The various dimension of globalization Research Paper

The various dimension of globalization - Research Paper Example In many ways the world is becoming one large market than a series of separate national markets. The same goods and services can be found in many countries throughout the world.Globalization is the term now widely used to describe the increased worldwide competition between businesses. When investment, trade and cultural exchange happen internationally between different countries of the world and consequently bring changes to society and global economy, we call it globalization. This term is most commonly used to describe the effects of international trade but applies to trade of all sorts of industries. Steger has defined globalization as â€Å"a set of social processes that appear to transform our present social condition of weakening nationality into one of globalism.† It means to explain that it is not one process but various processes that function at the same time and even haphazardly on different levels and in different dimensions.Global village is a terminology used to describe a new kind of globalization presenting us with an interconnected world and a global collected culture. Globalization affects world economies, political situations, ecological dimensions and cultural identities. Globalization has led to more choice and lower price for consumers. It has forced firms to look for ways of increasing efficiency. Inefficient producers have gone out of business. Globalization has a positive impact on almost everybody as it generally helps to creates greater economic value. Globalization is able to provide equal distribution of the added value. The process of globalization must focus on letting go of the economic self-interest by respecting different religious, environmental and cultural values for the benefit of all classes of people. It must be beneficial for everybody by developing a global world outlook that boosts up the mutual and common values of all cultures. Accumulated forms of communication create images that cross different linguistic bo undaries more quickly and conveniently than many goods and services. This global mass culture has entered, influenced and revolutionized the lives of people in modern societies. There are several reasons for this increasing global competition. Free trade agreements and economic unions have reduced protection for industries. Consumers can now purchase goods and services from other countries with no import controls. Improved travel links and communications between all parts of the world have made it easier to compare prices and qualities of goods from many countries. This has further developed as the internet has become more widely available worldwide. Business in every sector of the economy are now striving to enter the global market be it science, manufacturing or entertainment industry (Stimpson, 2006). The economic dimensions of globalization are mostly linked with economic growth of global trade and finance, economic order and multinational corporations and how they affect the fo rmation and functioning of the international economy. It is a known fact that multinationals help in creating jobs and improving employment levels. By the year 2000, they accounted for nearly 100 million jobs created indirectly as researched by the New York Times newspaper of July 2000. It is known as the multiplier effect. When foreign direct investment comes in, both, the multinationals and domestic country become better-off. The company benefits from profits. Domestic country benefit in the form of jobs created, tax revenues generated and capital formation. The USA witnessed its lowest unemployment rate in 2000 in 30 years (Birdsall, Graham, 2005). Globalization helps in sustainable development. It provides the developing nations with much needed jobs and capital as well as equal distribution of income and wealth and help developing countries to escape severe poverty levels. They help improve the education levels, life expectancy rates and infrastructure and future markets in the developing countr

Child and Young Person Development Essay Example for Free

Child and Young Person Development Essay Understand child and young person development Understand the expected pattern of development for children and young people from birth to 19 years It is important to remember that development is holistic, and each child is unique and will develop in their own way. Many skills and areas of development overlap with one another. A child does not learn the skills needed to play football, for example, which may be considered as a physical skill, without having social, communication and cognitive skills as well. Aspects of development include physical, communication and language, intellectual/cognitive, social, emotional and behavioural and moral. Physical development This is an important area of children`s development and one often assumed will take place automatically as they grow and mature. Although children will develop many skills naturally as they get older. * 0-3 years. This is a period of fast physical development. When they are first born, babies have little control over their bodies. There movement are dependent on series of reflexes (for example, sucking and grasping) which they need to survive. In their first year they gradually learn to control over their bodies so that by 12 months, most babies will have a degree of mobility such as crawling or rolling. In the second year babies will continue to develop quickly and it is at this stage most children will start to walk. Their ability to control their movements will mean they will start to use their hands for pointing, holding small objects and will start to dress and feed themselves. They will be able to play with a ball and will enjoy climbing. In their third year, children will start to have more control over pencils and crayons and will enjoy turning pages in books. They should be able to use cups and feed themselves. They will start to walk and run with more confidence, and will be exploring toys such as tricycles. * 3-7 years. At this stage children will be able to carry out more co-ordinated movements and will be growing in confidence as a result. They will be refining the skills developed so far and will he more control over fine motor skills such as cutting, writing and drawing. They will be become more confident in running, hopping, kicking a ball and using larger equipment. * 7-12 years. Children will continue to grow and develop many of their skills. They may start to have hobbies and interests which mean that they are more practised in some areas, for example, sport or dance. Girls in particular will start to show some of the early signs of puberty from the age 10 or 11. In boys, puberty usually starts later, when there will be another period of rapid physical growth. * 12-16 years. At this stage of development, young people will be growing stronger. Boys will be starting to go through puberty and many girls have completed this process and have regular periods. Girls will experience breast enlargement and increase fat layers. Boys will experience enlargement of their testes and penis and muscle strength. Their voice will become deeper. Boys and girls may experience a growth spurt at this time also. * 16-19 years. This is the stage which young people become adults and often at their peak of their physical performance. Although many girls may have reached physical maturity, boys will continue to grow and change until their mid-20s. Communication and language development * 0-3 years. From the earliest stages adults will usually try to communicate with babies even though they are not yet able to understand what is being said. This is because it is important for babies to be stimulated and have an interest shown in them. Babies will be listening to language from those around them and will enjoy songs and games. Most will try to speak around 12 months although pronunciation will not be clear and words will usually be used in isolation. Between 1 and 2 years they will start to put words together and their vocabulary will start to increase fairly rapidly so that by 2 years, most children will know 200 words. Between 2-3 years children will be starting to use negatives and plurals in their speech. * 3-7 years. As children become more social and wider experiences they will start to use familiar phrases and expressions. They will also ask a large number of questions. * 7-12 years. By this stage most children will be fluent speakers of a language, and will be developing and refining their skills at reading and writing. Intellectual and cognitive development Children`s intellectual development will depend to a wide extent on their own experiences and the opportunities they are given from the earliest stages. It is also important that children will learn in a variety of ways. * 0-3 years. Babies will start to look at the world around them and will enjoy repetitive activities in which they can predict the outcome. For example, when something is hidden from they are able to find it. They may start to recognise colours. * 3-7 years. This is the period of development in which the children are becoming more skilled at the aspects of numbers and writing, as well as continuing to learn about their world. They will also start looking for adult approval and will start to learn to read. * 7-11 years. Children will start to develop activities or subjects which they enjoy. They will still be influenced by adults and will become fluent in reading and writing skills. They will develop their own thoughts preferences. * 12-16 years. Young people will usually now have a clear idea about their favourite subjects and ideas. They will be reflecting on their achievements and choosing their learning pathway. They also lack in confidence or avoid situations in which they have to do less popular subjects, to the extent they may truant. * 16-19 years. by the time they come to leave school, they will be thinking about a career and college choices based on the pathway and subjects they have selected. Social, emotional, behavioural and moral development * 0-3 years. Very young children will be starting to find out their own identities. They will need to form a strong attachment, the earliest of which will be the parents and carers. At this stage of development children may start to have tantrums through frustration and will want to start doing things for themselves. * 3-7 years. Children will still be developing their identities and will be starting to play with peers and social using imaginative play. This helps them to develop their concept of different roles in their lives. It is also important they are able to learn boundaries and why they are necessary. They will also be given a responsibility, for example, a class helper. * 7-12 years. Children`s friendships now will become more settled and they will have groups of friends. They will also require more independence to carry out activities such as problem solving. They will continue to need praise and encouragement and will be increasingly aware of what others may think of them. * 12-16 years. At this stage the self-esteem of children and young people can be very vulnerable. They still want to be independent of adults and spend more time with friends their own age, but continue to display childish behaviour. It maybe they are unsure how to behave in different situations. * 16-19 years. As young people enter adulthood they may still need advice and guidance from other adults. They will lack experience and individuals will vary in emotional maturity and the way which they interact with others. Personal factors Pupils` health If pupils suffer from poor health or a physical disability or impairment, this may restrict their development opportunities. For example, a pupil who has a medical condition or impairment may be less able to participate in some activities than other children. This will effect physical development but may also restrict social activities, for example, participating in sports. The child`s emotional development may also be affected depending on their needs and the extent they are affected. It is important that as I as an adult I`m aware of how pupils may be affected by these conditions and circumstances, so I can support them by ensuring them that they are included as far as possible. External factors Poverty and deprivation are likely to have a significant effect on pupil development. Statistics show that children who come from deprived backgrounds are likely to thrive and achieve well in school, as parents will find it more difficult to manage their children`s needs, which will in turn impact on all areas of development. These will all affect the way in which pupils are able to respond in different situations. Pupils will come from a range of different family environments, cultures and circumstances. Many families go through significant changes during the child`s school years. These may include a family break-up or a new partner, bereavement, illness, moving house or changing country. The personal choices of pupils will affect their development as they grow older, as they decide on friendship groups, extra-curricular activities, academic involvement and so on. They may need advice and support from adults to enable them to make the right choices. If a child is looked after or in care, this may affect their development in different ways. However, they will be usually monitored closely and there will be regular meetings with the school to ensure that they are making expected levels of progress. Where there are any issues, these will then be addressed straight away. In some cases children may come to school without any previous education- for example, if they are from another country where formal education may begin later. Alternatively they may come from a home schooling environment or a different method of schooling, so they may need to have some additional support until they become settled. Theories of development include Cognitive Piaget believed that the way children think and learn is governed by their age and stage of development, because learning is based on experiences which they build up as they become older. As children`s experiences change they adapt what they believe. For example, a child who sees only green apples will believe all apples are green. Children need to extend their experiences in order to extend their learning, and will eventually take ownership of this themselves so that they can think about experiences that they have not yet developed. Psychoanalytic Freud stated that our personalities are made up from three parts- the id, the ego and the superego. Each of these will develop with the child and each will develop in a subconscious way driven by psychological needs. The id is the instinctive part of our personality; in other words, it is based on biological needs such as hunger. A baby will cry if it is hungry and will not consider the needs of others around it. * The ego starts to develop as the child realises thats its behaviour may affect how its needs are met. For example, if it is hungry, it may not decide to cry for food but to wait, as food will come anyway. * The s uperego develops later on in childhood and it is based on the development of the conscience, the superego may develop conflicting views to that of the ego, and may punish the individual through guilt. Alternatively if the ego behaves well the superego will promote pride. Humanist Maslow was originally interested in behaviourism and studied the work of Watson. He also acknowledged Freud`s belief in the presence of the unconscious-however he did not think that individuals were driven by it. He felt that knowledge of ourselves were driven by it. Humanistic psychology is based on our free will, although we have a hierarchy of needs without which we will be unable to continue to progress. Social learning Bandura`s approach was also one of behaviourism, in other words, it was accepted the principles of conditioning. However Bandura stated that learning takes place through observing others rather than being taught or reinforced. Children sometimes copy the behaviour or activities of adults or peers without being told to do so, meaning learning is spontaneous. Operant conditioning Operant conditioning theory states that our learning is based on consequence which follows a particular behaviour. In other words we will repeat those experiences which are enjoyable and avoid those that are not. This is relevant for for learning experiences as it is for behaviour. For example, a child who is praised well at a particular task again. B. F. Skinner called this positive reinforcement. This work closely linked to that of John Watson, discussed below, although it differs from Watson`s in that individuals are more active in the process of learning and will make their own decisions based on the consequences of their own behaviour. Behaviourist Watson believed that we was all born with the same abilities and that anyone can be taught anything-it dies not depend on innate ability but on watching others. His idea `classical conditioning` and was born out of Ivan Pavlov`s research using dogs. Pavlov devised an experiment by ringing a bell when dogs were about to be fed, which made them salivate, as associated it with food appearing. The bell was then rung repeatedly with no food and gradually the dogs stopped salivating. Watson discounted emotions and feelings while learning and based on his theories purely on how individuals can be `trained` to behave in a particular way. Social pedagogy Social pedagogy is a humanistic framework to support development. It refers to holistic approach to the needs of the child through health, school, family and spiritual life, leisure activities and the community. Through social pedagogy the child is central through their involvement and interaction with the wider wide. The framework is socially constructed and may vary between cultures, contexts and the time it takes place. Methods of assessing development needs: * Assessment frameworks * Observations * Standard measurements * Information from carers and colleagues It is important to understand the purpose of observations as part of my role. This is because I will need to report back to the teacher, who will in turn report to parents and carers on the pupil progress. Parents and teachers should share information about pupils to enable them to work together in the pupil`s interest. These observations may be carried out formally and informally, these have advantages and disadvantages. Informal observations will be those which I carry out each day as work with pupils. These may be small but over time it will enable me to build a picture of each pupil. I may notice, for example, that individual is able to understand a new concepts very easily. A disadvantage to informal observations is that it may not be recorded and you might forgot. I may also be asked to carry out formal observations on pupils to support the teacher in assessing pupils` Standard measurements are used to measure a child`s physical development and to determine whether they are growing at the expected rate for their age. It is unlikely that I will be required to carry out this kind of check, as it will be done by health visitors. The Assessment Framework of Assessment Triangle is the term given to the way in which a child is assessed, to determine whether they are in need and what the nature of those needs is. In his way the child`s best interests can be planned for with regard to their stage of development. Standard measurements and assessment frameworks will be useful in deciding on whether the child is reaching expected milestones of development in different areas. I should not to be required to use these without the guidance and support form teacher or SENCO. Disability may affect development in a number of ways. Depending on the pupil`s needs, it may cause a delay in a particular aspect of their development – for example, a physical disability may affect their social skills if they become more withdrawn, or their behaviour if they become frustrated. Development may also be affected by the attitudes and expectations of others – if we assume that a disabled person will not be able to achieve and do not allow to take part, we restricting their development in all areas. When I am working with pupils who have special educational needs (SEN), you will find that many professionals and parents speak about the danger of `labelling` pupils. This is because it is important that we look at the needs of the individual first, without focusing on the pupil`s disabilities or impairment. How different types of intervention can promote positive outcomes As a teaching assistant I am involved in intervention groups and other group work on order to support pupils who are not progressing at the same rate as others. This is advised by either the SENCO or another professional who links with the school. * Social worker – a social worker might be involved if a child has been a cause of concern in the home environment or if the parents have asked for support. They will liaise with school regarding Looked After Children (LACs). Occasionally schools may contact social services directly if they have concerns about a child and their home environment. * Speech and language therapist – they will give a diagnosis of a particular ommunication delay or disorder and will also advise school and parents about ways in which they can support the child. Speech and language appointments will usually be delivered in blocks, followed by activities for pupils to work on before their next review. * Educational psychologist – they may become involved if, following intervention and action from speech and language therapists and teaching staff, the child is still not making progress. They will carry o ut an assessment and suggest next steps * Psychiatrist – may be asked to assess a child if there is serious concerns about their emotional development. Children will usually have been referred through a series of assessments before this takes place. * Youth justice – this form of intervention is a public body which aims to stop children and young people offending. The youth justice team may be involved in a partnership with schools and the community where there are cases of offending behaviour. It also acts in a preventative way by running youth inclusion programmes, which are targeted towards those who may be at high risk of offending. Physiotherapist – will advise and give targets to pupilsto work on around the development of their gross motor skills. They give exercises for school staff and parents to work on each depending on the needs of the child. * Nurse/health visitor – these medical professionals may be involved in supporting the development of some children where they have physical and health needs. They will usually come into school to advise and speak to staff generally with parents present. * Assist ive technologies – these are technologies which enable pupils who have specific needs to access the curriculum. They range from computer programmes to specific items such as a speech recognition device or a hearing aid and will give the individual an increased level of independence. How play/activities are used to support speech, language and communication We need to encourage children and young people to develop language and communication skills as much as possible, as this is a key area of their development. Adults will need to give children and young people opportunities to take part in speaking ang listening for different purposes and in different situations. It is important that pupils use language both in whole class and small group activities and I encourage them to talk about their own ideas. In early years play experiences can enhance all areas of development and can be directly specifically to address individual areas such as speaking and listening or can be used more generally to support all. Through play children will learn both about themselves and about others, and will use their speech, language and communication skills in order to interact in a non-pressured environment. As children grow older their play takes on rules which require skills of negotiation. Children and young people still need to receive the chance to enjoy self-directed activities and equipment which support their creative and investigative skills. It is important that they have opportunities to use their own initiative and at times work collaboratively. Project work particularly when problem solving, can support children and young children to develop their personal, learning and thinking skills. A great deal of our communication with others is expressed non-verbally. It is important for children and young people who are autistic for example may well have difficulty in recognising and interpreting non-verbal signs, when working with a pupil who has communication and interaction needs, you will to be using different non-verbal strategies to support them. Through using this foem of communication you will be giving pupils additional aid to understand. The kind of strategies to use include: * Using gestures – this could be something as simple as thumbs up or beckoning the pupil to come over. Pointing to objects – you can help pupils to understand by giving concrete examples of what you are discussing and encouraging pupils tp point to different objects in a similar way * Through facial expressions – a smile or a nod can show approval while you also indicate excitement, disapproval, happiness and other emotions * Through the use of body language – you show that you are giving the pupil attention through the way the way in wh ich you sit or stand A number of visual and auditory approaches can also be used to enhance communication * Pictures can be used to initiate or supplement conversation as they are a good starting point. The pupils can also use pictures to illustrate their ideas. * Games are often used successfully to initiate pupil`s speech and involve them in social interaction * Signs support pupils who are unable to communicate verbally. However, they should not be used exclusively by these pupils; other children will enjoy learning different signs as well as teaching them to one another * Technology such as CDs, computer programs and interactive white boards are useful means of stimulating pupil`s communication skills * Modelling language is important as it gives hildren the chance to hear the correct use of language * Music and singing are excellent ways of reinforcing language for all age groups * Drama and movement activities can provide alternative ways to communicate ideas Understanding the potential effects of transition on the children and young people`s development Whatever age group I am supporting at some stage I will be working with children or young people going through a transition phase. The term `transition` is applied in different situations in which children and young people will pass through a period of change. As well as more obvious school-based transitions, such as starting school, changing classes or key stage, or passing on to secondary school, children will pass other periods of transition with may lead to long or short term. These may include changes in personal circumstances or experiences, passing through puberty or simply a change in activity i the classroom. Different types of transition include: * Emotional – for example, bereavement, entering/leaving care * Physical – for example, moving to a new educational establishment, a new home/locality from one activity to another * Physiological – for example, puberty, long-term medical conditions * Intellectual – for example, moving from pre-school to primary or post-primary It is important that children have positive relationships during periods of transition, as they will need to feel secure in other areas of their lives. They may need to talk to someone about how they are feeling and make sure that there is opportunities for them to do this.

Analysis Of The Economic Outlook Of Singapore Economics Essay

Analysis Of The Economic Outlook Of Singapore Economics Essay Introduction The February Issue of the Wall Street Journal has provided an article on the economic outlook of Singapore. The article contains many economic facts and concepts, which could be analysed and discussed. These concepts are derived from theory and provided in the context of Singaporean economy. Economic The first point raised by the authors of the article was that the economy of Singapore experienced recession during 2009 and started recovering in 2010 (Holmes and Venkat, 2010). We remain optimistic about Singapores outlook in 2010 and continue to expect the economy to return to positive growth of 5.1% in 2010, although we reiterate this years recovery is likely to be gradual and uneven (Holmes and Venkat, 2010, p.1). The Singapore economy can be well explained by the economic theory of business cycles. In general the theory suggests that capitalist society is unstable. Economic growth will never continue steadily but will be developing cyclically. Business Cycle Figure 1: Gross Domestic Product of Singapore in $million The theory distinguishes four major types of business cycles which are classified under Kitchin cycles, Juglar cycles, Kuznets cycles and Kondratiev cycles. The economy of Singapore reached its trough in 2009 in Figure 1. All of them have different time spans. Kitchin cycles last from 3 to 5 years (Kitchin, 1923). Juglar business cycle would last from 7 to 11 years. Kuznets cycles would last from 15 to 25 years (Glasner and Cooley, 1997). The longest business cycle is the one described by Kondratiev and Stolper (1935). It is rather considered a technological wave that has a span from 45 to 60 years. The year 2010 started with the contraction or growth phase of the business cycle. The analysis of historical indicators of GDP would allow for identifying at least four business cycles that developed in the period from 1960 to 2010. From Figure 1 it can be observed that the recent economic recession in Singapore was a part of the classic Juglar cycle that lasted from 2000 to 2010. It had a span of a little over than ten years and had a long phase of expansion with rather a short period of slowdown. Prior to this, there was a short Kitchin cycle that lasted from 1998 to 2000. During these three years, the economy went through a trough, recovery, peak and another slowdown. Inflation Rate Figure 2: Annual Inflation Rate in Singapore It is valid to account for the price level and real GDP of the country for the estimation of the business cycle. Real GDP is the nominal GDP deflated by the rate of inflation. High inflation would overestimate the value of GDP and economic growth would be presented higher than it really is. The changes in the annual inflation rate of Singapore are presented in Figure 2. During the years 1998 and 2009 when the economy of Singapore was experiencing recessions, the inflation rate was lower than during the phase of expansion. This observation indicates that inflation is higher when the economy is growing because businesses firstly tend to increase prices and then the output when additional demand appears. During the phase of slowdown, the situation is the opposite. Inflation rates tend to go down and nominal GDP approaches the value of real GDP. Aggregate Demand and Supply The expected economic expansion in Singapore in 2010 can also be explained by the theory of aggregate demand and supply. Generally, when demand (AD) increases, the prices rise and this in turn stimulates producers to increase supply or output (AD). As a result both nominal and real GDP would grow continuously. Figure 3: Aggregate Demand and Supply Model During the recession consumer demand for goods and services was down and therefore both the price level represented by inflation rate was lower and the real GDP declined. In the period of expansion that started in Singapore in 2010 (Holmes and Venkat, 2010), both the inflation and real gross domestic product are expected to increase according to the law of supply and demand. As consumers start spending more money on durable and non-durable goods and services, businesses will increase the prices and start expanding production, which would lead to the growth of total output in both real and nominal terms. This is demonstrated by the supply and demand model in the Figure 3. Price Level and Unemployment Rate It is interesting to note that there is also a relationship between the price level in the country and the unemployment rate. When the inflation (A to B) increases in the country, unemployment rates will go down because inflation is thought to be associated with economic growth and expansion. This relationship is explained by the economic concept of Phillips curve. Figure 4: Long Run Phillips Curve In the long run, however, the Phillips curve will be a vertical line (C) established at the natural rate of unemployment shown in Figure 4. In the case of Singapore, the short term Phillips curve was a valid model to represent the relationship between inflation and unemployment. By July 2009 the unemployment rate reached its maximum while the inflation rate declined, thus supporting the economic concept of Phillips curve shown in Figure 5 and Figure 6. Figure 5: Singapore Unemployment Rate Figure 6: Inflation Rate by Month Interest Rates It is valid to note that aggregate demand was stimulated during the recession by the central banks monetary policy. Without monetary stimulus, it would take much longer for consumers to start spending again and gain confidence in the future. The central bank started lowering the base lending rate (Trading Economics, 2010), which represented the short term interest rates in the country, in order to make it easier for consumers to borrow so that they could start spending more. The dynamics of the short term interest rates in Singapore is shown in the Figure 7. Figure 7: Singapore Interest Rates It is valid to note that in the pre recession period the country had already had rather low interest rates that ranged around 3%. In 2008, the central bank started reducing the overnight lending rate until it reached nearly 0% by 2010 (Trading Economics, 2010; Figure 7). Money Demand The article in the Wall Street Journal states that the expectation of contraction in the Singaporean economy and the 5.1% annual growth are feasible because the central bank does not plan to reduce the overnight lending rate too soon. As a result, there will be stimulus for borrowing, consumer spending and investing. Figure 8: Interest Rate Vs Money Supply The economic theory suggests that there is a direct relationship between the money supply and interest rates as shown in Figure 8. In fact, the interest rates are the price of money or the cost of money. When the cost increases, the demand for money will decrease. Similarly, when interest rates rise (I* to I**), the demand for money will fall. Both the consumers and businesses (S) will start borrowing less (Sloman, 2006). Keynesian View However, different school of economic thought offer different concepts on what would be an effective measure to stimulate the economy. For example, the Keynesian economic school argues that during the period of recession, it is essential to stimulate aggregate demand (AD). This has been seen in the case of Singapore when the central bank started stimulating aggregate demand by loose monetary policy in 2008 2010 (Trading Economics, 2010; Holmes and Venkat, 2010). Figure 9: Keynesian AS/AS Model The Keynesian view is that aggregate demand, if stimulated by monetary and fiscal policy, would eventually lead to the growth of the total output and aggregate supply. However, the neo classical school of economics offers a different solution. The neo economy states that the government should rather stimulate and tackle aggregate supply (Yte to Yrec) rather than demand. One of the measures that this school of economics proposes is to increase the money supply at a constant rate. The expansion of money supply is used to stimulate aggregate supply and economic expansion, thus reducing the volatility of the economy. The governments of developed countries in the European Union and the United States, however, continue to adhere to Keynesian measures of stimulating the economy and fighting recession. This has also been found in the case of Singapore (Holmes and Venkat, 2010). Since the recession had lasted only about a year in Singapore until the contraction and expansion started, Keynesian measures of stimulating the economic growth can be assessed as effective in spite of the criticism from the neo classical economic school. Conclusion It is valid to summarise the main arguments of the discussion of economic concepts in the context of Singapore that were based on the article in the February Issue of the Wall Street Journal. This article defended the position that the economy of Singapore will expand and achieve an impressive growth of up to 5.1% in 2010. This expectation has been discussed in the light of the economic theories of business cycles, the model of aggregate demand and supply and the theory of monetary policy and relationship between the interest rates, money supply and total output. From the standpoints of the theories and the fact that the central bank of Singapore does not plan to change its loose monetary policy, the economic expansion and growth of 5.1% are feasible and can be achieved.

Chaos In William Shakespeares King Lear :: essays research papers

A device which Shakespeare often utilized to convey the confusion and chaos within the plot of his plays, is the reflection of that confusion and chaos in the natural environment of the setting, along with supernatural anomalies and animal imageries. In King Lear, these devices are used to communicate the plot, which is summarized by Gloucester as:   Ã‚  Ã‚  Ã‚  Ã‚   …This villain of mine comes under the prediction: there’s son against father. The King falls from bias of nature: there’s father against child. (Act 1, Sc.1, 115 - 118) The “bias of nature'; is defined as the natural inclination of the world. Throughout the play King Lear, the unnatural inclination of nature, supernatural properties and animal imageries are used by Shakespeare to illustrate the chaotic state of England, which was caused by the treacheries of the evil characters.   Ã‚  Ã‚  Ã‚  Ã‚  Gloucester is a character in the play who firmly believed that man’s fate has supernatural properties that are controlled or reflected by the heaven and stars:   Ã‚  Ã‚  Ã‚  Ã‚  These late eclipses in the sun and moon   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Portend us to no good. Though the wisdom of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  nature can reason it thus and thus, yet nature finds   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  itself scourged by the sequent events. (Act 1, Sc. 2, 109 - 113) This is proclaimed by Gloucester as he is told by Edmund of Edgar’s supposedly treacherous plot to remove him from power. Gloucester’s trust in Edgar faltered as a result of Lear’s irrational banishment of Cordelia and Kent, coupled with recent anomalies in the heavens. Gloucester believed that Lear’s actions also came as a result of the star’s unusual behaviour. Edmund, the treacherous and bastard son of Gloucester, exploits Gloucester’s blind believe in the stars in his plot to oust Edgar out of the inheritance and ultimately to gain all of Gloucester’s wealth and land:   Ã‚  Ã‚  Ã‚  Ã‚  This is the excellent foppery of the world, that when we are sick in fortune (often the surfeits of the sun, the moon, and stars, as if we were villains on necessity; fools by heavenly compulsion; knaves, thieves, and treacherous by spherical predominance; drunkards, liars, and adulterers by an enforced obedience of planetary influence; and all that we are evil in, by a divine thrusting on. (Act 1. Sc. 2, 125 - 133) As a result of the irrational acts of trust by Lear and Gloucester, the state of England crumbled due to corruptness and treachery of Regan, Goneril and Edmund. At the point of ultimate chaos, Lear is disdained by his two evil daughters and has none of the power and honour of his kingship, and the state of nature reflects this chaos in the form of a tumultuous storm:

Rachel Akhazemea Essay

In the novel of mice and men John Steinbeck uses the two protagonists Lennie small and George Milton to show morals through-out the novella. Steinbeck uses the main characters to portrait the American dream. I realize Steinbeck vaguely gets us to explore each character feeling by feeling, but in the time of age they’re living in we get a clearer understanding of why they are the way they are. In this essay I will discuss the relationship between both George and Lennie, and why Steinbeck has decided to use two completely different characters in the same content. A rather key way in which Steinbeck introduces Lennie and George is through the use of description. In the opening of the novel, Steinbeck decides to create suspense for the characters. He uses metaphorical language to compare Lennie like an animal â€Å"the way a bear drags his paws†, the idea of Steinbeck doing this allows the reader to assumedly suggest what type of person Lennie is straight away, the imagery of the bear represents how masculine, strong and loud Lennie comes across to be, but on the other hand it could represent how sometimes a bear is unaware of its actions and is dangerous, therefore this foreshadows what happens later on in the novel. Our understanding of Lennie begins to grow as we read further on into the novel. We know Lennie is seen as a strong character physically and George is a strong character verbally, but not so much physically as Lennie. The relationship may face some challenges as they’re dialect is obviously different, you would assume two close friends would show unity in the way they come across, but Steinbeck doesn’t use this typical idea of friendship in the novel. As we read further on in the book we create an image for both characters. We start to realise how Lennie treats George as a father figure. Lennie, despite being slow and easily confused, is sure of this friendship. We see this when Lennie is subjected to answer Crooks’ joke when he says George might abandon him, Lennie jumps to reply â€Å"George wouldn’t do nothing like that† this shows that as dim-witted as Lennie seems, he will continue to reassure himself and believe that George would never leave because of the value of their relationship, from Lennie’s point of view, George is the most important person in his life his guardian and only friend. We also see that Lennie is reluctant and naà ¯ve; â€Å"but I wouldn’t eat none, George I’d leave it all for you. You could cover your beans with it and I wouldn’t touch none of it† the fact that Lennie outbursts in apology after George expresses to him his anger, goes to show the extent of earnestness Lennie has for their relationship, the idea that he is willing to sacrifice his desire (being ketchup) just shows how much he truly cares about George. We also see how much Lennie is dependant of George as he obeys George: â€Å"Yes† Lennie turned his head. â€Å"No, Lennie. Look down there across the river; you can almost see the place† Lennie obeys George† the fact that Lennie obeys George quickly shows there is a certain amount of respect for George, it shows he trusts George in whatever is being said, But we can then perceive this in two ways; a threatening, cruel way, or just the fact that Lennie understands the level of respect required with George. This also suggests to the reader that there are barriers in the relationship that affect how they treat each other, when Lennie chooses to obey George it may also show how Lennie cant decide for himself and he needs George to make his decisions for him. On the other hand, I have explored the way Lennie’s and George’s characters may change once they are around other people. We can also link this to the way George treats Lennie, George who is constructed as a responsible father-like man, and then seen as a reluctant carer to Lennie can be seen as a battle between two personalities in one person. We realise George’s personality changes when he is talking to Lennie and referring to the dream they both share: â€Å"George’s voice became deeper. He repeated his words rhythmically as though he had said them many times before. â€Å"Guys like us work on ranches†¦Ã¢â‚¬  the fact that Georges voice begins to get deeper as he starts to explain the dream shows how he feels towards it, sweet passionate George begins to reveal itself to the reader implying his interest in what he’s explaining, and it becomes more than words that he is speaking. But we then realise the contrast when George is talking amongst his work friends, George refers to Lennie as a â€Å"Crazy bastard† his dialect is a complete transition from when he was explaining the dream passionately. Describing Lennie as a crazy bastard may give the impression to the reader that George pretends he doesn’t understand the way Lennie is when he behaves unnecessary, showing how he may want to seem bigger than what he really is, in front of his work friends. George finds it hard to show his true love and compassion towards Lennie when around other people. In Chapter three George is talking to slim about the past, George explains to him how him and Lennie grew up together as neighbours, George mentions that when he first began travelling with Lennie he found it funny to play pranks on Lennie, but as they grew older they were no longer fun. We realise the relationship comes across barriers and obstacles especially because Lennie had a mental disability. â€Å"George herd Lennies whimpering cry and wheeled about, â€Å"blubbering like a baby! Jesus Christ! A big guy like you!† Lennies lip quivered and tears started in his eyes, â€Å"aw, Lennie† George put his hands on Lennie’s shoulder . â€Å"I aint taking it away for meanness, that mouse aint fresh..ect† Lennie cries like a baby, his reaction can be compared to a baby when they get told off, this may show mental weakness. The main thing about it is seeing a grown man cry, What is also interesting is now that George has made Lennie cry, George is considerably softened up by Lennies tears, Georges quick reply was â€Å"I aint taking it away jus for meanness† this shows George has a passionate side, he doesn’t want Lennie to be upset, but he still needs to show some control. We also recognize the quick transition in George as his emotions change from firm to soft, some people might perceive this is another way, the fact that George switches the way he talks to Lennie so sudden may show he is forced to put on a responsible role, George doesn’t want to be mean to Lennie, but Lennies behaviour forces him to. George’s sharp words can sometimes come across threatening to Lennie, his role of having to be responsible and caring towards him can be challenging for George. Into the second chapter as Lennie and George arrive at the camp and eventually go into meet the boss, George is very keen on being in control. His constant use of language is used to dominate the conversation. â€Å"Whats your name?† â€Å"George Milton† â€Å"and yours?† â€Å"George said, â€Å"His names Lennie small†. This shows us that George is carefully thinking about what may happen if he allows Lennie to talk, with full understanding that if Lennie says something out of content, they might loose their opportunity of working there. When we come to talk about how others may see the relationship, I find the boss’s perceiptive can be very intresting, as the boss is conversating with Small and Milton, the boss starts to suspect that George is using lennie to steal his money â€Å"he hacked his thumbs in his belt and squinted one eye nearly closed. Say what you sellin?† â€Å"huh?† â€Å"I said what stake you got in this guy† The boss miss interprets George’s authority and sees it as a way of George benefiting himself by taking Lennies money. When George knows he uses his authorative role to benefit them from losing their jobs. Later on in the novella, it is evident that George begins to feel fed up with Lennie, having to move locations all the time for every little mistake Lennie does. The fact that George ends ups killing Lennie clearly shows his lack of faith. George comes to a realisation that Lennie can not carry on the journey with him especially when he seems to be limiting him from going anywhere. I believe Steinbeck wants the reader to understand that sometimes you need to do the worst things to get the best results. He uses these two reluctant characters to portrait a hidden hope between them both, but the hope ends up getting crushed once George kills Lennie, which seemed like it was for the best. With a wider insight of what Steinbeck uses the characters for. I’ve analysed the way he uses the American dream with Lennie and George to separate them from the rest of the workmen. Lennie and George both share the same dream which keeps their hope through out their stay at their workplace. George says: â€Å"with us it aint like that. We got somebody to talk to that gives a damn about us. We don’t have so sit in no bar room blowin in our jack jus because we got no place to go, if them other guys gets in jail they can rot for all anybody gives a damn. But not us.. â€Å"the fact that George separates him and lennie from the other guys shows he sees everyone else differently, it shows they have a different mind-set to the rest of the guys and it shows they believe in something bigger and greater than in the walls of the ranch. Throughout the novel, Lennie seems to be unaware of what is right and what is wrong, and this comes across as a burden on george as he has to correct gim for every wrong thing he does. George knows just how easy his life could be without Lennie and all the confusion he causes. We understand this because at the start of the book George tells Lennie how he would get a decent job with nice guys to talk to and a good pay. Then at the end spend as much as he wanted. George’s life has been made harder because of Lennie, and until Lennie goes, he’ll forever be unhappy. When George is conversing with the boss, it’s interesting to see how Lennie can hide his strength which only emphasizes his weakness. The boss seems interested in hearing what Lennie can do, because of his masculinity and size, but now that Lennie has been forbidden to talk by George, he is afraid to communicate; â€Å"The boss pointed a playful finger at Lennie â€Å" he ain’t much of a talker, is he?† he’s sure a hell of a good worker. Strong as a bull† The fact that lennie is described as another animal for the 2nd time in this novel re-enforces Steinbecks idea of Lennie, it repeatedly foreshadows his behaviour now and what it could turn out to be, an animal has a lower mind-set than a human, less knowledgeable and less understanding. This episode also highlights’ how Lennie is weaker than George, Lennies physical build is very deceiving and he is limited by his mental ability and by his utter subjugation to George. We also realise the different types of features used such as imagery, metaphors and similes to dominate the scene or setting. â€Å"A water snake glided smoothly up the pool, twisting its periscope head from side to side, and it swam the length of the pool and came to the legs of a motionless heron that stood in the shallow. A silent head and beak lanced down and plucked it out by the head and the beak swallowed the little snake while its tail waved frantically† the great imagery here is used to begin section 6 to describe a setting like the ‘Garden of Eden’ this gives the reader a hint of what the scene may look like, a paradise heaven. The sliding snake represents the tempting serpent from the Garden of Eden, this symbolism is used to suggest the predatory nature of the world foreshadowing Lennies quick death. The innocent snake narrated in the beginning of the novel is now un-expectedly taken from the world and soon Lennie’s life will be taken from the world just as un expected as the snake. The idea that the snake is classed in a lower category than the Heron shows the difference between George and Lennie, George representing the predator and Lennie as the prey. We can often question ourselves on the way Steinbeck decided to end the book. The ending was certainly optimistic and interesting and especially un-expected. I believe Steinbeck wanted to get across to the readers that in order to pursue our dreams, we have to get rid of what’s stopping us from achieving, and in this case Lennie was topping George. Steinbeck also wants us to realise the amount of determination you need when you desperately want something. A successful way in which Steinbeck ends the novel is in the way he links it to the American Dream. The two protagonists lennie small and george Milton clearly help structure the hole idea of the American dream and the deep morals that come along side it. The American dream tells us that everyone is equal and everyone has same rights to achieve success, as long as effort is put into it. In this case, Lennie and George would love to persue their dream together, but Lennie’s mental ability and slow mindset holds them both back from achieving and becoming successful, Steinbeck clearly show this by proving – in order to persue your dreams, you need full submission, meaning getting rid of anything that is holding you back, and in this case, Lennie. Another way in which we could perceive the way Steinbeck uses the characters to portrait the American dream, is through their characteristics. Pursuing something great requires a lot of determination and a right mind set, it wasn’t that Lennie and George had no determination but lennie wasn’t in the perfect mind state to pursue the dream, so by George ending Lennies life, it allowed the extra stress to be released of Georges shoulders. Steinbeck simply uses this to show the reality side of things. The idea that the dream was reachable, but once George gave up on Lennie the dream became no longer attainable. The American dream was for anyone stable enough to work for what they want and to achieve it, but the purpose of the ending was another way of telling people that having a dream and striving for it is definitely not easy, he also gets us to understand that even though everyone around you may not believe in what you do, it does not mean you should stop believing in it. The main core of this novel was the suspense built between Lennie and George to show having a strong desire for something isn’t impossible.

Critically assess the extent to which HPWP relies on the intensification of work

Critically assess the extent to which HPWP relies on the intensification of work Introduction The high performance work practices abbreviated as HPWP denotes an all-purpose managerial representation encompassing several aspects. However, the description of High Performance Work Practices meadow proves to engage some involvedness. HPWP has conquered the modernization of human resource management.Advertising We will write a custom essay sample on Critically assess the extent to which HPWP relies on the intensification of work specifically for you for only $16.05 $11/page Learn More In fact, studies conducted in the past fifteen years relating to the nature of high performance work practices and their implications on organizational performance have investigated various aspects of human resource (Bacon Blyton, 2006). In the meantime, the employees’ outcome commitment polarizes as a result of the HPWP that increases the benefits of the organization. The empirical studies have thrived to explore the impacts of High Performance Work Pra ctices under widely contending perspectives. That is, High Performance Work Practices have optimistic and pessimistic results pertaining to both the institution and employees. Among the benefits, include higher pay, employee commitment, elevated skills and training, group work, low labor turnover, profitability, and high productivity (Macky Boxall, 2007). However, research states that negative effects may be seen in the workers experience, HPWP ensues due to higher level of dedication, participation, and good judgment. The groundwork spill out, stress at work, workload, and accountability may overshadow these gains. Thus, work intensification is the eventual brunt of the High Performance Work Practices required of an organization’s workforce. The degree at which the principles of High Performance Work Practices are affected by work intensification is the major purpose of this paper. Initially, the paper scrutinizes the relationship between work intensification and HPWP. The paper identifies the divergent sources of effects amid the negative and positive HPWP outlooks on an organization’s staff. The paper then assesses the linkages between performance and organizational practices as well as the route to performance outcomes, and how organizations measure the performance outcomes. The paper looks at certain established perspectives of HPWP and their effects on human resources.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The relationship between HPWPs and work intensification Despite the proofs offered by literature on the management of human resources, such available proofs at the moment insinuates that work intensification is a possible result provided the proprietor does not appropriately employ High Performance Work Practices. Possibly, the staff has drawn in high performance working by merely engaging more or fresh practices in this reve rence. High Performance Work Practices may be or may not be the best practice. The interconnected activities such as human resource procedures, practices, programs, strategies, and philosophies are enclosed in the strategic HRM as Bacon and Blyton (2006) argue. The corporation’s HR philosophy reflects the endeavors to establish high performing labor force as indicated by the framework developed by Schuler (1992). Thus, the architecture of processes, practices, programs, and policies reflects this directly. The policies building up high performance measure while recompensing the workforce forms part of the architecture of the best practice and HPWPs. Indeed, the best practice is evident in any human resource philosophy employing HPWPs as the basis of HRM policy to put into practice the company’s exterior and internal plans. The practices performance link The employer-employee mutual benefits are feasible through High Performance Work Practices. As argued in the HPWPs un itarist viewpoint, the workforce gains from the meaningful and varied vocation sense of value, as well as the superior discretion of task. The employees may experience the gains through the developmental or direct participation. On the other hand, the employers gain from having the staffs that are devoted, aggravated, and extra committed. Such labor force will employ their novelty and inventiveness to work under minimum supervision by liberally connecting with other workers to nature the quality of their work. In effect, these human resources are eager to work since they get that empowerment to carry out the assigned tasks. Braverman (1974) put forward that such employees are less likely to be absent from work or even avoid accomplishing their tasks. Besides, the other benefit according to Guthrie (2001) and Arthur (1994) indicates that workers are less prone to flee the corporation for another as a result of such work intensification.Advertising We will write a custom essay sample on Critically assess the extent to which HPWP relies on the intensification of work specifically for you for only $16.05 $11/page Learn More The above work intensifications will augment the chances of High Performance Work Practices. However, these mutual benefits also do come with the cost constraints to both the employer and the employees. The employees in this case are entitled to identify with the organizational performance objectives. Moreover, they are obliged to put in additional discretionary hard work and acknowledge high responsibility exertions. Nevertheless, the employers have to rely on the staffs that are less replaceable and meet high costs of finance involving the reorganization of work, workforce development and training (Macky Boxall, 2007). Through work intensification, the employers are also expected to give up particular controls to their workforce hence, HPWP. In regard to the pluralist backing of High Performance Work Practices, the approach visualizes a situation of a lose-win for workers and employers. The condition of a win-lose condition comes as a result of the oblique or direct derivation of the HPWP model benefits from the intensification of work. The comprehension of this perspective relies on the involvement of the introduced schemes of high performance by way of inevitable reductions of staff and work enlargement. In general, the workforces incur the overheads whereas the profits are for the most part enjoyed by the companies. Through this, the employees have to recompense for the gains of performance by means of the responsibility shifted from encumbers to the direct occupation losses. Thus, the ultimate result will see the workers subordinate their interest to those of the corporation and induce themselves to extra labor (Braverman, 1974). Therefore, it is imperative to analyze the route of organizational and workforce performance as well as whether the work intensification or high motivation of the employees brings about High Performance Work Practices. The route to organizational and employees performance outcomes The abilities, motivation, and opportunities description of Purcell and Boxall (2003) envision inter linear subject amid the impacts of the approved practices on the employees and organizational performance. High Performance Work Practices influences the performance results consistency based on the AMO model in several manners.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Initially, the performance capability and the capacity of workers modify in that the practices affect the aptitudes of the employees in regard to level of skills and knowledge. The inspiration levels to install such skills and knowledge are also pretentious owing to the effect of practices on the employee’s attitudes. Finally, there is the entire use of the improved abilities due to the opportunities created by High Performance Work Practices. Higher performance bounds are set up by the capabilities of the workers. A number of proofs advocate that High Performance Work Practices assists in the development of knowledge and skills with respect to enhancing the abilities of an employee. Other studies assert that High Performance Work Practices are related to a variety of fresh skills. For that matter, HPWP model generates the supplementary and extensive learning environs as a result of the facilitated workplace knowledge. Besides, Bacon and Blyton (2006) emphasize that the inequ ities of skills amid non-standard and full time human resources is abridged potentially by the High Performance Work Practices. Conversely, the extents at which actions emerge from High Performance Work Practices get influence from motivation. The commitment effects surveyed emerges from several lines of investigation involving HPWPs. and inspiration. The amplified commitment in an organization commonly improves the levels of motivation as established by innumerable scholars. Indeed, this improvement increases particularly due to high reimbursement, better involvement of workforce in the decision making processes, improved processes of airing complaints, and the utilization of flexible job preparations. In regard to the general high rate of work satisfaction, Boxall and Macky (2007) discovered that members of staff embracing HPWPs are more motivated. Equally, for the competencies of goaded workers to be articulated, the opportunities enhance the boulevard in view of the rapport amid opportunities and HPWPs. The workers opportunity to labor to the full competence is provided for by the High Performance Work Practices. The employee can meet this through enhancing the shared information and collaboration. Moreover, the relaxation of some designs of work and structures in the organization might enable workers to utilize their capabilities (Guthrie, 2001). Measuring performance outcomes From the perspective of organizations and business sector, Verburg and Hartog (2004) assert that performance in finance is measured through computing the development measure, returns on markets, proceeds, equity, asset returns, and sales return. However, measures regarding the performance of an operation are in form of productivity, legality on management, suppleness, satisfaction at work, and labor turnover. Similarly, the labor divisions of output, time of production, as well as the amount produced per worker are all measures of productivity Whether or not the sources of gauging p erformance arrive from multipart, solitary or self-coverage administration resources makes some of the unduly answered queries. The other bottleneck is evident in the informal demeanor in relationship amid performance and High Performance Work Practices plus the discrepancies in measuring performance. Thus, there is lack of cross-sectional research to compare performance measure with regards to High Performance Work Practices. However, work intensification surely brings about HPWP. Youndt et al. (1996) analyze the main twenty-five explorations of HPWPs and performance in an organization and found that its presumption is less convincing when reviewed systematically. In contrast, the effects of performance on High Performance Work Practices are positive according to meta-analysis of the ninety-two exploratory study. The research found that twenty percent (20%) of the organizational disparities obtainable utility comes from HPWPs. In fact, this statistical aggregation counteracts the i mpacts of the artifacts of methodology and errors of dimension and sampling. As such, the effect of High Performance Work Practices is both administratively and statistically pertinent to the organizational performance. In addition, compared to other level of organizational observable fact this may appear like a slight impact however a significant finding according to Braverman (1974). In the same way, Godard (2004) found less convincing on complementarities evidences. Yet, Combs at al. (2005) considerably supported that the interactive effects of personal practices (14%) is two folded by the impacts of HPWPs (28%). Various concepts have emerged to explain the extent at which work intensification contributes towards high performances work practices (HPWP). In fact, the two broadly acknowledged perspectives include the pluralists and unitarists’ concepts. According to these perspectives, HPWP can only be realized via following certain performance routes. However, such routes m ust involve the output and input of an organization and the workforce. Despite the fact that the intensification of work leads to HPWP, scholars such as Godard (2004) as well as Geary and Dobbins (2001) claim that such practices could generate both positive and negative impacts on the organization and employees. For instance, the employees and unions may be impacted negatively in cases where there rights are not fully represented. In such a situation, the employers will only generate the marginal performance gains. Hence, a â€Å"lose-lose† condition is attributed to the HPWP paradigm. The Unitarist Perspective on HPWPs The unitarist perspective with regard to HPWP brings together the idea that centering work organization and labor management around highly engaged, skilled, empowered and involved workers, it is possible to present a ‘win-win’ situation not only for the employees but also for the employer. Inherently, higher performance is attained predominantly t hrough the development of a more engaged and motivated workforce (Macky Boxall, 2007). Performance through Work-Intensification There is almost a universal agreement between pluralist and unitarist perspectives that there is a common link between the adoption of HPWP and performance gains. However, there is also a clear difference between the two positions. This is specifically in trying to understand the ‘route’ by which the performance is achieved. Severally, a wide array of researchers have suggested about exploring the link between practices and performance. They focus on the experiential impacts of high-performance work systems. In part, this involves the departure from the tendency in current research to depend on ‘input-output’ models of causality. This is based on survey data. Contemporary, researchers have undertaken in-depth and more detailed research that explores how high-performance work systems are practically been enacted, implemented and ex perienced by employees. Research that has followed the fore-mentioned approach has found significant variations into the translation of HPWP into practice (Godard, 2004). Godard suggests that the high-performance paradigm, might eventually involve a ‘lose-lose’ situation. In markets or countries where employees seem to possess hardly any privileges of demonstration, the HPWP paradigm could probably affect negatively on both human resources and the organization or employees’ unions. At best, it will only have marginal performance gains for employers and organizations. The benefits of high-performance working are overrated by previous research according to Godard. In fact, Godard distinguishes two types of high-performance systems: team systems and lean systems. Team systems accord employees in teams’ genuine autonomy. Usually, this does not involve just-in-time strategies but are commitment-based. This system achieves performance through the ways envisioned in unitarist perspective. The lean system involves substantial managerial supervision. The system is efficiency-focused and inherently accompanies just-in-time inventory management. It follows the pluralist perspective of attaining performance through work-intensification. The ‘lean’ model as illustrated by Danford et al’s (2005) during their investigation of high-performance working at two aerospace firms; Jetco and Airframes. The researchers reported just biased confirmation of the enhancement in job prudence, elevated remuneration promise, and advanced expertise ranks, better involvement in the administrative processes, as well as additional promotional reimbursements for staffs under high-performance work systems. The authors found that there was considerable work-intensification. Additionally, there was intensifying degrees of work-related pressure that were going together with the approval of the practice. From the available study literature, the admission to the organizational growth and further schooling in the two organizations was predominantly anchored on administrative evaluations. New graduates who were prioritized and favored by the management benefitted from training and development. Work Intensification Many other studies similarly report considerable levels of work-intensification. Green (2004) defines these studies as’†¦an increase in the proportion of effective labor performed for each hour of work†¦Ã¢â‚¬â„¢ He notes that work-intensification involve higher levels of occupational stress that accompanies the introduction of HPWPs. Supplementary research reports reveal that the actuality of the place of work high-performance functioning hardly pursues the ‘team’ paradigm but instead pursues the â€Å"lean† paradigm more directly where the expression of prototype fail to go with to its ratification. On the other hand, various scholars propose that the preliminary system expenditure and h igh overheads necessitate upholding superior performance occupation schemes. These costs include training, development, wages and the general transformation of the workplace. This necessitates a ‘lean’ mode and consequently encourages only partial and low level of adoption of the HPWPs. These expenditure and profit discrepancies seem to be predominantly adverse to the emerging organizations. Additional research reports find a link between the use of HPWPs and downsizing of the workforce. This may be through layoffs as noted by Osterman (2007) or less harsh strategies such as voluntary redundancies. To some scholars, it is revealed that there is a divergence amid strategies concerning work-life equilibrium and HPWPs. Sensitivity and implication of HPWPs There are diverse connotations connected to the entity or managerial performances and unlike repercussions to human resources as designated via extra qualitative explorations. The enactments of ‘team-working’ have a distinguished difference under HPWPs compared to the ‘Scandinavian’- type model. The Scandinavian model involves significant employee discretion, complex task-working and high levels of team autonomy. The ‘lean’ type model involves limited levels of autonomy and control. It involves the engagement with simple tasks. Commentators observe that the introduction of HPWPs by managers’ implementation of the team-working practices vary around the theme of self-interest. According to Bacon and Blyton (2005), employees commonly believe that managers introduce team working for the benefit of their career advancement. This is in view of sizing down the workforce to increase profitability of the shareholders. Respondents to the research indicated that the avenues by which organizations’ management attained compliance to the HPWPs programs was by actively favoring submissive individuals. These employees are promoted to advance the initiative of the implementing managers. On the contrary, the respondents (employees) are generally positive regarding the benefits of team working. However, they had limited trust with regard to what they termed as ‘rhetoric’ of high-performance working. Co-operations and trust of workers with regard to the implementation of HPWPs is hard-won. Even positive changes are prone to cynical interpretation of management motives. The intensification of work may be positive to the career advancement of the employees. However, when the employees perceive this as the ideology of the organization to overwork them so that the organization can save on labor, the outcomes are not as expected. The attitude of the employees towards the implementation of the HPWPs is hence imperative for the successful implementation of the programs. The concern of confidence has been considered as fundamental via extensive explorations for the triumph or if not of towering presentation occupation schemes. Employees ar e less likely to accept the high-performance work systems if they have little trust in the management. Consequently, such issues have an intense bearing on whether or not HPWPs can promote levels of affective commitment (Macky and Boxall, 2007). Danford et al. (2005) suggest that lack of trust between employees and employers is tragic to the employment relationship. The manifestation of the irreconcilable conflict of interest that emerges from the social relations between employees, managers and the employer usually leads to mistrust. Conclusion From this study, it is evident that there are two broadly speaking sides of the debate regarding the implementation of High-Performance Work Programs. There are those who argue for the positive benefits of HPWPs and those who are critiques as they see the negative impacts the practice can present to employees such as the creation of stress and dissatisfaction. Although HPWPs are observed as having more benefits to the employees, employers an d organizations, there are negative aspects to the same. Work-intensification is one of the benefits that employers achieve from the implementation of high-performance work systems. The intensification of work ensures that lesser workforce performs more work with better quality at a lower cost. For organizations to ensure proper implementation of HPWPs and bring the desired results, it is imperative to ensure that the organizations create and develop a reinforcing environment that is sustained by the practices. From this study, it is evident that HPWPs can influence performance envisaged by the ‘route’ to performance outcomes. The effects of HPWPs on intensification of work are inevitable since they seem to be founded on a range of operational and environmental factors particularly those that determine how practices are perceived and maintained. Bacon, Nicolas, and Paul Blyton. â€Å"Union Co-operation in a Context of Job Insecurity. Negotiated Outcomes from Team-work ing.† British Journal of Industrial Relations. 44.2 (2006): 215-237. 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