of employees in any field (Connor, Ulrich, 16). For example, Ghetto shoes implement a strategy that involves using a specific type of ladder with strong ground support when looking for boxes on high shelves, preventing any damage that may ultimately be quite harmful to employees. Another may be safety gear and helmets when working in a construction site where there may be falling debris that could injure someone quite badly, and thus have implemented signs allowing employees to realise the importance of such matters.

One major issue in the law is that of 'awards'. These are certain contracts with employees, set by state and federal industrial relations, outlining the minimum terms and conditions that an employer must provide for the employee, this includes conditions such as rates of pay, hours of work, types of leave (holiday, sick) and termination (Armstrong, 1). Yet, it is at the employer's discretion whether they would use these minimums or decide to increase that standard. Note that employees may have a specific contract designed for their specific job, which would exceed the award in various ways, and are to be discussed confidentially between the parties involved.

Discrimination is also a huge factor in the legal aspect of HRM today. According to Stone (18) discrimination involves "making a distinction between individuals or groups so as to disadvantage some and advantage others." This may be direct or indirect. Direct being an obvious form whereby a woman may be terminated purely on the basis of her gender. Indirect is more when a company makes a promotion dependant upon five years continuous service, which is discriminating against women who take time off to handle newly born babies, therefore being unable to stay at work consecutively. A terrific example derived from Stone was O'Neill v. Burton Cables Pty. Ltd. whereby the plaintiff had undergone a medical examination just before he received the title of 'purchasing officer'. He was unable to have the job, as he had an acute back condition due to gardening in his younger years. Yet, under the Equal Opportunity Act 184 this act was found discriminatory as refusing to employ the man had meant he was treated less favourably than someone who did not have a stiff back. As it is shown here, along with millions of other similar examples, there is a fine line between what is seen as 'fair' and 'unfair'.

This is just one of the many legal aspects within human resource management, and certainly more legal aspects will be covered, yet the ethical factors are also extremely important as well. These mainly include cultural differences within the workforce, and differences in race, gender, religion, etc. Although these heavily comply with legal aspects, it is recognisable that regardless of this, there is still that responsibility of managers and employees alike to be 'ethically correct' which may involve hiring a person of a certain race, despite their particular beliefs (Boxahh, 11). Furthermore, hiring someone that is suited for the job, with the qualifications to exceed levels expected, even though they may have a wheelchair or a different colour skin. In the rapid movement towards equal opportunity for all, this is an absolute must for firm's today, and the managers should have open minds to all, as it may actually be more effective for the company hiring this person over another. There is limited amount of information concerning the ethical practices of HRM, and it is found that it is more a direct objective by the company, and the employees within that company that determine what is 'ethically correct' (Armstrong, 1).

There are many functions within HRM that may determine structures, morale and overall competitive advantage within the specific industry. These include; HR planning, Job Analysis, Job Design, Recruitment, Selection Career Planning and Training and Development. Specifically, the selection process and training and development activities will be focused on within the retail industry in Australia. Yet, what is selection? What is training and development?

Selection is the 'hiring and retention of key human resources' (Stone, 18), and strategically an organisation's ultimate success depends on the best applicants being selected. Jobs and people must be matched to ensure employee satisfaction and effectiveness. Some issues surrounding the selection policy are that of the EEO, the quality of the people, the source of people, the manager's roles and selection techniques implemented to gain all the positives out of employees (Connor, Ulrich, 16). The costs of poor selection are direct, whereby an employee may not compare probationary period, and indirect, which involves disruption of work routines, loss of investment and difference in performance levels, all of which affect a firms' competitive advantage. Many tests can be taken by potential employees at a company in the selection process, which include employment tests, where the company asses' the match between applicants and the job's requirements. Interest tests, where there is a comparison in the applicant's interest patterns with successful people in a particular job. Aptitude tests measure special abilities that are required in specific jobs, alongside intelligence tests, which measure applicants IQ. Last but not least, personality tests which measure the basic aspects of personality, all of which are reliable, yet only an indication of the persons ability, and if done correctly can influence a firm's competitive advantage (Ulrich, Beatty, 001).

Then comes the interview stage, where certain steps may be taken to improve interviewers' decisions. These five steps entail (Keenoy, 17)

1. Developing selection criteria

. Determining how the criteria will be assessed

. Developing and interview guide

4. Training for the interviewer

5. Monitoring their effectiveness as an interviewer

Once this is assembled, one must bear in mind the question types that adhere to the law, and are ethically correct. An interviewer must not be vague and ambiguous, too direct, or use trick questions to 'catch' the interviewee out on a limb. Certain models have been implemented to determine who is right for the job, including the most commonly used model - the compensatory approach where the manager considers all of the selection data for the candidates who have successfully passed the initial screening (Legge, 15). Thus, allowing a better overall impression of the applicant. Another model is the Person-Job match, where the company matches the whole person with the whole job. These models along with others can be successful, if used in the correct manner, and will be outlined with a specific company for a more in depth analysis.

Yet, training and development is also extremely important when assessing the firm's competitive advantage in their specific industry. So, what is training and development? It is the development of existing employees, the induction and orientation of new employees, the training of existing employees to teach new methods within and organisation and the education of employees to ensure overall competence, and thus achieve competitive advantage (Pfeffer, Veiga, 1). Theories have been applied when dealing with training and development, three of which are applicable in every situation. Firstly, the Neo Human Capital Theory, whereby the company will train to develop worker flexibility and responsiveness (Barney, Wright, 18). Secondly the HRM Theory, where training is used to increase employee commitment, and thirdly, the Learning Companies Theory. This is said to promote individual and organisational learning to make them more adaptable to change (Purcell, 15). Benefits of these mindframes are huge for firms. As it increases performance improves flexibility and adaptability within the workforce, allows career development, which entails promotion, and allows the company an all round better skilled workforce Sisson, 14). Programs may be implemented to gain a wide variety of training and development, which may be on the job, such as job rotation or traineeship, or on site which may entail interactive video training. McDonalds actually implement this for all new staff with the first shift solely based on videos and front counter training. Off site training where employees may attend a seminar or formal course to enhance knowledge of the industry is also another form. Yet just like any other activity, it must have a plan, where the company outlines objectives of training schedule, implements them, assesses them, them if need be, adds to the already existing format (Peters, Waterman, 18).

Please note that this sample paper on human resource management is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on human resource management, we are here to assist you. Your cheap custom research papers on human resource management will be written from scratch, so you do not have to worry about its originality.

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Critical Review

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In the article entitled Human resources practices survey results, a report done by Human Resources Development Canada and Statistics Canada is examined. The material within the article is relevant to organizational behaviour. There are many strengths and few weakness regarding the ideas presented that can be found. In my opinion, this article is very effective, even though there are some components included that are not as convincing as others. According to the results of this report, the best way to help employees adapt to environmental, organizational, and technological change is by introducing training, variable pay, and employee involvement. It claims that in order to facilitate environmental changes, employers must upgrade the employees' skills. It also states that adaptation and taking advantage of organizational and technological changes are done by linking pay to performance. The report also explains that by giving employees a better sense of how to make a difference at work, productivity gains will be reinforced for the employer. I agree with some of the points that are made, however, I also disagree with others. Moreover, I have alternate suggestions to help employees adapt to changes.

This article is divided into three sections. Each section relates to the content of this course. The first section explains why employees need training when a change is introduced in the workplace. According to Human resources practices survey results, training must be provided in the upgrading of employees skills when an environmental change is initiated to help with the adjustment of the new environment. Similarly, in the textbook Canadian Organizational Behaviour, it states that training is important when change is instigated because the employees need to be taught the new knowledge and skills that are required for the job (484). This being an event which occurs in the workplace proves that this particular section of the article is very relevant to this course, since we learn about various situations having to do with the workplace. Eventually we will be learning about environmental changes in this course and the text includes training as a process that is important when introducing change (484). The second section of this article relates organizational and technological change to variable pay. In chapter six of the text Canadian Organizational Behaviour, reward practices are discussed. Both the text and this article state that individual rewards are the most popular reward practices used. While the text goes on in great detail about the positive and negative aspects of each type of reward, the article just briefly mentions a few types of the most common rewards. In the final section of the article, employee involvement practices are considered. When an employee feels that he or she has made a difference at work, in return, productivity gains will result for the employer. The article reveals that certain practices, including multi-tasking, teamwork, and job rotation, will do just this. Altogether, this article is relevant to organizational behaviour since it discusses issues which are taught in this course.

The overall effectiveness of the article Human resources practices survey results is adequate. Even though this article is based on a survey, I find that it convinces the reader that the results found are indeed valid. The data is laid out neatly in a format that includes headings for the different topics. This makes the article very easy to follow along and understand. The validity of the information given is very believable in that it is supported by survey results and examples. Since the article is based on a survey there can be positive or negative interpretations of its effectiveness. If the reader believes the results, it is most likely because he or she views the results as being valid, since they are facts and can not be argued as being false. On the other hand, readers may see the results as being invalid because they believe that surveys can give false information. This survey only received responses from a sample of the world's population. Just a fraction of the population was surveyed giving an incorrect judgement of businesses and employees. Also the respondents could have lied or given biased answers on the survey. The fact that this article is based solely on a survey is why it may be interpreted as being ineffective.

This article has its strengths and its weaknesses. One strength is that every idea that is presented is backed up by other articles that I researched. I could not find one article that contradicted this article. Another strength is that both sides are given. The examples in this article are not biased. They show the situation from both angles. The author uses examples to clarify statements that may be a little unclear. This enables the reader to have a better idea of what the author means. One thing that the author repeatedly does is refer to information as it was taken from the survey. For example, instead of formatting the results of the survey in a format that implies it is simply an opinion of the author, the author continually makes note that the results came from the survey by stating "the survey results indicate that…" or "in the survey…".

The author just lists the statistics found from the survey, assuming that the reader knows what he means. This is a weakness because, at points like these, the reader will feel lost. The author also briefly mentions the different types of rewards. I think that the article would be a lot stronger if the author had elaborated on these types of rewards. In doing so, the reader would understand what each employee would receive according to the reward practices. This would then allow the reader to either agree or disagree with the statistics. Another weakness in this article is that the training and variable pay sections are not explained in as much detail as in the section titled "Employee Involvement". I know that I would have been interested in learning more about the variable pay section.

My position on this article varies from point to point. The first key point in the article claims that when there is an environmental change, the employees must receive training to upgrade their skills in order to adjust to the transformation. I somewhat disagree with what is said here. I work at a golf course in the kitchen and in the pro shop. I help customers, cook, and clean. When I started I did not go through any training. I learned by watching other employees and just figuring it out on my own. I can also see how this point is true though. In a company that uses heavy and dangerous machinery training is necessary. When a new piece of equipment is brought in to the company, it would be hazardous to not enforce training. I believe that training is a good idea, but it is not necessary in all cases. A positive aspect of training, as indicated by the Human Resources, Training, and Labour Relations Managers and Specialists article, states that satisfaction of the job and working conditions along with improved skills will result from training. It also states that "training offers a way of developing skills, enhancing productivity and quality of work, and building loyalty to the firm. Training is widely accepted as a method of improving employee morale…"(Bureau of labour Statistics, ). Another advantage is that employees will break routines by learning new role patterns with the help of training. One problem with training is that it can be expensive and time consuming (McShane, 484). I agree with one key point in the article that states, "The report shows a strong link between training and job satisfaction" (The Worklife Report, 6). In this course I have learned that job satisfaction increases job production. If employer sponsored training were provided, I see how training would increase job satisfaction. Employees would have the correct knowledge of how to do their job most efficiently and effectively, therefore lifting job satisfaction. I agree with the statement "individual incentives, such as bonuses and commissions, are the most popular, followed by merit-skill-based pay" (The Worklife Report, 6), however, if I were an employer I would chose a different reward practice. As said by Kevin Herring, "A bonus program will encourage employees to focus on the things that will help them get that bonus…but it may result in workers doing what they need to get the bonus at the expense of other needs" (Herring, 1). I would suggest a gainsharing or profit sharing plan. These reward systems will not only motivate employees to work more efficiently, but they will also reduce costs of production. Skill-based pay also improves performance in the work place. As said in the article, Who Uses Skill-Based Pay and Why?, "The adoption of skill-based pay was associated with employee-involvement efforts that produced improvements in product or service quality and in competitiveness" (Lawler, Leford, Chang, ). I think that Steven Kerr does a good job of summing up how rewards systems work "whether dealing with monkeys, rats, or human beings, it is hardly controversial to state that most organisms seek information concerning what activities are rewarded, and then seek to do (or at least pretend to do) those things" (Kerr, 1). From this I realise that reward practices are the most effective way to increase production by employees. Another key point that I agree with reports that job rotations, multi-tasking, and teamwork will give the employees a feeling of making a difference at work. This, in turn, will increase productivity within the company. In this course I have also learned that if employees have a sense of making a difference at work, then they will be more productive. In the text it says that job rotation will reduce boredom in the job, help employees have multi-skills, and reduce occurrences of recurring strain injuries (18). I also agree with the article I have chosen where it claims that mostly large firms use employee involvement practices (EIPs). Like that article says, "Small establishments have closer contact and better communications with their employees by virtue of their small size and so do not need to implement these practices (EIPs)" (The Worklife Report, 6).

The article I have reviewed is relevant to this course because the three sections, training, variable pay, and employee involvement, relate to the course material. Overall, I found this article to be effective because it convinces the reader that the information is valid. There are both strengths and weaknesses in this article. Some strengths include the way the material is presented and how it is easy to understand. A weakness is that some words are not defined, which leaves the reader feeling lost. I agree with most of the key issues in this article. I think that it would be a good idea for employers to read this article and compare it to how their company runs.

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 00-0 Edition, Human Resources, Training, and Labor Relations Managers and specialists, on the internet at http//www.bls.gov/oco/ocos01.htm (visited October 0, 00).

Herring, Kevin, president, Ascent Management Consulting, Tucson, Arizona, Jan., 00.

Human Resources Practices Survey Results, The Worklife Report; 001; 1, 4; Business Module pg. 6.

Kerr, Steven, On the Folly of Rewarding A, While Hoping for B, The Acadamy of Management Executive; February 15;

Lawler, E., Ledford, G., Chang, L., "Who uses Skill Based Pay, and Why?", Compensation and Benefits Review, 5 (March-April 1) pg. -6.

McShane, Steven, Canadian Organizational Behaviour, McGraw-Hill Ryerson, Toronto, 18.

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European competition law

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.1Competition Law

This chapter will firstly explain competition law of the European Union, with its objectives on how to provide a sufficient system for all Member States undertakings operating within the EU. In order to be able to explain in detail how competition operates within the markets, theoretical imput is looked at, to show the extreme consequences of the market at either end with and without the regulations governed by competition law. A large part of this chapter will lend itself to the detailed explanation of vertical agreements, in their various formations, benefits of and their potential harmful effects, leading to a discussion on whether vertical restraints are necessary in achieving the main competition policy objective. A brief introduction of Article 81 is made in relation to its application of vertical restraints.

1. Competition Policy

The overriding objectives of Competition law concern the efficiency between producers, suppliers and retailers, the protection of the consumer and small and medium sized firms as well as creating the integration of a single market between all Member States. However, these objectives can be unattainable due to other policy objects such as the safeguarding of employment or regional or structural imbalances.

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The policy of competition law intends to protect four issues, which occur within the free market of trade within and between Member States. The first is to prevent agreements with a restrictive nature being made between firms that do not have a beneficial effect. The second is to control monopoly firms with market power from abusing their position and preventing competition entering the market as well as distorting the market itself. Thirdly, a workable market needs to be watched and maintain in oligopolistic markets. Fourthly, the monitoring of mergers is required to prevent concentration of the market dominance and diminish competitive pressures within it. EC policy is broad to allow the Commission to develop the principles. Other policies including economic, social and political can have an effect on competition. Different weighting is given to policies when deciding upon the facts before the courts.

Competition law is based on assumptions of Perfect Competition which assumes that there is an unlimited amount of buyers and sellers, there is free entry and exit to the market, products are identical and homogeneous and there is full product information available to the consumer to be able to form a rational choice and decision on the purchase of products. However, the conditions to aspire to Perfect Competition are not so easily achieved within the market itself, in fact virtually impossible as the market is not consistent or stable.

On the other hand, not having any competition regulations will leave the market open to domination by monopolistic firms. This enables the firm to control the output of products and fixing the price of products. Thus, the monopoly distorts the natural competition of the market. Although the formation of a monopoly is economically harmful, it is ecceptable to have a natural monopoly where the cost to produce two products is cheaper than one. In addition, a state may infer a monopoly.

Due to the impossibility and undesirability of the above forms of competition there has to be a balance between the two. This is generally the case of regulators watching the markets within the EU. Competition Law acts as an "invisible hand" .

1. Economic Structure

To be able to understand the effects of competition an economic view of the market needs to be considered. Undertakings act in accordance with demand for the product they produce and then supply to fulfil that market. This is known as "supply and demand". Without competition a firm can control the output of supply and set the prices of products, thus effecting the natural market by having the power to create a shortage of the product to the demand required. This enables firms to increase the price of the product. There are two types of demand, an elastic demand, where consumers cease to buy the product if prices increase and inelastic demand, where product prices increase and the level of consumer purchase stays consistent.

1.4 Effects of Competition

The effects of competition comply with its objectives in producing greater efficiency, consumer welfare and protection of small and medium sized firms within the markets. Allocative efficiency is created when resources are supplied in accordance with demand, therefore an adequate number of products are produced without any over production thus reducing cost. In being efficient the production costs are kept to a minimum in order to gain the efficiency and maximise profits. These profits allow investment in dynamic efficiency to improve the product through research and development. Competition between firms allows the consumer to have several benefits as they have a wider choice of products, a better range of products due to innovation and lower prices. This permits the consumer to have a freedom of choice when selecting their product. Competition also enhances the freedom of firms to enter the market, compete with, and be protected from those already established. Thus creating an internal market of all member states.

1.5 Vertical Agreements

The first policy of competition law is to prevent agreements of a restrictive nature. An agreement occurs when two or more firms come together and work towards a common goal. The commission stated "… it involves joint decision-making and commitment to a common scheme…" . The term restrictive in relation to the EU competition law is defined as "direct or indirect, actual or potential effect on interstate trade" or any effect whatsoever on the market.

Agreements can take place at different levels within the chain of production, from producer to retailer to consumer; this is called vertical agreements and can come in several forms . Agreements between firms on the same level, such as between retailers is called horizontal agreements. Both forms of agreements can breach competition law, which are covered by Articles 81 to of the Treaty and are regulated by the commission.

It is necessary to have a detailed look at the varying types of vertical agreements that occur within the market and the effects they have on competition, whether positive or negative. Firstly, let it be known that vertical agreements are agreements made at different levels within the chain of distribution. It starts from the producer until the final agreement with the consumer.

A typical example would be an agreement made between producer/wholesaler, wholesaler/retailer, and retailer/consumer although other forms of agreements are included to include transportation agreements or the middleman is left out of the equation. Thus having various forms of vertically integrated agreements.

1.6 Benefits Of Vertical Agreements

Recently it is becoming increasingly more difficult to distinguish between various undertakings at the same level of the distribution process due to the evolving nature of the functions conducted and various phases of development. This is as well as difficulties due to MS having differences in the interpretation as to the activities the undertakings perform.

Due to the change of the European economy and the effects of competition, undertakings are having to become more efficient and adapt to the market in order to maintain and produce profits. To be able to do this 'value added' functions are incorporated into the process, thus the inclusion of transportation, finance and stock control, selling and promoting to appeal to sellers. However, the products must appeal to buyers at the other end of the market i.e. a cheap price. Thus the inclusion of 'value added' functions can reduce the cost of contracting out in which the savings can be passed on to the buyer. They can offer specialist functions due to better knowledge and more experience making the process more efficient. Retailers opt for the most economical and resourceful products, giving consumers freedom of choice and reasonable prices and keep up with consumer demand.

The need and wants of the final consumer, in which the retail industry has to fulfil in order to satisfy the demand and generate profits, cause trends in demand and supply. This was the system of 'push and Pull', where products were made in advance due to expectation of demand and followed consumer demand.

Recent changes have taken place, which has permitted undertakings to act more efficiently in response to the demand. The adoption of the 'Just-In Time principle is based on the fact that no products are made, components ordered until there is a down-stream demand for the product. The new system is more efficient and is less costly due to lower levels of wastage. It also forces undertakings to address any inefficiency in order to keep up with the pace of the market.

Advancement of Information Technology has enhanced efficiency with the use of electronic data interchange, bar coding, etc. This has also made it easier for undertakings to take on functions by others at a different level within the distribution process. These advances have enhanced the relationships between undertakings at various levels of the distribution process, as co-operation is required to establish, maintain and develop an efficient working relationship to be provide a satisfactory process which is satisfactory in complying with the objectives of competition policy, in particular the formation of a single market. An example of this is the partnership of Proctor & Gamble and Wal-Mart whereby the data system in Wal-Mart sends information to Proctor & Gamble and they send out a sufficient supply to meet the demands of the products.

1.7 Harmful Effects of Vertical Agreements

Obstacles occur when there is an anti-competitive effect due to the agreement between undertakings whether directly or indirectly effect the parties to the agreement or a third party. Thus making the agreements vertical restraints. In which EC competition law applies plays a role in preventing the anti-competitive agreements.

Vertical agreements can have anti-competitive effects on the market. This can occur in four ways. It can have the effect of foreclosing the market and raise the rivals cost, dampen competition, facilitate collusion and partition the market.

The commission guidelines identify four types of vertical restraints, Single Branding group, Limited Distribution group, Resale Price Maintenance group and Market partitioning group. These agreements limit buyers to where, how much to purchase products and which, where and how much to sell the product.

Article 81 of the EEC Treaty applies directly to agreements and concerted practices that have an anti-competitive effect. Article 81 prohibits "all agreements between undertakings, decisions by associations of undertakings and concerted practices which may affect trade between Member States and which have as their object or effect the prevention, restriction or distortion of competition within the common market". Vertical restraints fall within the contemplation of this Article in which it aims to prevent the agreements to continue having an anti-competitive effect on competition within the market.

1.8 Conclusion

Although some vertical restraints maybe permitted where there can be a beneficial effect, e.g. to be able to enter a new market. When used correctly vertical agreements can fulfil the policy objectives of creating and maintaining an internal market, and consumer welfare protection.

Please note that this sample paper on european competition law is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on european competition law, we are here to assist you. Your persuasive essay on european competition law will be written from scratch, so you do not have to worry about its originality.

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