The rationale rights based approaches

The rationale rights based approaches This essay will discuss about the rationale, shortcomings and potentials of rights based approaches to development as a subject. The objective of this essay is to explore the above mentioned in detail as this is believed to help all those involved in development work and to add to the existing debates in this area. The other reason is to clarify this theorisation for actors in the field be it NGOs and government or international agencies dealing with development to really understand what rights based approaches entail. Rights based approaches to development has become so popular for the past decade, with development agencies and national governments understanding it and implementing it in a diverse of ways. As Hickey put it â€Å"Some development professionals remained committed to the approach, while others were frustrated at the lack of progress in realising its apparent potential. Some academics and activists expressed continuing scepticism and argued that the rights based approach was one more example of northern hegemony†.(Hickey etal,2009:9) It is against this backdrop that discussing about the shortcomings and potentials of rights based approaches is appropriate. The discussion is hoped that it will help governments and NGOs to take into account the shortcomings and potentials in their development work. The essay focuses on the rights based approaches in generally, for there is need for self reflection so that actors can understand both the negative and positive side of rights based approaches for it to be a helpful tool on the ground rather than theory. This point was emphasised by Hickey saying â€Å".neither praise nor damn rights based approaches to development, and to instead work toward a more balanced understanding of both potentials and pitfalls of such approaches. We hope that this measure assessment will avoid the antagonisms with other new approaches to development for example social capital, participation, in which reasonable disagreements have become running battles, entrenching increasingly polarised positions, clouding attention to facts on the ground and preventing the productive synergies that should develop between opposing views.†(Hickey etal, 2009:209). To address the issues highlighted in the above paragraphs the essay will deal with the rationale of rights based approaches followed by a discussion on the current debates which will help to highlight the shortcomings and potentials. A comparative analysis with other approaches to development will be looked at and a discussion about the shortcomings and potentials which will be followed by a conclusion. Various definitions has been put forward to describe what a rights based approach is. As stated in the Human Rights Reference Book, â€Å"Human rights to development can be defined as a conceptual and analytical approach to development cooperation, which is based on the standards and principles of human rights and which aims to incorporate these standards and principles in all planning and implementation of development cooperation †(Sepulveda etal 2004:03) Others define a rights based approach in what it does to a situation. As stated in Ball, â€Å"A Rights based approach helps to uncover the root causes of under development, conflict and even natural disasters such as famine.†(Ball 2005:278).In relation to this essay, the definition as propagated by Sepulveda in the Human Rights Handbook will be used or referred to. For the proper understanding to the readers, there is need to define as well what development is and which definition is applied in this contexts as rights based approach focuses on the way in which development is being approached. The preamble to the Right to Development Declaration states that, â€Å"Development is a comprehensive economic, social, cultural and political process, which aims at the constant improvement of the well being of the entire population and all individuals on the basis of their active, free and meaningful participation in development and in the fair distribution of benefits resulting there from.†[1] This definition will be the one referred to in this essay since it cover so many things and it is a consensus from all the nations which fall under the United Nations. Having stated the objective of the essay, given the definitions of development and rights based approach the essay will now discuss the rationale behind having rights based approach to development. In order to highlight the shortcomings and contributions the fundamental reasons for using a rights based approach to development will be discussed. It is my view that from the past development projects were not incorporating human rights in their agendas. Human development and human rights were seen as separate fields altogether. However it was realised that all the two frameworks are there to promote and secure the peoples dignity and also freedoms. As stated by Nyamu-Musembi, â€Å"A rights based approach adds an element of accountability and culpability, an ethical or moral dimension to development. It therefore, demands a shift from viewing poverty eradication as development goal to viewing it as a matter of social justice, as the realisation of a right and fulfilment of a duty.†(Nyamu-Musembi, 2005:42) However in relation to NGOs, adopting rights based approach is based on the fact that it is moral right, and widely accepted perception that it brings contributions to traditional approaches which will be discussed in the essay. It was also believed international-wide by authors and professionals that development should have a consideration for rights. It is the writers view that human rights and development are more effective together than either one on its own. And this reason of combining a rights based approach to development was confirmed by Theis as he stated that â€Å"Combining human rights, development and activism create a more effective approach than any of them on their own. A rights based approach has a greater chance of achieving results in the fight against injustice, inequality, poverty and exploitation†. (Theis, 2004:13). The realisation by actors in development was to the effect that not all was being done to realise the rights of people and there was need for some comprehensive approach to tackle issues as poverty and address the inequalities involved and this can be done through legal means. Petit said â€Å"Development practitioners have to begun to recognise the limits of their technical and micro-project approaches in tackling the root causes of poverty. They have recognised the need to address deeper structures of inequality and exclusion and to confront these at the legal and political as well as social, cultural and economic levels.†(Petit, p92) Also according to Gready the realisation of links has led to the issue of rights in development as he stated that â€Å"Recognition of the fundamental links between rights, denial, impoverishment, vulnerability and conflict has led to the incorporation of rights- based approaches into the funding strategies, policy formulations and practice of a diverse range of actors.†(Gready P etal.2005:1). The other reason for adopting a rights based approach to development was that it uses different lens for the analysis of problems which development seeks to address. The committee on Economic, Social and Cultural Rights have summarised or explained the above statement as follows â€Å"The real potential of human rights lies in its ability to change the way people perceive themselves vis-a-vis the government and other actors. Rights framework provides a mechanism for reanalysing and renaming â€Å"problems like contaminated water or malnutrition as â€Å"violations† and, as such, something that need not and should not be tolerated..Rights make it clear that violations are neither inevitable nor natural, but arise from deliberate decisions and policies. By demanding explanation and accountability, human rights expose the hidden prioritise and structures behind violations and challenge the conditions that create poverty†[2] Having looked at the rationale for using rights based approach it is important for this essay to discuss some of the debates which are existing in this field to clearly show the potentials and shortcomings of rights based approach. There has been a debate that human rights based approaches re-politicise development through NGOs work and it is still topical. This was about humanitarian principles applied by international agencies namely impartiality, independence and neutrality which are considered to be political values. Most writers have agreed that development can be re-politicised by human rights based approach especially in relation to to the identification of needs. As Nyamu -Musembi and Cornwall expressed that â€Å"Whereas a needs based approach focuses on securing additional resources for delivery of services to marginalised groups, a rights based approach calls for existing resources to be shared more equally.assisting the marginalised people to assert their rights to those resources, thus making the process explicitly political†(Nyamu-Musembi etal 2004:2). This debate is now looked at to see if it can highlight some shortcomings or potentials of using a right based approach. In this case I will try and analyse whether being political in the sense portrayed is bad for development. It is my personal view that it is necessary part for rights based approach to be political as this can bring public awareness and include naming, shaming for the governments and development actors for the rights violations. It is my contention that using other methods was leaving behind the issue of power relations that exist in society and this causes them not to look at the root causes of the problems. Others argue that human rights based approaches are a new form of imperialism used to provide an increasingly intrusive attack on sovereignty, democracy and political debate. Some argue that this issue of cultural imperialism stems from the origins or foundation of human rights which is mainly western in nature. But others also defended the position by arguing that the universal aspect of rights is necessary for it adds legitimacy and that human rights based approaches involves both sides of universality and cultural relativism. Looking at this debate I find it to portray a potential of rights based approach to development. Those who support human rights based approaches are happy and felt that putting development within the confines of the law is good for it creates a point of accountability, that is obligations and rights or duties mainly on states and all the actors involved in development programmes. As pointed by Gready that â€Å"The value -added of rights based approach can be sought through direct applications of the law, but more particularly through indirect and strategic uses of the law.†(Gready 2008:78) However there are some who are so sceptical about using the law where there are inequalities and existing power relations which are different. The existing debates are showing potentials and rationale of human rights based approaches as perceived in the development circles. To real engage in the debate as to whether rights based approach have any potential or has some shortcomings, a comparative analysis will be done with other traditional approaches which were used and in this case sustainable livelihoods and needs based approaches or charity. In relation to sustainable livelihoods it can be said that they can complement each other but it deals with the impact of entitlements whilst rights based deals more with what entitlements the marginalised people should have and focus more on the long run effect. This can highlight the potential made by rights based as compared to sustainable livelihoods approach. Another approach to be discussed is needs based, in which case it is mainly based on needs and even selective as to which needs are more important and will be addressed. Looking at a rights based approach it can be compared to a needs based and be found to be better for it addresses the root causes of the problem since rights are indivisible it deals with the situation as it is. A needs based approach no one has obligation and duty unlike in a rights based approach, it entails binding and moral obligations on the actors like government. The other fact about needs based approaches is that like sustainable livelihoods, it focuses on the short term just to address the needs but a right based looks at the long term. I strongly believe that rights based approaches to development has improved the situations and contributed a lot to development as a subject. In a rights based approach the subjects are empowered to claim for their own rights. A table inspired by Save the children will be dra wn to show this comparison, summarising the differences between rights based and needs based. It is not disputed that these are good contributions made by rights based approaches to development Inspired by Save the children and created by the author The comparative analysis has been done by various authors among them Jonsson from UNICEF stated when comparing needs based and rights based approaches to nutrition, â€Å"..the essence of the differences is that in the former beneficiaries have no active claims to ensure that their needs will be met, and there is no binding obligation or duty for anybody to meet these needs. In contrast, a rights based approach recognises beneficiaries as active subjects or claim -holders and establishes duties or obligations for those against whom a claim can be held.†(Jonsson 1999:49) From the above comparative analysis with other approaches or perspectives to development it can be safely concluded that human rights based approaches contributed significantly to development as a subject and has the potential of driving development works in a better direction for the betterment of the marginalised groups. After having dealt with a needs based approach to show the contributions made by rights based approach another comparative analysis is done with a charity based approach. This approach has been criticised because it give the impression that a problem has been solved, but it does not deal with the root causes as well and it does not give the beneficiaries the opportunity to make decisions. Rights based approach is rapidly trying and replacing this charity based to overcome the shortcomings. The table below also shows the different between charity and rights based approach to development Inspired by (Lisndstorm -Sarelim and Mustaniemi-Laakso.2007) and created by the author From the above table 2 it can be said the rights based approaches have contributed significantly to development as a subject. Despite the theoretical strength of this approach, it is also not free from shortcomings. The following section will explore the shortcomings of the approach without a specific context and juxtapose it with the potentials which will be grouped into four categories namely political, conceptual, organisational and strategic challenges and ideological as well as implementation. All this is done to address the issues as to whether rights based approaches have really contributed or is it is just a failure. Conceptual It can be said that rights based approaches sometimes suffer a number of conceptual difficulties, especially in the economic social and cultural spheres. As can be supported by John Farrington, â€Å"The difficulty of systematically incorporating a time frame in the consideration of right, so that for instance they do not illuminate environmental issues such as the appropriate rate of depletion of non-renewable resources. The difficulty of conceptualising an appropriate balance between rights and responsibilities and also the difficulty of defining when cultural specifications override wider good should require suspension of normal rights. The difficulties in resolving tensions among different levels at which rights are conceived†, (Farrington,2001:3) There is a progressive potential though, rights based approach did position development as being for everyone and not really focusing on the so called poorest people in society. It also gives some political issues into development in the issues be it problems and solutions. Organisational and strategic challenges Rights based approach can be said that it gives an organisation a hard time in that rights are indivisible, so they cannot prioritise since all rights are equally important and this is really difficult when the organisation has only limited resources to address the issues at stake. Another issues that in the process the staff is engaged in the politics at a greater stage than with other approaches. This can be against foreign policy and the organisations may compromise the humanitarian principle of neutrality and this can be dangerous to the staff. On the other hand it can be said the approach is a potential in that this is a holistic approach and can help the development agencies to deal with the root causes of the problem which in some situations would be authorities. It gives a clear planning to organisations. Political A rights based approach can be said to have a shortcoming in that it put on the state, as a duty bearer all the burden. And another contentious issue is of taking matters to the courts, in these instances it will be on individual basis and this undermines or destroys the collective struggles. Rights based approach in some instances might be too confrontational a method or a strategy and this takes away or removes the other approaches of negotiation. Again it can be regarded a potential as it gives and impose obligations also creates duty bearers. It makes the beneficiaries or rights holders to participate in programmes and play a role in the decisions that affect their lives. Its again strengthens the principle of equality and citizenship. Ideological Rights based approach can be said to be supporting the neoliberal agenda or ideas by emphasising on individualism. And the approach does not sometimes take into account different contexts and some ideas may not be good for a certain group of environment, they just applied equal everywhere. On the other hand it can be said rights based approach put development so as to address inequalities and fight discrimination of marginalised groups and address power relations through development on how to distribute resources. Rights based approach needs adequate resources to be implemented and this sometimes offer a major problem for there can be financial constraints After exploration of the potentials, shortcomings and the rationale for rights based approaches in a bid to address the issues as a way of self criticism within the approach, it is noble to provide some suggestion so as to take forward the goal and securing more progressive forms of development. Though it has been discussed that rights based approaches re-politicise development, it can be said that it is necessary for development actors to tackle the underlying causes of poverty and marginalised. Also when rights based approaches is focused, there is need to be defined and conceptualised well since there is room for diverse interpretation. I t is also suggested that there is need for self reflection of the rights based to understand the potentials and shortcomings as this will help to move this tool of human rights based approach from being theory into practice, or from theoretical arguments to evidence based arguments. Conclusion Rights based approach is here to stay and be implemented in development projects, however as highlighted in the essay it has made tremendous contributions to development as a subject by bringing into board the issues of accountability, duty bearers, participation of the citizens and dealing with the root causes of the problem. It again tries to address the inequalities from the power relations that exits in society. Like any other approach it also suffers shortcomings from the way it can be implemented, different contexts, political and ideological differences that exist as some portray it as a form of cultural imperialism and some sort of western hegemony. This writer was aware of the existing talks with regard to the approach and have decided to do a rundown of the approach looking into the contributions that has been made and also the shortcomings as a way of helping the various actors involved in development to know more about the approach so as to appreciate it as it is and work ing towards improving on the shortcomings highlighted. It was also intended to add to the existing debates as to whether rights based approaches have failed or not. References Ball O.2005 â€Å"Conclusion†, in P Gready Reinventing development? Translating rights-based approaches from theory into practice (PP278-300) Farrington J.2001, Sustainable Livelihoods, Rights and the New Architecture of Aid, Number 69, June 2001, The Overseas Development Institute. London Gready, P 2008 â€Å"Rights based approaches to development: What is the value added? Development in practice- oxford p74 Hickey S. and D Milton (eds) 2009 Rights Based Approaches to Development, Exploring the Potential and Pitfalls. Kumarian Press Jonsson U.1999 Historical Summary on the SCN Working Group on Nutrition, Ethics, and Human Rights.SCN News 18 July, special issue on Adequate Food: A Human Right:49-51 Lundstrom-Sarelin, A and M Mustaniemi-Laasko 2007 Human Rights Based Approach to Development; what is it all about? HRBA in development cooperation: change from needs based to rights based† 27. 09.2007 Nyamu -Musembi C and A Cornwall2004 â€Å"What is the rights based approach â€Å"all about: Perspectives from International development agencies, Sussex, England. Institute of Development Studies. Nyamu -Musembi.C2005 â€Å"An Actor-oriented Approach to Rights in Development†, IDS Bulletin, Volume 36 Number 1, January 2005 pp42. Petit Jand J Wheeler, Developing Rights? Relating Discourse to Context and Practice. Institute of development Studies Sepulveda M,T Van Banning D.Gudmundsclotter,C. Chamoun and WJM.Van Genungten(eds) 2004 Human Rights Reference Handbook, University of Peace. Theis J 2004 Promoting Rights Based Approaches, Experiences and Ideas from Asia and the Pacific. Save the children Sweden. Keen Publishing. Declaration on the Right to development, adopted by the General Assembly of the United Nations in resolution 41/128 of 4 December 1986. CESCR (Committee on Economic, Social and Cultural Rights) 1999 International Technical Assistance Measures (article 2).CESCR General Comment Number 2.Geneva.CESCR.

Continuing Academic Success Essay

Of course everyone wants to be successful! It takes 100% of effort and determination to be successful. Maintaining believable goals keeps you on track for the road of success. If you keep your goals in mind, you will not astray from them. Achieving goals that you have set for yourself is your responsibility. It is easy to get distracted from your academic goals, if they are not maintained on a daily basis. Continuing academic success has helped numerous of students succeed. Continuing academic success means to have an advantage by resuming academic growth in an educational environment. Success is the ability to plan, be persistent, set goals, and accomplish them. There are so many fundamentals for continuing academic success, in which your attitude has a great impact on your academic structure. Accomplishing academic goals are an advantage for growth and numerous opportunities. Continuing your academic success is important in which you conduct research to gain knowledge. Another impo rtant necessity needed for success is to set goals. The best decision any person could make is to plan ahead for your desired position in life. Applying skills from your resources in or outside of school can also help you to be successful. Gaining Knowledge Acknowledging your learning style gives you insight on how to obtain a constructive pattern towards success. There are 3 different modes of learning styles which are visual, kinesthetic, and auditory. In visual mode, you can describe your learning preferences if you can learn by pictures, Shapes, sculpture, or paintings. Some individuals prefer learning by gestures, body movements, object manipulation and positing, which is kinesthetic. Last but not least, there is the auditory mode which includes  listening, rhythms, tone and chants. According to, Alsop & Ryan, 1996, learning styles have a profound impact on learning. Personal awareness of learning styles and confidence in communicating this is the first steps towards achieving an optimal learning environment. (Alsop & Ryan, 1996.) Discovering your personal learning style helps you with your skill development. This also gives you personal awareness and helps you to utilize your thinking skills effectively. Knowing your learning style helps you to navigate through your career and helps you to be in control of your own success. For instance, Omrod, 2008, p.106 wrote, â€Å"Some cognitive styles and dispositions do seem to influence how and what information is presented through words (verbal learners), whereas others seem to learn better when it’s presented through pictures (visual learners)†. Thus educational psychology students and aspiring teachers are being taught that students have particular learning styles and that these styles should be accommodated by instruction tailored to those learning styles. Having knowledge of my personal learning style helps me to make better judgments, when deciding on my point of view on a particular subject. I believe that being a visual learner, is a great way to learn. Most things people know is by seeing with their eyes and watching. When watching, it’s easier to learn a lot about people and things that are beneficial to you. I learn a lot about my surroundings and things about myself, being a visual learner. It is easy for me to organize information, define problems and develop theories. I believe being a visual learner is a strong asset because it helps me achieve on higher levels on a daily basis in everyday life. It is more convenient, well an advantage to know your learning style and to utilize it. Setting Goals Success comes from acquiring a positive mentality, preparing and focusing on desired goals. Success is making the best choices to prevent failure and to succeed. Success requires a challenge and commitment and helps an individual to accomplish goals. It is based on Ryan (1970) premise that conscious goals affect action. A goal is the object or aim of an action, for example, to attain a specific standard of proficiency, usually within a specified time limit. As industrial-organizational psychologists, our  primary interest has been to predict, explain, and influence performance on organizational or work-related tasks. Thus, we focused on the relationship between conscious performance goals and level of task performance rather than on discrete intentions to take specific actions (e. g. , to apply to graduate school, to get a medical examination). According to Dobbins, Pettman, 1997, Set Goals It’s mandatory to set goals, so that you can be successful. Goal setting can help an individual tremendously because they can set short term goals and accomplish them. I have many goals, dreams and aspirations†¦ My lifetime goal is to become a CEO of a 500 fortune company 10 years from now. Setting short term goals can help me achieve my long term goals and get closer to my dreams. Setting goals can also give me a peace of mind and keep me focused . Time management gives you the opportunity to get a lot done throughout the day. Eventually you will be able to accomplish small to larger tasks. Setting goals and managing time, you would surely achieve your set goals. Skills that you learn daily from school or your personal life can be used as transferable skills that will help you advance at being successful. We know that success is derived from both knowledge and positive mental attitude. We also know that failure is strongly associated with lack of knowledge and negative attitudes. Focusing upon desired goals stimulates excitement and enthusiasm, which are in turn strongly associated with positive mental attitude. Very few people are prepared t o set goals. Most people are not prepared to learn more or make the necessary efforts to be more positive. Apply Skills The writing process helps you advance in your education and career because it’s easy to brain storm. Applying knowledge you gain will always be beneficial. Academic integrity is important you are taking responsibility for your work. As far as conducting research and citing information where you have found your sources. Plagiarism a complex concept, argues Sutherland-Smith, who isolates six elements of plagiarism (pp. 70-3) from the work of Peccorari (2002): language borrowed or stolen source, by whom, without acknowledgement, with or without intent to deceive. Plagiarism comes with consequences if one isn’t careful. There is a possibility of being expelled from school. Conclusion Continuing academic success is a great path to take. On continuing your education you learn to gain knowledge, set goals and apply what you have learned. Knowing your learning style will also help you to achieve in being successful! References Dobbins, R., & Pettman, B. O. (1997). Set goals. Equal Opportunities International, 16(6/7), 9-43. ProQuest Central. Robertson, L., Smellie, T., & Wilson, P. (2011, March). Learning Styles and Fieldwork Education: Students’ perspectives. New Zealand Journal of Occupational Therapy, 58(1), 36-40. ProQuest Central. Ryan, T. A. (1970). Intentional behavior. New York: Ronald Press White, G. (2009) ). Plagiarism: The internet and student learning-improving academic http://faculty.washington.edu/janegf/goalsetting.html integrity. Australian Journal of Education,53(2), 209-211

Conflicts Are Important Worksheet Essay

In this assignment, you must write 300 to 450 words on conflict and conflict management. Record your answers in this worksheet. Part 1: The Five Conflict Types Describe each of the five conflict types using paragraph form. 1. Pseudo conflicts: Pseudo conflicts are imaginary conflicts that are a result of faulty assumptions and false dilemmas (Cheesebro, O’Conner, & Rios, 2010). Many times pseudo conflicts involve two parties with the same views on a subject arguing because they misunderstand or misperceive what the other person is trying to say. 2. Fact conflicts: Fact conflicts arise when two parties disagree about information that can be easily verified or the way it is verified (Cheesebro, O’Conner, & Rios, 2010). 3. Ego conflicts: Ego conflicts usually center on status or power and occur when one party feels as though their opinion or way of doing things is far superior than anyone else (Cheesebro, O’Conner, & Rios, 2010). 4. Value conflicts: Value conflicts usually occur in personal relationships, and arise when someone challenges another’s personal beliefs in which they hold near and dear (Cheesebro, O’Conner, & Rios, 2010). These conflicts can be very intense and long lasting. 5. Need conflicts: Need conflicts arise when the needs of one individual are put before the needs of another or when the needs of each individual are not specifically stated and understood by both parties (Cheesebro, O’Conner, & Rios, 2010). Part 2: The Five Conflict Management Styles Describe each of the five conflict management styles and explain the strengths and weaknesses of each. Use paragraph form. 1. Avoiders: Avoiders steer clear of conflict and simply avoid the issues because they view it as trivial, unimportant, or have no chance of winning the argument. Strengths of avoiding style is to prevent an immediate conflict and weakness is that the conflict will fester longer and remains superficial (Thomas & Kilmann, 2014). 2. Accommodators: Accommodators believe conflict is destructive and allow others to determine the outcome (Cheesebro, O’Conner, & Rios, 2010). The strength of using this style is when the issue is not as important to you as it is to the other party and the weakness is you can begin to feel taken advantage of (Thomas & Kilmann, 2014). 3. Forcers: Forcers believe winning is everything and employ persuasion with emotional appeals (Cheesebro, O’Conner, & Rios, 2010). This style is best used when your core values need to be defended and weakness is you receive less input and ideas from others (Thomas & Kilmann, 2014). 4. Compromisers: Compromisers believe that those involved in the conflict must be ready to give in a little to reach a solution (Cheesebro, O’Conner, & Rios, 2010). This style is best used to achieve temporary settlements to complex issues and weakness is no one really gets what they originally wanted (Thomas & Kilmann, 2014). 5. Collaborators: Collaborators believe with hard work, both parties can and will get their needs met (Cheesebro, O’Conner, & Rios, 2010). This style is best used to integrate both sets of concerns and weakness is can take longer to resolve the problem (Thomas & Kilmann, 2014). Part 3: Collaborative Communication List two methods of collaborative communication and describe how using them can help you avoid conflicts. Two methods of collaborative communication are social media/software and boards. Social software such as blogs, instant messaging and social networks like Facebook and Twitter, are a great way to allow large groups to receive the same message when they are in many different places (Greene, Crystal, 2014). The use of chalkboards have been replaced by digital or electronic whiteboards and have been used for decades as way to visually demonstrate and communicate ideas that lead to brainstorming and other group collaborations. References Cheesebro, T., O’Conner, L., & Rios, F. (2010). Chapter 7: Conflict Resolution. In Communicating in the Workplace. Pearson Education. Greene, Crystal. (2014). Collaborative Communication Tools. Retrieved from eHOW.com: http://www.ehow.com/list_6828701_collaborative-communication-tools.html Thomas, K., & Kilmann, R. (2014). Five Conflict Management Styles. Retrieved from http://www.ntc.edu/studentlifeblog/wp-content/uploads/Handout-Conflict-Management-Styles.pdf

Hamlet Summary, Act-by-Act

William Shakespeare’s play Hamlet takes place in Elsinore, Denmark after the death of King Hamlet. The tragedy tells the story of Prince Hamlets moral struggle after his father’s ghost tells him that Claudius, Prince Hamlets uncle, murdered the king. Act I The play begins on a cold night with the changing of the guard. King Hamlet has died, and his brother Claudius has taken the throne. However, for the past two nights, the guards (Francisco and Bernardo) have seen a restless ghost resembling the old king wandering the castle grounds. They inform Hamlet’s friend Horatio of what theyve seen. The next morning, the wedding of Claudius and Gertrude, the wife of the late king, takes place. When the room clears, Hamlet soliloquizes on his disgust at their union, which he views as a betrayal of his father at best and, at worst, incest. Horatio and the guards enter and tell Hamlet to meet the ghost that night. Meanwhile, Laertes, the son of the kings advisor Polonius, is getting ready for school. He says goodbye to his sister Ophelia, who is romantically interested in Hamlet. Polonius enters and lectures Laertes extensively on how to behave at school. Both father and son then warn Ophelia about Hamlet; in response, Ophelia promises to no longer see him. That night, Hamlet meets the ghost, who claims to be the ghost of the king—Hamlets father. The ghost says that he was murdered by Claudius, that Claudius put poison in his ear while he slept, and that Gertrude slept with Claudius even before his death. The ghost orders Hamlet to avenge the murder, but not to punish his mother. Hamlet agrees. Later, he informs Horatio and Marcellus, one of the guards, that he will pretend to be mad until he can get his revenge. Act II Polonius sends a spy, Reynaldo, to France to keep an eye on Laertes. Ophelia enters and tells Polonius that Hamlet entered her room in a mad state, grabbing her wrists and staring wildly into her eyes. She also adds that she has cut off all contact with Hamlet. Polonius, certain that Hamlet is madly in love with Ophelia and that it was Ophelias rejection that put him in this state, decides to meet the king to concoct a plan to spy on Hamlet in conversation with Ophelia. Meanwhile, Gertrude has asked Hamlet’s school friends Rosencrantz and Guildenstern to try to figure out the cause of his madness. Hamlet is suspicious of them, and he evades their questions. Soon, a theatre troupe arrives, and Hamlet requests that the following night they perform a certain play, The Murder of Gonzago, with a few passages inserted written by Hamlet. Alone on stage, Hamlet voices his frustration about his own indecisiveness. He decides he must figure out if the ghost is truly his father or if it is a specter leading him to sin without reason. Because the play depicts of a king who kills his brother and marries his sister-in-law, Hamlet believes that the performance scheduled for the next night will make Claudius show his guilt. Act III Polonius and Claudius spy on Hamlet and Ophelia as she returns the gifts he gave her. They become confused when Hamlet spurns her, telling her to go to a nunnery. Claudius concludes that the cause of Hamlets madness is not his love for Ophelia, and decides that he should send Hamlet away to England, unless Gertrude can figure out the true cause. During the performance of The Murder of Gonzago, Claudius stops the action just after the scene in which poison is poured into the kings ear. Hamlet tells Horatio he is now certain that Claudius murdered his father. In the next scene, Claudius attempts to pray in church, but his guilt prevents him from doing so. Hamlet enters and readies himself to kill Claudius, but stops when he realizes that Claudius might go to heaven if he is killed while praying. Gertrude and Hamlet have a bitter fight in her bedchamber. When Hamlet hears a noise behind the tapestry, he stabs the intruder: it is Polonius, who dies. The ghost appears again, rebuking Hamlet for his harsh words against his mother. Gertrude, who cannot see the ghost, becomes certain that Hamlet is mad. Hamlet drags Polonius’s body offstage. Act IV Hamlet jokes with Claudius about killing Polonius; Claudius, fearing for his own life, orders Rosencrantz and Guildenstern to bring Hamlet to England. Claudius has prepared letters telling the English king to kill Hamlet when he arrives. Gertrude is told that Ophelia has gone mad with the news of her father’s death. Ophelia enters, sings a number of strange songs, and speaks of her father’s death, insinuating that her brother Laertes will get revenge. Soon, Laertes enters and demands Polonius. When Claudius tells Laertes that Polonius he is dead, Ophelia enters with a bundle of flowers, each one symbolic. Laertes, upset by his sister’s state, promises to listen to Claudius’s explanation. A messenger approaches Horatio with a letter from Hamlet. The letter explains that Hamlet snuck onto a pirate vessel that attacked them; after they parted, the pirates mercifully agreed to take him back to Denmark in return for some favors. Meanwhile, Claudius has convinced Laertes to join him against Hamlet. A messenger arrives with a letter for Claudius from Hamlet, announcing his return. Quickly, Claudius and Laertes plot how to kill Hamlet without upsetting Gertrude or the people of Denmark, with whom Hamlet is popular. The two men agree to arrange a duel. Laertes acquires a poison blade, and Claudius plans to give Hamlet a poisoned goblet. Gertrude then enters with news that Ophelia has drowned, reigniting Laertes’s anger. Act V While digging Ophelia’s grave, two gravediggers discuss her apparent suicide. Hamlet and Horatio enter, and a gravedigger introduces him to a skull: Yorick, the old king’s jester whom Hamlet loved. Hamlet considers the nature of death. The funeral procession interrupts Hamlet; Claudius, Gertrude, and Laertes are among the entourage. Laertes jumps into his sister’s grave and demands to be buried alive. Hamlet reveals himself and brawls with Laertes, exclaiming that he loved Ophelia more than forty thousand brothers could. After Hamlet’s exit, Claudius reminds Laertes of their plan to kill Hamlet. Hamlet explains to Horatio that he read Rosencrantz and Guildenstern’s letters, rewrote one demanding the beheading of his former friends, and swapped the letters before escaping on the pirate ship. Osric, a courtier, interrupts with news of Laertes’s duel. At the court, Laertes takes up the poisoned blade. After the first point, Hamlet refuses the poisoned drink from Claudius, from which Gertrude then takes a sip. While Hamlet is unguarded, Laertes wounds him; they grapple and Hamlet wounds Laertes with his own poisoned blade. Just then, Gertrude collapses, exclaiming she has been poisoned. Laertes confesses the plan he shared with Claudius, and Hamlet wounds Claudius with the poisoned blade, killing him. Laertes asks for Hamlet’s forgiveness, and dies. Hamlet asks Horatio to explain his story and declares Fortinbras the next king of Denmark, then dies. Fortinbras enters, and Horatio promises to tell the story of Hamlet. Fortinbras agrees to hear it, declaring that Hamlet will be buried as a soldier.