The Use Of Increased Intracranial Pressure As A Result Of...

Colton et al. (2014) research looked at 117 clients who experienced increase intracranial pressure as a result of severe traumatic brain injury. Their research looked at client’s respond to pharmacological interventions and these pharmacological interventions include hypertonic saline, mannitol, propofol, fentanyl, and barbiturate. In their research Colton et al., (2014) found â€Å"all treatment resulted in significant intracranial pressure changes after 1 hour or 2 hours except for mannitol and barbiturate administration† (Colton at el., 2014). This finding is significant given that mannitol is used as a first line treatment for management of increased intracranial pressure. The chart below demonstrates how each of these pharmacological interventions decreased intracranial pressure and it allows us to compare each pharmacological intervention to each other. (Colton et al., 2014) As you can see in table 3, a small dose of hypertonic saline was far more affective then m annitol in decreased intracranial pressure. â€Å"Intracranial pressure fell after administration of a â€Å"small† dose of hypertonic saline by 8.83 mm Hg in the first hours and 9.76 mm Hg in the second hour according to the manual data† (Colton et al., 2014). When comparing hypertonic saline to mannitol as well as the other pharmacological interventions, administration of hypertonic saline resulted in a significant amount of reduction in clients with intracranial pressure. Their study also revealed, â€Å"mannitol resulted inShow MoreRelatedPrevention For Disease Control And Prevention935 Words   |  4 PagesOver the last 10 years, the Centers for Disease Control and Prevention (CDC) has worked to raise awareness of concussions and head injuries. In fact at least 1.7million traumatic brain injuries or TBI’s occur each year, with older adults and adolescents as the most vulnerable population (Nursing : A Concept-based, 2015, p.696).We now know that a hit or a strike to the head can have long term effects on cognition, physical, and psychological skills. The major causes of TBI include falls, vehicleRead MoreWgu - Wut2 Task7606 Words   |  31 PagesTraumatic Brain Injury WUT2 Task Western Governors University A. Investigated Disease Process The disease process I will be reviewing is traumatic brain injuries. A traumatic brain injury occurs when sudden trauma occurs to an individual’s brain. Traumatic brain injuries are considered closed or penetrating. Traumatic brain injuries are categorized as mild, moderate or severe based on the amount of damage that occurs to the brain. (ninds.nih.gov, 2015) A1. Pathophysiology To understandRead MoreSymptoms And Injuries Of A Traumatic Brain Injury841 Words   |  4 Pages Nearly two million people experience a traumatic brain injury (TBI) every year. The degree of severity from the incident may range from no underlying brain injury to severe compression of brain tissue. Irregular interior surface of skull can damage fragile tissues of brain during acceleration, deceleration, or shearing forces. Direct mechanical trauma can injure cortical tissue. Traumatic hematomas can damage subcortical structures and lead to vasospasm and ischemia. Sudden movement of skull onRead MoreAnnotated Bibliography On Patient Care Essay1242 Words   |  5 Pagesin patient with acute lung injury (ALI)/acute respiratory distress syndrome (ARDS). After study done there is enough evidence to support that proning position improves mortality in patients with severe ARDS and that it should be used as a first-line therapy in patients with severe ARDS. Presently due to the amount of successful patient outcome with proning at the hospital I am doing my Practicum they are looking in to manually prone due to the high cost for the beds use to assist. Beitler, J. RRead MoreA Case Study : Traumatic Brain Injury2029 Words   |  9 Pages A Case Study: Traumatic Brain Injury Jennifer Buechler University of San Diego Traumatic Brain Injury Introduction Traumatic brain injury, or TBI, occurs when there is a sudden, direct injury to the head. This type of wound can result from a bump, blow, or jolt to the cranium. It may even result from the penetration of a foreign object into the brain tissue. Most TBI’s result from car accidents, sports injuries, blunt trauma, unintentional injuries and falls, with falls accountingRead MoreEssay on Outline of a Research Aticle1033 Words   |  5 PagesDiscussion 3.2: Outline of a Research Article The Use of Hypothermia as a Treatment for Traumatic Brain Injury 1. Introduction and core story elements a. What is the overview of the purpose of the study and the problem discussed? i. Research has shown that hypothermia has neuroprotective effects and might be an effective source of treatment for patients with head injuries. When discussing the treatment of patients with traumatic brain injuries, hypothermia is a controversial issue. The purposeRead MoreIntracranial Pressure (Icp3967 Words   |  16 PagesIntracranial Pressure (ICP): Overview: ⠝‘ Intracranial pressure (ICP) is the hydrostatic force measured in the brain cerebrospinal fluid (CSF) compartment. Intracranial Pressure (ICP) is the combination of the pressure exerted by the brain tissue, blood, and cerebral spinal fluid (CSF). The modified Monro- kellie doctrine states that these three components must remain at a relatively constant volume within the closed skull structure. ⠝‘ If the volume of any one of the three componentsRead MoreReflection on Mentorship1831 Words   |  8 PagesNursing Management of a Patient with Raised Intracranial Pressure after Traumatic Brain Injury and Dealing with Family Anxiety. Introduction The aim of this assignment is to explore, analyse and evaluate the nursing management of raised intracranial pressure (ICP) and family anxiety after head injury. In order to obtain a wider knowledge of the care of patients with raised ICP, a literature review was carried out. From this information I hope to improve the standard of care and ultimatelyRead MoreChapter 57 Nursing Management Acute Intracranial Problems5305 Words   |  22 PagesChapter 57: Nursing Management: Acute Intracranial Problems Test Bank MULTIPLE CHOICE 1. Family members of a patient who has a traumatic brain injury ask the nurse about the purpose of the ventriculostomy system being used for intracranial pressure monitoring. Which response by the nurse is best? a. â€Å"This type of monitoring system is complex and it is managed by skilled staff.† b. â€Å"The monitoring system helps show whether blood flow to the brain is adequate.† c. â€Å"The ventriculostomy monitoring systemRead MoreTBI Case Study1548 Words   |  7 PagesLevel of consciousness (LOC), Altered mental status (AMS), Post traumatic amnesia (PTA), and Glasgow coma scale (GCS) were implemented in the evaluation of the severity of the TBI, as shown below: Mild (concussion) Moderate Severe Structural imaging: Normal Normal or abnormal Normal or abnormal LOC: 0–30 min

Essay about The Issues Facing the Third Wave Feminism...

As Third Wave feminism is currently unfolding before us, and its aims encompass a wide array of complex issues, it is often hard to describe what Third Wave feminism is. The feminist theories, mainly associated with First and Second Wave feminism attempt to describe the power imbalances that are found in society, and while doing so expose other oppressions, such as discrimination based on race or sexual orientation. As this essay attempts to place a clear definition to Third Wave feminism, feminists are concurrently trying to deconstruct old definitions and open it up for women to determine what feminism means to them. In other words, no clear definition on what is meant to be a feminist is sufficient, as the Third Wave is about†¦show more content†¦It can be said that the waves are placed on a continuum, each successive wave building on the ideals as well as the discontent of the prior wave. The Third Wave was also seen as originating from the 1990’s post-feminist movement. The goals of the First movement were met, such as voting and property rights, as well as the Second Wave’s goals of equality in the workplace and reproductive rights. Thus, the goals of feminists were seemingly accomplished, and the movement was considered dead.(Page 64) This caused an increase in activity from people who still felt that there were injustices that needed to be surfaced, in regards to the interconnectivity of race, class, and sexuality with feminism. The feminist movement isn’t dead yet, but where its goals and aims will lead it into the future is unknown. Technology and Media An important aspect of Third Wave feminism, differentiating itself from the First and Second movements is the incorporation of media and technology to their platform. Many of the same goals have been carved from the prior movements, including the equality of women in the workplace, and the elimination of violence and poverty, but have been placed in a new light with the use of technology. Being used on two different levels, technology is facilitating rapidShow MoreRelatedHow Popular Fiction Reflects Debates About Gender and Sexuality: Feminism1278 Words   |  6 Pagespopular fiction reflects debates about gender and sexuality. Moreover, I will look at the difference between postfeminism and third-wave feminism, afterwards I will more closely look at Candace Bushnells book Sex and the City (1996) and relate the books ideas about woman and womans sexuality to postfeminism and third-wave feminism ideas. I will also look at cyber-feminism in relation to another chick lit - Helen Fieldings book Bridget Joness Diary (1996). In my opinion, popular fiction reflectsRead MoreFeminism : An Definition Of Feminism1281 Words   |  6 PagesWhen one hears the term â€Å"Feminism†, she/he may have the idea that it is the urge and desire to gain rights for women. While that is true, it does not describe feminism in its entirety. Many people misinterpret what this term means based on media and people who do not know better. Many people who may misinterpret feminism may describe it as a movement to make women superior to men. They may say that those who claim to be a feminist are ones who hate men and strive to assert themselves aboveRead MoreFeminism : The Black Ceiling, Sexual Violence And Domestic Violence1571 Words   |  7 PagesFeminism has been around for centuries. The idea of feminism is always changing. Negative stereotypes seemed to have discredited what it really means to be a feminist. With many problems facing women for the past two centuries, we are starting to make huge strides. The most common problems women and feminists are facing in the United States today are, what being a feminist really means, the gender pay gap, the glass ceiling, sexual violence and domestic violence â€Å"Feminism is the belief in the socialRead MoreFeminism And The Second Wave921 Words   |  4 PagesUnlike the First and the Second waves the Third wave does not have a starting point or a particular moment. The period from early 1990’s to present is often defined as the Third wave. This wave is considered as the â€Å"backlash† of the movements and achievements made in the second wave. Many issues like Webster decision in 1989, that made a way to create abortion laws and Planned Parenthood Association of Southeastern Pennsylvania v. Casey made a law that women should get counseling before abortionRead MoreThe First Wave Of Women s Suffrage Movement1653 Words   |  7 Pagesalso known as the first wave feminists, simply wanted a voice and this led to the women’s suffrage movement. By 1920, the Nineteenth Amendment finally passed and gave women the right to vote (Kotef). This successful movement influenced women everywhere in the world and continued to powerfully inspire women throughout the 20th century (Kotef). By the latter half of the century, the second wave of feminism arose. It included the voice of African-American women because this wave occurred during the civilRead MoreFeminism is simply a sociological theory, which states that men and women are equal. Feminism is900 Words   |  4 PagesFeminism is simply a sociological theory, which states that men and women are equal. Feminism is mainly concerned with giving rights to women by highlighting the numerous ways in which women have rendered to society. Feminist theorists believe in the social, political, and economic equality of genders and believe that each has his own rights as well as duties. They strive to give the oppressed women their full rights that are being taken every day. History of Feminism Feminism first started inRead MoreFeminist Movement . Women Are Looked At As Less Than In1915 Words   |  8 PagesFeminist Movement Women are looked at as less than in today’s society. Women are still minorities in not only the work place, but in government, educational settings, and medically; concerning our reproductive rights. The feminist movement is working towards putting woman on the same level as their male counterparts. Feminism can be described as a political, economic, and cultural movements aimed to create equal rights and legal protection for women. The goal of the feminist movement is to tackleRead MoreThe Fight For Women s Rights1711 Words   |  7 PagesBurke 1 The word feminism essentially represents the cumulative number of ideologies and movements that advocate the equal rights of women on all grounds. While the concept has been present for centuries, its magnitude in the United States has only become largely recognized throughout the 20th century. In particular, feminism has had its most lasting effects through two large waves in the early 1900’s, whilst fighting for women’s suffrage, and the 1960’s to 1970’s, which focused on women in the workplaceRead MoreFeminism and Womens Rights in North America2219 Words   |  9 Pagesshattered the stereo-type that women must be ‘baby producing house keepers’. However, even with the success of the feminist movement there are still numerous issues that exist in all areas of life. Women occupy 50% of the work force but earn up to 20% less than males, 53% of the worlds population is female however females only hold 1% of the world’s wealth. While femi nism has come a long way in the previous years many believe that there is a long way to go before we can accurately say men and womenRead MoreThe Evolution of Feminism2029 Words   |  9 PagesFirst wave European feminism sought to fight for womens suffrage and the liberal womens rights movements, while the second wave fought for the empowerment of women and differential rights in society, and third wave currently challenges both second wave feminism and patriarchy through a desire to embrace diversity and an idea of universal womanhood. The principal goals in emerging Ukrainian feminist movements was to reveal the conditions that women in Ukrainian society endured. The Ukrainian society

Comment with Ideas free essay sample

I was nine years old when I went to Las Vegas for the first time. My parents took me to a Lance Burton Magic show where I was selected to go on stage and be part of a trick. After the show my dad said to me, â€Å"that was worth every penny.† From that day forth, I was infatuated with entertaining people. I bought magic sets, learned tricks, and practiced each one to perfection. I filmed it all into a show and made my magical debut by showing the film to my family. While my magical career didn’t go much farther than that, my aspirations in the field of entertainment did. After my magic phase I got into comedy. I would create jokes and watch stand-up routines all day. I tested my jokes on close family and friends. The feeling of making someone laugh brought me to an elated disposition. We will write a custom essay sample on Comment with Ideas or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After comedy I was enrolled in a musical theatre group outside of school. We performed two plays that year, Peter Pan, and The Wizard of Oz; I played Captain Hook and the Tin Man, respectively. I loved performing in front of larger audiences; I grew to not only love making people laugh, but also mesmerizing people, bringing them into a world of entertainment and making them feel the awe and surge of emotion that I did. This newfound joy led me to harbor a new vision, one that embraced all my previous aspirations, film. By the time I was fifteen I was coming up with ideas and methodically thinking of plots and scenes that together, would evoke emotion. I researched so many films; IMDB.com is probably the most-visited site on my computer. Sometimes I would just sit and read movie trivia. Learning about film secrets and researching stories was how I entertained myself. In the back of my mind I always knew that these activities were just hobbies, but I felt that, eventually, I would be able to apply aspects of these hobbies into something more meaningful. Last summer, I did, I was a camp counselor and I looked after a group of seven year-old boys. I had an amazing time. At camp there was always someone to entertain, someone to make laugh. I finally understood how I could take my hobbies and employ them into the real world. Now, I ultimately seek to incorporate my hobbies in entertainment into the world of business; I see business as the epitome of social interaction and the main source of my entertainment. I have recently studied business to the same extent as I have entertainment. I have my sights steadfast on a career in the business field. Sure, trying to entertain people all the time is hard but I love entertainment and I love business, so why not do them both?

Video or graphics circuitry, usually fitted to a c Essay Example For Students

Video or graphics circuitry, usually fitted to a c Essay VGAard but sometimes found on the motherboard itself, is responsible for creating the picture displayed by a monitor. On early text-based PCs this was a fairly mundane task. However, the advent of graphical operating systems dramatically increased the amount of information needing to be displayed to levels where it was impractical for it to be handled by the main processor. The solution was to off-load the handling of all screen activity to a more intelligent generation of graphics card. As the importance of multimedia and then 3D graphics has increased, the role of the graphics card has become ever more important and it has evolved into a highly efficient processing engine which can really be viewed as a highly specialised co-processor. By the late 1990s the rate of development in the graphics chip arena had reached levels unsurpassed in any other area of PC technology, with the major manufacturers such as 3dfx, ATI, Matrox, nVidia and S3 working to a barely believable six-month pro duct life cycle! One of the consequences of this has been the consolidation of major chip vendors and graphics card manufacturers. Chip maker 3dfx started the trend in 1998 with the its acquisition of board manufacturer STB systems. This gave 3dfx a more direct route to market with retail product and the ability to manufacture and distribute boards that bearing its own branding. Rival S3 followed suit in the summer of 1999 by buying Diamond Mulitmedia, thereby acquiring its graphics and sound card, modem and MP3 technologies. A matter of weeks later, 16-year veteran Number Nine announced its abandonment of the chip development side of its business in favour of board manufacturing. The consequence of all this manoeuvring was to leave nVidia as the last of the major graphics chip vendors without its own manufacturing facility and the inevitable speculation of a tie-up with close partner, Creative Labs. Whilst thered been no developments on this front by mid-2000, nVidias position in had been significantly strengthened by S3s sale of its graphics business to VIA Technologies in April of that year. The move which S3 portrayed as an important step in the transformation of the company from a graphics focused semiconductor supplier to a more broadly based Internet appliance company left nVidia as sole remaining big player in the graphics chip business. We will write a custom essay on Video or graphics circuitry, usually fitted to a c specifically for you for only $16.38 $13.9/page Order now Resolution is a term often used interchangeably with addressability, but it more properly refers to the sharpness, or detail, of the visual image. It is primarily a function of the monitor and is determined by the beam size and dot pitch (sometimes referred to as line pitch). An image is created when a beam of electrons strikes phosphors which coat the base of the monitor’s ‘screen’. A group comprising one red, one green and one blue phosphor is known as a pixel. A pixel represents the smallest piece of the screen that can be controlled individually, and each pixel can be set to a different colour and intensity. A complete screen image is composed of thousands of pixels and the screens resolution specified in terms of a row by column figure is the maximum number of displayable pixels. The higher the resolution, the more pixels that can be displayed and therefore the more information the screen can display at any given time. Resolutions generally fall into predefined sets and the table below shows the series of video standards since CGA, the first to support colour/graphics capabilityAll SVGA standards support the display of 16 million colours, but the number of colours that can be displayed simultaneously is limited by the amount of video memory installed in a system. The greater number of colours, or the higher the resolution or, the more video memory will be required. However, since it is a shared resource reducing one will allow an increase in the other. .u0a72eb1c6b0964d5841f809db34e2af5 , .u0a72eb1c6b0964d5841f809db34e2af5 .postImageUrl , .u0a72eb1c6b0964d5841f809db34e2af5 .centered-text-area { min-height: 80px; position: relative; } .u0a72eb1c6b0964d5841f809db34e2af5 , .u0a72eb1c6b0964d5841f809db34e2af5:hover , .u0a72eb1c6b0964d5841f809db34e2af5:visited , .u0a72eb1c6b0964d5841f809db34e2af5:active { border:0!important; } .u0a72eb1c6b0964d5841f809db34e2af5 .clearfix:after { content: ""; display: table; clear: both; } .u0a72eb1c6b0964d5841f809db34e2af5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0a72eb1c6b0964d5841f809db34e2af5:active , .u0a72eb1c6b0964d5841f809db34e2af5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0a72eb1c6b0964d5841f809db34e2af5 .centered-text-area { width: 100%; position: relative ; } .u0a72eb1c6b0964d5841f809db34e2af5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0a72eb1c6b0964d5841f809db34e2af5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0a72eb1c6b0964d5841f809db34e2af5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0a72eb1c6b0964d5841f809db34e2af5:hover .ctaButton { background-color: #34495E!important; } .u0a72eb1c6b0964d5841f809db34e2af5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0a72eb1c6b0964d5841f809db34e2af5 .u0a72eb1c6b0964d5841f809db34e2af5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0a72eb1c6b0964d5841f809db34e2af5:after { content: ""; display: block; clear: both; } READ: Life Of Arthur Conan Doyle EssayEach pixel of a screen image is displayed using a combination of three different colour signals: red, green and blue. The precise appearance of each pixel is controlled by the intensity of these three beams of light and the amount of information that is stored about a pixel determines its colour depth. The more bits

Advantages and Disadvantages of Internet Essays

Advantages and Disadvantages of Internet Essays Advantages and Disadvantages of Internet Essay Advantages and Disadvantages of Internet Essay Have you ever wondered what would happen if Internet didnt exist in this world ? Explanation Internet is now commonly used by people all ages all over the globe. It has various functions that benefit human beings from communication to entertainment. Reasons Advantages receive and find the latest information online Purchasing newspapers and magazines wont be necessary anymore because all the most recent news will show up in front of our eyes with just a single click. Completing projects and assignments would also be much more easier as we can find tons of useful information on the Internet. Share photos and videos online through social medias we get to share our experiences and interact with people anytime, anywhere complete a lot of things by using the Internet without leaving the house such as online banking, online shopping, online gaming and online billing. All these functions make our life much more convenient. Disadvantages tears people apart because they only meet in social networks and not meeting each other in person This is accurate because people nowadays, especially youngsters, get addicted to playing online games as well as social media chatting instead of interacting with people in real life. This causes an individual to be less sociable in reality and it worsens relationships between family and friends. Risk a theft to our personal information if we use the Internet for online banking Imposter can trick us into doing inappropriate things and even hijack our money if were not careful some dishonest vendors sell low quality goods to their customers. The products in pictures may seem appealing but when the stock arrives, it contains flaws. Conclusion Personal Comments To sum up, there are both advantages and disadvantages to using the Internet. I believe it can be a good thing as long as people use it wisely.

10

10 Transfer PricingChapter OutlineA. Cost Management Challenges - Chapter 19 provides four cost management challenges.1. What is the primary purpose of establishing a transfer price policy?2. What are four methods for setting transfer prices?3. What is the significance of excess capacity in the transferring division, and what impact does that have on the transfer price?4. Why might income-tax laws affect the transfer-pricing policies of multinational companies?B. Learning Objectives - This chapter has five learning objectives.1. Chapter 19 explains the purpose and role of transfer pricing.2. The chapter explains how to use a general economic rule to set an optimal transfer price.3. It explains how to base a transfer price on market prices, costs, or negotiations.4. It discusses the implications of transfer pricing in a multinational company.5. It discusses the effects of transfer pricing on segment reporting.C. The chapter discusses the effects of transfer pricing on segment reporting.E nglish: Transfer Pricing with an Imperfect Extern...A transfer price represents the amount charged when one division sells goods or services to another division within an organization. Transfer pricing is a challenge for cost managers because it represents an economic event that must be recorded in the accounting system. Deciding what the transfer price should be is the challenge. Transfers of goods and services within an organization do not impact the organization's profits as a whole organization. However, the buying and selling divisions' profits are affected by transfer prices charged. A high transfer price increases profits for the selling division and increases costs for the buying division.If divisions are evaluated using ROI, residual income, or economic value added, then the transfer price can affect the performance of each division. This fact may motivate managers to pursue strategies for transfer pricing that are not congruent with organizational goals.

Reflection Paper - 10 Principles learned so far Essay

Reflection Paper - 10 Principles learned so far - Essay Example I learned that a narrative essay’s aim is to tell a story in a clear and structured fashion to assist the readers in understanding and in empathizing with the characters in the story. Descriptive From the descriptive essay entitled â€Å"The Loneliness of Rose† written by Jon Katz, I realized that this kind of literary work focuses on providing detailed illustration of the topic being discussed – in this essay, a border collie named Rose. The author went on great lengths to provide details of Rose’s skills, traits, the work being done, competencies as a work dog. Another essay, â€Å"Traffic Jams† also provide descriptive information on a routine back home from work, travelling the Manhattan to Brooklyn plight. The traffic jam situation could ordinarily be viewed as an uncomfortable test of one’s patience but the vast amount of details provide replete amounts of descriptive details worthy of the reflective time. Persuasive The abovementioned essays under the descriptive principle have elements of persuasive details. In â€Å"Perfect Picture† through narration, the author likewise persuades the readers for the need to discern appropriate judgment in determining options and alternatives presented in particular situations.

Logic Application Essay Example | Topics and Well Written Essays - 250 words

Logic Application - Essay Example Now, this belief goes against the teachings of Bible about stealing. The fact is that a culture is surrounded by a variety of beliefs and human actions that they perform in different situations. Sometimes, those actions earn people benefits even when they are wrong if compared with the God’s words. In such situations, those negative actions become common human behaviors, as well as part of the culture. The impact of following the culture blindly is not good for a society in the long-term. For example, if people adopt the habit of stealing each other’s assets, it will give rise to insecurity and mistrust everywhere in the society. People should understand that stealing is wrong because it makes the environment insecure. As Kurtus (2010) states, â€Å"There have been cases of a mob of angry people catching a purse-snatcher and beating him senseless†. People should understand that what a person earns is his/her personal asset and nobody has the right to steal that asset even if a person has an excess of an

Training Need Analysis and Evaluation of Training Effectiveness Essay Example for Free

Training Need Analysis and Evaluation of Training Effectiveness Essay To assess how the organizational objectives will be realized through the delivery of a staff training programme that will focus on improved and/or changed skills, knowledge and/or attitudes of those directly involved or affected by the ‘change’ †¢To understand the process and importance of measuring training effectiveness in the organization †¢To measure the expressed needs of training effectiveness at work place from the individual †¢To find out the obstacles in the proper utilization and increase the effectiveness of Training programs and try to suggest remedial measures wherever possible. To decide what specific training each employee needs and what will improve their job performance. To differentiate between the need for training and organizational issues. Performing a training gap or needs analysis involves comparing what a person knows with what they need to know in the context of their particular job functions. Performing a gap analysis helps to eliminate over and under training and in so doing increases training effectiveness and efficiency. Measuring Training Effectiveness will help the organization Have a well-structured measuring system in place which can help the organization determine where the problem lies. This will provide the organization with an idea of where it sits in terms of training system effectiveness and in giving it the structure the administration need to construct a roadmap for improvement. This project will help in finding out the obstacles in the proper utilization and increase the effectiveness of Training programs and try to suggest remedial measures wherever possible. BHEL has always been ahead with their innovating HR practices. Thrust to develop and nurture the participative culture in the Company has continued since long. Human Resource Development has always been the focus area in BHEL. Workshops have been conducted from time to time for Supervisors and Executives on Enhancing Organisational Effectiveness. The objective of the workshop was to bring about better understanding and appreciation of the issues being faced both by the Company and the employees. The Training system at BHEL has always been exemplary. During 2002-03, 40466 participants were exposed to different training programs in various training Centers at Units as well as at apex level in NOIDA. Besides, 3700 Act Apprentices and 1300 Technician Apprentices were also provided with training at BHEL’s Units, as part of fulfillment of its social obligation towards the society. Also, towards its ongoing efforts for higher customer satisfaction, around 1100 customers personnel were provided training inputs on its products at Training Centers in the Units. Thus an opportunity to study at BHEL will be both enlightening and enriching. An organization either Business or Industrial Enterprises, needs many factors for its growth, further development and for its very survival. The most important factors are Capital, Materials, Machineries and Human Resources as the success or failure of any organization depends on the effective combination of these factors. Managing all other factors are comparatively easier than managing Human Resources. The Human Resources are most important and need to be handled carefully. Since all the other factors are handled by the human resources, they have to be trained in a effective manner to utilize the resources at optimal level to get the desired output and thereby to reach the organization goals. The effective combination of all these factors results to way for success. Training is defined as learning that is provided in order to improve performance on the present job. A persons performance is improved by showing her how to master a new or established technology. The technology may be a piece of heavy machinery, a computer, a procedure for creating a product, or a method of providing a service. Oliver Sheldon says ‘No industry can rendered efficient so long as the fact remains unrecognized that the in principally human – not a mass of machines and technical process but a body of men. If manpower is properly utilized it causes the industry to run at its maximum optimization getting results and also work for as an climax for industrial and group satisfaction in the relation to the work formed. Competitive advantage is therefore depend on the knowledge and skill possessed by employee more than the finance or market structure by organization. The employee training not only serves the purpose to develop their employers but also safe guard organizational objectives of survival and success through competitive advantages. The training function now popularly called as Human Resource In recent years, the scope of Training and Development has broadened from simply providing training programs to facilitating learning throughout the organization in a wide variety of ways. There is increasing recognition that employees can and should learn continuously, and that they can learn from experience and from each other as well as from formally structured training programs. Nevertheless, formal training is still essential for most organizations or teach them how to perform in their initial assignment, to improve the current performance of employees who may not be working as effectively as desired, to prepare employees for future promotions and increased responsibilities. The Computer Application Training and New Employee Training are most popular training topics. Various Management and supervisory skills such as leadership, performance appraisal, interviewing, and problem solving were also commonly taught. Many organization provide ‘Train-the trainer’ courses for superiors or peers who will in turn provide on-the-job training to others. Besides being one of the most important HRM functions, Training and Development is also one of the most expensive. Meaning and Definition: After an employee is selected, placed and introduced, he or she needs to be provided with training facilities. The training is the act of increasing the knowledge and skill of an employee for doing the particular job. Training is a short term educational process and utilizing systematic and organized procedure by which an employee is learned the technical knowledge. Definition: Staimez: defines ‘Training is a short term process utilizing a systematic and organized procedure by which non-managerial personnel to learn technical knowledge and skill† Mamoria: defines â€Å"Development covers not only the activities which improve job performance, but also those which b ring about growth of personality, helps individual in the process towards maturity and actualization of this potential capacities so that they become not only good employees but also both good men and women. S. P. Robbins: Defines â€Å"Training is a learning process which seeks a relatively permanent change in behavior that occurs as a result of experience. Dale Yoder: Defines â€Å"It is that deals with the effective control and use of manpower as a distinguished from other source of man power† Training is part of Human Resource Development. It is concerned with concerned with training, development, and education. Training has been defined as an organized learning experience, conducted in a definite time period, to increase the possibility of improving job performance and growth. Organized means that it is conducted in a systematic way. Although learning can be incidental, training is concerned with the worker learning clear and concise standards of performance or objectives. Training is the acquisition of technology which permits employees to perform their present job to standards. It improves human performance on the job the employee is presently doing or is being hired to do. Also, it is given when new technology in introduced into the workplace. Principle of Training: 1. Training Plan: This must be well planned, prescribed and ably executed effective implementation depends to great extend on planning. Organizational objectives: T D program must meet objectives of the Organization 3. Equity and fairness: T and D program must enjoy equal opportunity to drive benefit out of such training and must have equal chance to undergo such training. 4. Application specification: Training content is balanced between theory and practical. It must be ‘Application specification’/ 5. Upgrading information: T and D program is continuous reviewed at periodic interval as order to make them updated in terms of knowledge and skill. 6. Top Management support: Top management support is essential to make Training and Development effective. 7. Centralization: For economy of effective uniformity and efficiency, centralization of training department is found more common and useful. 8. Motivation – Training and Development have motivation aspects like better career opportunity, individuals skill development etc. , Importance of training in recent years: Recent changes in the environment of business have made the Training and Development function even more important in helping organization maintain competitiveness and prepare for the future. Technological innovations and the pressure of global competition have changed the ways organizations operate and the skills that their employee need. The tight labor market has increased the importance of training in several ways. First higher employee turnover means that more new employees need training. Second, it has been suggested that frequent and relevant development experiences are an effective way to gain employee loyalty and enhance retention of top-quality staff. Need for Training: Training must be tailored to fit the organization’s strategy and structure. It is seen as pivotal in implementing organization-wide culture-change efforts, such as developing a commitment to customer service, adopting total quality management, or making a transition to self-directed work teams. Pace-setting Human Resource Development departments have moved from simply providing training on demand to solving organizational problems. Trainers see themselves as internal consultants or performance improvement specialists rather than just instructional designers or classroom presenters. Training is only one of the remedies that may be applied by the new breed of Human Resource Development practitioners. In an age of network organizations, alliances, and long-term relationships with just-in-time suppliers, leading companies are finding that they need to train people other than their own employees. Some organization offer quality training to their suppliers to ensure the quality of critical inputs. Organisations with a strong focus on customer service may provide training for purchasers to their product.

the coach :: essays research papers

I had been running track all through high school and was just about to start my senior season. I had never been great, but good enough to make states last year in the middle distances. Up until this year our only coaches were your typical, out of shape, over the hill, middle aged women who only coached track because they were either mean old biddies who liked to boss around young women or were athletes themselves before they let themselves go and now wanted to relive their fantasies of victory through our hard work and sweat. This spring though, things changed. We had a student teacher that offered to help out with the track team. She had run track in both high school and college but had used up her last year of eligibility and now was working on her Masters of Education. Her name was Naomi and she was assigned the runners since she obviously was better at it than any of our other coaches. Not only that, but she was faster than anyone else on the team except our top girl in the 100. She could easily beat everyone else in any distance up to the mile. Add to that the fact that she was prettier than most of the girls on the team and our fragile egos were taking a beating. If she hadn't been one of the nicest and most helpful people in the world things might have gotten ugly. Instead, she became one of our best friends, as well as our coach and some of our teacher. I don't know exactly why, but Naomi seemed to make me her special project for the season. From the first day of practice she pushed me harder than anyone else, spent more time with me and made sure that I pushed myself. Maybe it was because I ran the same distances she ran, but then again so did a few of the other girls. Maybe it was because she saw something in me that none of the other coaches had. I wasn't sure what it was, but at times I enjoyed the extra attention, at other times I hated it when she made me run the extra distance or work extra hard. She seemed to be able to know exactly how to get the best out of me though because by mid season she had me running the best times I had ever run and even a few college scouts were starting to stop by at our meets to check me out.

Mercantilism & economic school Essay

Mercantilism was a dominant economic school on Europe in XVI-XVIII century. The theory suggests that the global turnover of international trade is constant and the prosperity of a nation depends on the government ability to support a positive balance of trade with other nations. Mercantilism considers economic assets as a set of stock including gold, silver and trade value (bullion). The way for the government to increase the capital is to intervene into economy through the system of tariffs and restrictions aimed on increase of export and decrease of import. There are several basic flaws in mercantilism. The first one is that is assumes that the turnover of international trade is stable. Thus, in case one state constantly benefits and another one constantly misses from trade the trade would very soon stop because the missing state would either become bankrupt or stop trading, leaving the advantageous state without income so both nations would loose. The second gap of mercantilism is that it does not consider costs of trade race. In case nations start to compete in increasing their export and reducing import this will cause them produce even the goods which are cheaper to buy in other countries. So, in case one nation would specialize in producing one commodity and other nation would produce another commodity, they would both benefit from exchanging those commodities. The third disadvantage of mercantilism is that it does not take into account the influence of gold on the financial system. Endless accumulation of gold and silver ruined the financial system of Spain in the XVII century, as the nation suffered from enormous inflation. The entire branches of home economy were ruined resulting in dramatic reduce of export and collapse of mercantilist economy. Absolute Advantage Theory Originally proposed by Adam Smith, this theory relies on the ability of one nation to produce commodities with fewer costs and exchange those commodities to the ones other countries produce at lower costs. The need for less resources to produce a particular good results in its lower and attractive price on the international market and allows nations to specialize in production of some exact commodities both for home market and export thusly reviving global economy. The first flaw of the absolute advantage theory is that it reviews isolated commodities. It says â€Å"in case we produce A better than another nation and another nation produces B better than we, so we would exchange†, but it does not consider relative expenses of such production. In his famous example with wine and wool produced by Portugal and Scotland Ricardo proved that although Portugal produced both with fever relative costs, it would be more advantageous for Portugal to produce only wine and let England produce wool to exchange for wine with Portugal as the relative expenses of production of wool in England are lower than of wine. The second gap of the theory is that it excludes countries which have no absolute advantage in any commodity out of global economy thus reducing the global turnover and excluding workers and financial resources of that nation out of global economy. In case this theory is applied, economy would turn into a club of nations which have certain absolute advantage in comparison to all other nations. Comparative Advantages Theory Originally proposed by David Ricardo, this theory suggests that every nation would benefit from production and export of only those goods and commodities which are produced with lower marginal costs than in other countries. Given that all the goods can be produced inside one country with an absolute advantage, this country would still benefit from import of goods which are produced with lower marginal costs in the other countries. The first remarkable disadvantage of the theory is that in case every nation would hypothetically specialize in only one commodity this would result in elimination of competition in production of this commodity and let the producing nation speculate. The lack of both home and international competition would make nation strive to reduce costs in production of this commodity reducing its quality. Other countries which are economically dependent on the import of this commodity would not be able to combat such a development. The second disadvantage which is especially obvious in the modern economy is that the relative advantages theory does considers only the flow of goods, but not capitals, investments and debts. For example, producing debts costs nothing, so it would be absolutely economically advantageous to produce debts. Yet this gives an advantage only for a very short term, while soon the nation would face a huge demand for currency to pay for the assets, and as a result the export would be ruined while the import would boost devastating the economic grounds for prosperity. The third gap is that short-term advantages can turn into long-term disadvantages. Sometimes it can be necessary for a nation to launch new industries which would become effective in a long term, so it has to give up on the comparative advantage theory to make profits in future. The Theory of Factor Endowment This is a mathematical theory of international trade proposed by Heckscher-Ohlin. Further developing Ricardo’s comparative advantage theory Heckscher-Ohlin offered to predict patterns of commerce based on endowments of a trading region. Comparative advantages are determined by the country’s funds like land, labor and natural resources. Assuming that both countries have equal technological development, each of them would benefit from trading goods requiring inputs of endowments that are locally abundant. For example, in case a nation has much land but little labor it would benefit from agricultural production. The flaws of the theory are as follows. First is that the states do not initiate trade as themselves, which is usually done by firms and corporations, and those firms strive to increase their benefit but not to make use of the factor endowment Secondly, the theory would work well in the conditions of a perfect competition that no nation ever has. The trading partners are never fully informed of the endowment factor of their vis-a-vis making it hard for them to determine the benefits of application of their own endowments. Thirdly, as the theory considers only funds, it does not look at the technological development which is never completely equal between various countries, as well as the theory does not consider the influence of organizational and management factors that can make a nation effective in production of a particular commodity even if the nation comparatively lacks endowment. Bibliography 1. Ball, Donald; McCulloh, Wendel, Geringer, Michael; Frantz, Paul; Minor, Michael. (2003). International Business: The Challenge of Global Competition. McGraw-Hill/Irwin; 9 edition. 2. Mankiw, Gregory N. (2006). Principles of Economics. South-Western College Pub; 4 edition 3. Buchholz, Todd G. (2007) New Ideas from Dead Economists: An Introduction to Modern Economic Thought Plume; Rev Upd edition

Victorian Era

The Victorian Era During the Victorian Era, social classes of England were newly reforming, and fomenting. There was a churning upheaval of the old hierarchical order, and the middle classes were steadily growing. Added to that, the upper classes' composition was changing from simply hereditary aristocracy to a combination of nobility and an emerging wealthy commercial class. The definition of what made someone a gentleman or a lady was, therefore, changing at what some thought was an alarming rate. By the end of the century, it was common that a gentleman was someone who had a liberal public (private) school education, no matter what his antecedents might be. There continued to be a large and generally disgruntled working class, wanting and slowly getting reform and change. Conditions of the working class were still bad, though, through the century, three reform bills gradually gave the vote to most males over the age of twenty-one. Contrasting to that was the horrible reality of child labor which persisted throughout the period. When a bill was passed stipulating that children under nine could not work in the textile industry, this in no way applied to other industries, nor did it in any way curb rampant teenaged prostitution. The Victorian Era was also a time of tremendous scientific progress and ideas. Darwin took his Voyage of the Beagle, and posited the Theory of Evolution. The Great Exhibition of 1851 took place in London, lauding the technical and industrial advances of the age, and strides in medicine and the physical sciences continued throughout the century. The radical thought associated with modern psychiatry began with men like Sigmund Feud toward the end of the era, and radical economic theory, developed by Karl Marx and his associates, began a second age of revolution in mid-century. The ideas of Marxism, socialism, feminism churned and bubbled along with all else that happened. The dress of the early Victorian era was similar to the the Georgian age. Women wore corsets, balloonish sleeves and crinolines in the middle 1840's. The crinoline thrived, and expanded during the 50's and 60's, and into the 70's, until, at last, it gave way to the bustle. The bustle held its own until the 1890's, and became much smaller, going out altogether by the dawning of the twentieth century. For men, following Beau Brummell's example, stove-pipe pants were the fashion at the beginning of the century. Their ties, known then as cravats, and the various ways they might be tied could change, the styles of shirts, jackets, and hats also, but trousers have remained. Throughout the century, it was stylish for men to wear facial hair of all sizes and descriptions. The clean shaven look of the Regency was out, and mustaches, mutton-chop sideburns, Piccadilly Weepers, full beards, and Van Dykes were the order of the day. Due to the lack of modern technology that we have today such as televisions and the internet, the Victorian era (the era in which Queen Victoria reigned, this was between 1837 and 1901 was renowned for famous for the short stories that the authors of the time wrote. The birth of the railway also took place during the Victorian era and as one would expect, many people used it for transportation over long distances. There were no televisions so at times of boredom and during these long train journeys the people of the time depended solely on books and short stories for entertainment. The Ghost story genre proved to be most popular amongst the Victorian people. At the beginning of the nineteenth century in Britain, religious faith and the sciences were generally seen to be in beautiful accordance. This harmony between science and faith, mediated by some form of theology of nature, continued to be the mainstream position for most men of science right up to the 1860’s, at least. But it did come under threat. Many scientists questioned the literal meaning of the Genesis and opposed to the authoritarianism of organized Christian religion. Charles Darwin was the one, who with his Origins of the Species in 1859, proved things that could not be tolerated by the Church. It attracted widespread interest on publication. The book was controversial because it contradicted religious beliefs that underlay the then current theories of biology, and it generated much discussion on scientific, philosophical, and religious grounds. Of course a longer period had to pass to accept Darwin’s ideas, but it did affect the Christian mind, it did raise questions about the institution of the Church. The values that were based on religion were shaken greatly as well and the roots of the 20th century’s search for new values could be originated from here. Attitudes toward values and morals in those times also depended on, which social class a person belonged to. As the population increased, the gap between the lower and upper classes grew larger and also the differences in social behavior. Lower working classes struggled with everyday life, large families often did not have anything to eat, and children had to go working from an early age. There, the morals were drawn to the background. Even though, every felony was punished strictly, people often ended up stealing, robbing and murdering. Cities were full of slums, hygiene was non-existent and the drinking water spread diseases. Among these circumstances there was one rule that existed: to survive the day! Opposing the upper classes’ primness, prostitution and child labor was not scorned as a livelihood for the common people. Society as a whole, was called and often talked about in connection with the Victorian Era, did not help them, did not do anything for them, only despised them. Victorian values included a strict moral code and an obsession with social status. Upper classes always liked to lead their life in an exemplary way, regarded the morals highly and lived accordingly. Their occupation and social standing was largely determined by family background and social connections. We have to take into consideration that the Victorian era was the one when educated and wealthy people knew that the period they were living in is great and society, if everyone in it lived according to the Victorian values, could be happy. Although by looking back at the way they treated these values, most of them seem hypocritical. In their life religion, family, home, wealth and primness played an important role and proud as they were of themselves of belonging to these great times, rejected anyone whose life was not based on these things. They were the lucky ones that were educated and could easily afford forming opinions about the rest of the society, making references to morals, making up their own and forming the old ones as well. The Victorian era became notorious for employing young children in factories and mines and as chimney sweeps. Child labor played an important role in the Industrial Revolution from its outset, often brought about by economic hardship, Charles Dickens for example worked at the age of 12 in a blacking factory, with his family in debtor's prison. The children of the poor were expected to help towards the family budget, often working long hours in dangerous jobs and low wages. In England and Scotland in 1788, two-thirds of the workers in 143 water-powered cotton mills were described as children. Agile boys were employed by the chimney sweeps; small children were employed to scramble under machinery to retrieve cotton bobbins; and children were also employed to work in coal mines to crawl through tunnels too narrow and low for adults. Children also worked as errand boys, crossing sweepers, shoe blacks, or selling matches, flowers and other cheap goods. 7] Some children undertook work as apprentices to respectable trades, such as building or as domestic servants (there were over 120,000 domestic servants in London in the mid 18th Century). Working hours were long: builders worked 64 hours a week in summer and 52 in winter, while domestic servants worked 80 hour weeks, children worked from 12 to 16 hours a day; they often began w orking at the age of six or seven. Children had to be beaten to keep them from falling asleep while at work; in spite of this, many failed to keep awake and were mutilated or killed. Parents had to submit to the infliction of these atrocities upon their children, because they themselves were in a desperate plight. Craftsmen had been thrown out of work by the machines; rural laborers were compelled to migrate to the towns by the Enclosure Acts, which used Parliament to make landowners richer by making peasants destitute; trade unions were illegal until 1824; the government employed agents provocateurs to try to get revolutionary sentiments out of wage-earners, who were then deported or hanged. Such was the first effect of machinery in England. Children as young as three were put to work. A high number of children also worked as prostitutes.. In coal mines children began work at the age of five and generally died before the age of 25. Many children worked 16 hour days. As early as 1802 and 1819 Factory Acts were passed to regulate the working hours of workhouse children in factories and cotton mills to 12 hours per day. These acts were largely ineffective and after radical agitation. A royal commission recommended in 1833 that children aged 11–18 should work a maximum of 12 hours per day, children aged 9–11 a maximum of eight hours, and children under the age of nine were no longer permitted to work. This act however only applied to the textile industry, and further agitation led to another act in 1847 limiting both adults and children to 10 hour working days. By 1900, there were 1. 7 million child laborers reported in American industry under the age of fifteen. The number of children under the age of 15 who worked in industrial jobs for wages climbed to 2 million in 1910. The accepted reasoning was that the career for women was marriage. To get ready for courtship and marriage a girl was groomed like a racehorse. In addition to being able to sing, play an instrument and speak a little French or Italian, the qualities a young Victorian gentlewoman needed, were to be innocent, virtuous, biddable, dutiful and be ignorant of intellectual opinion. A wealthy wife was supposed to spend her time reading, sewing, receiving guests, going visiting, letter writing, seeing to the servants and dressing for the part as her husband's social representative. For the very poor of Britain things were quite different. Fifth hand clothes were usual. Servants ate the pickings left over in a rich household. The average poor mill worker could only afford the very inferior stuff, for example rancid bacon, tired vegetables, green potatoes, tough old stringy meat, tainted bread, porridge, cheese, herrings or kippers. The Catholicism of the Oxford Movement, the Evangelical movement, the spread of the Broad Church, and the rise of Utilitarianism, socialism, Darwinism, and scientific Agnosticism, were all in their own ways characteristically Victorian; as were the prophetic writings of Carlyle and Ruskin, the criticism of Arnold, and the empirical prose of Darwin and Huxley; as were the fantasy of George MacDonald and the realism of George Eliot and George Bernard Shaw. One could say that Queen Victoria personified the spirit of nineteenth-century England; she was Queen of the United Kingdom, Great Britain, and Ireland as well as Empress of India. She put the â€Å"Victorian† in the Victorian Era.

The false moon Essays

The false moon Essays The false moon Paper The false moon Paper The False Moon Any child needs stability and love from their parents while growing up. If this Is not the case the child will go out and find safe places elsewhere. The main character In the short story The False Moon, by Shirley Golden from 201 1 Is not met with stability and love. He Is almost forced out on his own trying to fit Into society. The main character is the first person narrator in the story. His name is Matt and describes himself in a rather bad way; People dont run from me; Im lanky and skinny Im told (lines 14-15, page 1). Matt tells the story of his teenage life. How his mother works all the time and is never there for him, and how he has trouble in school. The subjects are too difficult, and he doesnt like any of his classmates. When he gets the chance Matt always skips school and goes on adventures in town. He doesnt communicate with his mother or his teachers. When he is told to give his mother letters from school; he Just hides them away Instead. Because of the mothers behavior this Is not so difficult. She Is not Involved In her sons life. The mother Is described as a loud and messy woman. She comes home late, has bleached hair and bad nails. Some symbols also indicate that the mother has a problem with heavy drinking and are treated violently. This affects the relationship between the mother and Matt. He doesnt trust her, probably because of several years of disappointments and letdowns: Its probably bullwhip, with her you can never tell (line 12, page 1). Furthermore she is embarrassing, selfish and doesnt understand appropriate social behavior. It shows in the story when she hits on Mats best friend Mark, which results in Matt losing his friend who was his only safe haven. When Matt calls her a where she hits him with a bottle. She Is powerless, desperate and certainly not a good role model for Matt. Matt hides his problems, Just Like when his mother covers up her bruises. That Is why she Is unaware of her own sons difficulties, until she goes through his things one day. The signs of love or affection between the mother and the main character are very few. The main character takes care of his mother. He cleans up after her and makes tea. But she doesnt return the love and he notices it. For example when he helps her up from the floor and puts her to bed. He thinks, She doesnt reach for me (line 125, page 4). The sketch that Matt makes is a symbol of him wanting love from his mother. It shows the boys inner feelings of being trapped. The bottle is a hint at the mothers heavy drinking. He has a mother who doesnt pay attention to him and is busy looking for other men. The mall character wants and needs boundaries and he Is so desperate that he even tries to kid himself, l like to kid myself she would stop me If I didnt sneak out of the house (line 6, page 1). In the streets he finds a new safe place. The nightly ritual where he draws the lines and numbers and the girl fills in gaps he can actually count on. As he says: l didnt trust words. But lines were reliable. (lines 42-44, page 2). The lines are a symbol of the stability and the boundaries Matt is longing for. You can say that the girl isnt Just filling in the gaps in Mats drawings, but also the gaps inside of him. As the title of the short story, the nightly ritual becomes his false moon, like insects flocking around street lamps because they think it is the moon. Suddenly Matt has found something to navigate after and rely on. At the end he decides to end the disappointing life he has with his mother. From now on he will find the way on his own. He realizes that even though the guide may be wrong (the moon is false), it is better than no guide at all. The main theme in the short story The False Moon is about growing up, and finding your own guidelines in your life. In the darkest night, Matt finds his light. It gives him the courage to break free from his mother and find his own way. Shirley Golden is trying to tell us, that it is important to have guidelines and role models in your life especially as a child. It is the parents responsibility to give the child these guidelines, or else the child detaches itself from the family and is forced to grow up faster.

The Kostenki Archaeological Sites

The Kostenki Archaeological Sites Kostenki refers to a complex of open-air archaeological sites located in the Pokrovsky Valley of Russia, on the west bank of the Don River, about 400 kilometers (250 miles) south of Moscow and 40 km (25 mi) south of the city of Voronezh, Russia. Together, they contain important evidence concerning the timing and complexity of the various waves of anatomically modern humans as they left Africa some 100,000 or more years ago The main site (Kostenki 14, see page 2) is located near the mouth of a small steep ravine; the upper reaches of this ravine contain evidence of a handful of other Upper Paleolithic occupations. The Kostenki sites lie deeply buried (between 10-20 meters [30-60 feet]) beneath the modern surface. The sites were buried by alluvium which was deposited by the Don River and its tributaries beginning at least 50,000 years ago. Terrace Stratigraphy The occupations at Kostenki include several Late Early Upper Paleolithic levels, dated between 42,000 to 30,000 calibrated years ago (cal BP). Smack dab in the middle of those levels is a layer of volcanic ash, associated with the volcanic eruptions of the Phlegrean Fields of Italy (aka Campanian Ignimbrite or CI Tephra), which erupted about 39,300 cal BP. The stratigraphic sequence at the Kostenki sites are broadly described as containing six main units: Modern levels at the top: black, highly humic soil with abundant bioturbation, churning by living animals, in this case mainly burrowing by rodents.Cover Loam: loess-like deposit with several stacked occupations dated to the Eastern Gravettian (such as Kostenki 1 at 29,000 cal BP; and Epi-Gravettian (Kostenki 11, 14,000-19,000 cal BP)Upper Humic Complex/Bed (UHB): yellowish chalky loam with several stacked occupations, early and mid-Upper Paleolithic, including Initial Upper Paleolithic, Aurignacian, Gravettian and local GorodsovianWhitish Loam: homogenous loam with some sub-horizontal lamination and in the lower part in situ or reworked volcanic ash (CI Tephra, independently dated 39,300 years agoLower Humic Complex/Bed (LHB): stratified loamy deposits with several stacked horizons, early and mid-Upper Paleolithic, including Initial Upper Paleolithic, Aurignacian, Gravettian and local Gorodsovian (similar to UHB)Chalky Loam: upper alluvium stratified with coarse deposits Controversy: Late Early Upper Paleolithic at Kostenki In 2007, the excavators at Kostenki (Anikovich et al.) reported that they had identified occupation levels within and below the ash level. They found the remnants of the Early Upper Paleolithic culture called the Aurignacian Dufour, numerous small bladelets quite similar to lithic tools found in similarly dated sites in western Europe. Prior to Kostenki, the Aurignacian sequence was considered the oldest component associated with modern humans at archaeological sites in Europe, underlain by Mousterian-like deposits representing Neanderthals. At Kostenki, a sophisticated tool kit of prismatic blades, burins, bone antler, and ivory artifacts, and small perforated shell ornaments lies below the CI Tephra and Aurignacian Dufour assemblage: these were identified as an earlier presence of modern humans in Eurasia than previously recognized. The discovery of modern human cultural material below the tephra was quite controversial at the time it was reported, and a debate about the context and date of the tephra arose. That debate was a complex one, best addressed elsewhere. Read more about the Pre-Aurignacian deposits at Kostenki Comments from John Hoffecker concerning initial criticism of the age of the site Since 2007, additional sites such as Byzovaya and Mamontovaya Kurya have lent additional support to the presence of early modern human occupations of the eastern Plains of Russia. Kostenki 14, also known as Markina Gora, is the main site at Kostenki, and it has been found to contain genetic evidence concerning the migration of early modern humans from Africa into Eurasia. Markina Gora is located on the flank of a ravine cut into one of the river terraces. The site covers hundred of meters of sediment within seven cultural levels. Cultural Layer (CL) I, in the Cover Loam, 26,500-27,600 cal BP, Kostenki-Avdeevo cultureCL II, within the Upper Humic Bed (UHB), 31,500-33,600 cal BP, Gorodsovian, mid Upper Paleolithic mammoth bone industryCL III, UHB, 33,200-35,300 cal BP, blade-based and bone industry, Gorodsovian, Mid Upper PaleolithicLVA (layer in volcanic ash, 39,300 cal BP), small assemblage, unipolar blades and Dufour bladelets, AurignacianCL IV in the Lower Humic Bed (LHB), older than the tephra, undiagnostic blade-dominated industryCL IVa, LHB, 36,000-39,100, a few lithics, large numbers of horse bones (at least 50 individual animals)Fossil Soil, LHB, 37,500-40,800 cal BPCL IVb, LHB, 39,900-42,200 cal BP, distinctive Upper Paleolithic, endscrapers, possible horse head out of carved mammoth ivory, human tooth (EMH) A complete early modern human skeleton was recovered from Kostenki 14 in 1954, buried in a tightly flexed position in a oval burial pit (99x39 centimeters or 39x15 inches) which had been dug through the ash layer and then was sealed by Cultural Layer III. The skeleton was direct-dated to 36,262-38,684 cal BP. The skeleton represents an adult man, 20-25 years old with a robust skull and short stature (1.6 meters [5 foot 3 inches]). A few stone flakes, animal bones and a sprinkle of dark red pigment were found in the burial pit. Based on its location within the strata, the skeleton can be generally dated to the Early Upper Paleolithic period. Genomic Sequence from Markina Gora Skeleton In 2014, Eske Willerslev and associates (Seguin-Orlando et al) reported the genomic structure of the skeleton at Markina Gora. They perfomed 12 DNA extractions from the skeletons left arm bone, and compared the sequence to the growing numbers of ancient and modern DNA. They identified genetic relationships between Kostenki 14 and Neanderthalsmore evidence that early modern humans and Neanderthals interbredas well as genetic connections to the Malta individual from Siberia and European Neolithic farmers. Further, they found a fairly distant relationship to Australo-Melanesian or eastern Asian populations. The Markina Gora skeletons DNA indicates a deep-aged human migration out of Africa separate from that of Asian populations, supporting the Southern Dispersal Route as a possible corridor for population of those areas. All humans are derived from the same populations in Africa; but we colonized the world in different waves and perhaps along different exit routes. The genomic data recovered from Markina Gora is further evidence that the population of our world by humans was very complex, and we have a long way to go before we understand it. Excavations at Kostenki Kostenki was discovered in 1879; and a long series of excavations have followed. Kostenki 14 was discovered by P.P. Efimenko in 1928 and has been excavated since the 1950s via a series of trenches. The oldest occupations at the site were reported in 2007, where the combination of great age and sophistication created quite a stir. Sources This glossary entry is a part of the About.com guide to Upper Paleolithic , and the Dictionary of Archaeology. Anikovich MV, Sinitsyn AA, Hoffecker JF, Holliday VT, Popov VV, Lisitsyn SN, Forman SL, Levkovskaya GM, Pospelova GA, Kuzmina IE et al. 2007. Early Upper Paleolithic in Eastern Europe and Implications for the Dispersal of Modern Humans. Science 315(5809):223-226. Hoffecker JF. 2011. The early upper Paleolithic of eastern Europe reconsidered. Evolutionary Anthropology: Issues, News, and Reviews 20(1):24-39. Revedin A, Aranguren B, Becattini R, Longo L, Marconi E, Mariotti Lippi M, Skakun N, Sinitsyn A, Spiridonova E, and Svoboda J. 2010. Thirty thousand-year-old evidence of plant food processing. Proceedings of the National Academy of Sciences 107(44):18815-18819. Seguin-Orlando A, Korneliussen TS, Sikora M, Malaspinas A-S, Manica A, Moltke I, Albrechtsen A, Ko A, Margaryan A, Moiseyev V et al. 2014. Genomic structure in Europeans dating back at least 36,200 years. ScienceExpress 6 November 2014(6 November 2014) doi: 10.1126/science.aaa0114. Soffer O, Adovasio JM, Illingworth JS, Amirkhanov H, Praslov ND, and Street M. 2000. Palaeolithic perishables made permanent. Antiquity 74:812-821. Svendsen JI, Heggen HP, Hufthammer AK, Mangerud J, Pavlov P, and Roebroeks W. 2010. Geo-archaeological investigations of Palaeolithic sites along the Ural Mountains - On the northern presence of humans during the last Ice Age. Quaternary Science Reviews 29(23-24):3138-3156. Svoboda JA. 2007. The Gravettian on the Middle Danube. Paleobiology 19:203-220. Velichko AA, Pisareva VV, Sedov SN, Sinitsyn AA, and Timireva SN. 2009. Paleogeography of Kostenki-14 (Markina Gora). Archaeology, Ethnology and Anthropology of Eurasia 37(4):35-50. doi: 10.1016/j.aeae.2010.02.002

Case analysis Essay Example | Topics and Well Written Essays - 2000 words - 2

Case analysis - Essay Example In principle, international markets require unique approaches due to the variation in market characteristics. Home Furniture Ltd is one of the business organizations that have expanded its business strategy in the international market in an effort to increase its profits. In these new markets, the organization has faced the challenges of deploying effective leadership in a multi-cultural environment. For the organization to position itself in this business market, it is crucial to re-strategize and develop effective leadership strategies desired in the modern business environment (Stahl & Brannen, 2013). A close analysis of the organizational management in Home Furniture ltd will reveal the weaknesses and the strategies that can be used to realign the organization in the international market. Globalization and cross-cultural management are terms that emerged as a result of organizations efforts to expand their business operations in the international market. Business globalization has many advantages to the organization and this is why many organizations are pushing their operations in the international market. Global strategy helps organizations to take advantage of emerging market segments where business potential is higher than in local markets. This provides an opportunity for the organization to optimize their profits by investing in rapidly growing markets. Also, globalization helps organizations to increase its customers which will have a positive impact on the performance of the organization. As competition becomes severe in local markets, organizations are pushed to invest in geographical markets to ensure that they survive the severity of this competition. However, the international business market has many risk factors that threaten new market entrants. First, the cultural factors influence business strategy. In the international market, the organizations has to work with different cultural attributes

Economic approach to explain the existence of prostitution Essay

Economic approach to explain the existence of prostitution - Essay Example As a result, the opportunity cost of forsaking a wife or a girlfriend for a prostitute is that, an individual is able cut on unnecessary expenses meant to please a girlfriend. Further, an individual would save on time that is wasted while trying to please a girlfriend or wife with picnics, dinner or visiting holiday resort (Merriam-Webster, 2013). In addition, the money that is channeled to a wife or girlfriend can be used for other personal gains such as improving one’s business venture. The cost benefit of accessing the services of a prostitute is that the buyer can select from varieties, and one is not compelled to stick on one seller. In essence, the quality that the buyer gets depends on how much the buyer can pay. The business is flexible in the sense that a buyer can assess the seller’s services depending on the amount the buyer can pay. In this context, the higher the quality of the services rendered, the higher cost for the buyer and vice versa. In the business of prostitution, the buyer is not interested in establishing a relationship, but to access the services of the seller on a short term basis. This is more convenient compared to a stable relationship where the buyer (male) is compelled to provide both material and emotional support. Numerous responsibilities often arise from a relation, and as a result, the prostitution business is on high demand at the present due to the buyers avoiding responsibilities of marriage and looking for short term pleasures.... However, it is the male who often feel pinched as a result of spending exorbitantly on gifts and other pleasantries while receiving none on return (Postrel, 2006). While, on the other hand, the sellers are professionals who only engage in satisfying the desires of the buyer in a short period where both come out winners. The buyer gains in terms of pleasure provided and commensurate with the payment while, the seller gains in terms of payment for services by the buyer. Buyers are often attracted to a quick delivery of services in which no attachment are formed so as to save on unforeseen expenses in the future that, is a product of a long term relationship. As a result, in terms of cutting on the cost of maintaining a relationship, prostitution offers an alternative for buyers to budget for pleasure rather than an impulsive spending influenced by relationship bonds (Postrel, 2006). On the other hand, the seller in this business often the women engage in the business for a number of re asons. It could be that the business pays highly, or it is a cheaper means of earning a living for those who engage in the business. Commercial sex as a business provides one of the easiest forms of employment in the sense that, one only need to provide a few minutes of pleasure to the buyer to earn some money (The Economist, 2013). However, the payment within the business often vary and is influenced by a number of reasons that include the nature of pleasure and risks exposed to the seller. There are sellers who earn meagre amounts from the business while others make millions from the same business. Commercial sex is competitive, and the seller needs to come up with appropriate business

Relationship between Terrorism and Religion Essay

Relationship between Terrorism and Religion - Essay Example Principally, this ideologically has driven our world since the twentieth century, and it is now making way to the twenty-first century. Also, now it appears to have settled in people in a more ‘religious accommodating’ manner. The final years of the twentieth century, in fact, already underwent an exceptional resurgence of historical religions in numerous parts of the globe, comprising the former USSR, Eastern/Central Europe, as well as China. It is not restricted to only the rebirth of historical religions or faiths, but also extended to the surfacing of neo-religious groups such as the New Age spirituality, as well as the surge of faithfully based experiences and practices ranging from medicine to meditation. These movements have made their way into societies and communities all through the globe where definite levels of freedom for spiritual and religious groups are present. Religious values and views play a significant role in the lives of individuals as they cope wi th issues affecting their communities. Religions educate people concerning ultimate views on believers’ lives. They also offer a core vision for people’s lives, which habitually shades its followers’ socio-political hopes, behaviors and engagements. Therefore, the significance of religion to terrorism cannot be overlooked. This paper will focus on the relationship between terrorism and religion based on what these three authors say in their writings: Brigitte Nacos, Martha Crenshaw and Richard Connerney. These articles are â€Å"The Making of Terrorists: Causes, Conditions, Influences;† â€Å"The Logic of Terrorism;† and â€Å"Islam† respectively.... The author also touches on the new-fangled and past/historical trends of terrorism. Extensively discussing the subject â€Å"What is terrorism?,† the author, a celebrated expert in this field, visibly discusses and explains terrorism’s numerous causes, strategies and actors, as well as counter- and anti-terrorist responses. This article, in addition, outstandingly examines terrorism’s relationship with religion, the public and the media. Highly readable and also comprehensive, â€Å"The Making of Terrorists: Causes, Conditions, Influences† introduces the readers to significant concepts and theories in the study of terrorism with its relation to religion and political turmoil. It also helps them challenge presumptions of this vital, as well as complex issue. Any macro level matter, according to Nacos (61), cannot be tackled without being receptive to realities of religion experienced by humans. Whether the hope of humanity will be formed by the ‘clash of ignorance,’ the ‘clash of societies,’ the clash of religions/faiths and traditions, or conflicts between the ‘West and the rest’ is difficult to predict. It might be an amalgamation of a number of the above because they are all intricately related (Nacos 61). Also, it might be caused by the surfacing of previously unclear issues or problems of polarization. Nacos gives the instance of the 9/11 attacks where Muslim terrorists from the Middle East decided to attack the famous American Twin Towers. In the past, there has always been a religious conflict between the people of the Middle East and the Americans. This was the main reason that according to Nacos (62) led to the bombing of the American Twin Towers. Therefore, Nacos concluded in her article that a

Plans After Graduating Essay Example for Free

Plans After Graduating Essay My primary purpose of applying for the distance learning program is to further my studies by undertaking a Master’s degree course which is in line with my Bachelor’s degree. As a graduate of sociology I am aware that my expertise is in line with studying society in general and also studying specific aspects of our society. However since this is only a Bachelor’s degree it is imperative for me to pursue further studies and I feel that a more focused degree like MPM can benefit me the more as it has more theories in a specific strata of society. My secondary goal is to assure me of a long-term career in education as I am currently a college instructor in STI College Santa Rosa. It is a prequisite for any budding educator to always pile up on one’s credentials to attain not just the knowledge but also an assurance of better opportunities both in the academic world but also in government agencies as well. Upon completion of said degree I see myself continuing in the academe and also go into research on government policies and possible ways of improving the country’s state in terms of governance. My background in sociological studies is a tool that can help me be effective in research and MPM will enhance my skills and my knowledge in terms of public management. I also plan to take up my PHD inside the next 5 years depending on how long it would take to finish up my master’s degree. I am also looking forward for a possible opportunity to work for my alma mater if not Open University perhaps UPLB either a researcher or a professor. It is also my goal that through the program that I am applying for I could impact the lives of my students by sharing with them what I have learned both from the program and also from whatever research materials are already available. If I would be able to do this, the impact will be tremendous both intellectually and also in the lives of my students. From their ranks are future leaders of this country or perhaps citizens that would help improve the lives of their countrymen their different contributions.

Hitler’s Alliance With The Soviet Union :: European History Essays

Hitler’s Alliance With The Soviet Union When the world awoke August 24, 1939 it appeared that the absolute impossible had just occurred in Europe, National Socialist Germany and Soviet Russia had just agreed on a Non Aggression pact. By that morning the entire political world had changed, it had been thrown roughly on its head and people quickly asked how it could have happened? Over a period of three years the German chancellor, Adolph Hitler had repeatedly pushed the major powers to the limit with his territorial demands in the Rhineland, Austria, Czechoslovakia, and now in the Polish corridor. Hitler had succeeded in each gamble and grown bolder each time as he noticed the vacillating nature of the supposed major powers that stood in the way of his completing his long held foreign policy program. This program, first coherently laid down in his 1924 book Mein Kampf, called for the re-armament of Germany and the acquisition of allies like Italy and Britain, the neutralization or destruction of his hated enemy France, and finally with Germany’s rear protected the way would be clear for the great fight against Judeo-Bolshevism in the Soviet Union, and the gaining of Lebensraum for the superior Aryan German race. Since coming to power in 1933, Hitler had completed the first phase of his program save for the making of a British alliance or at least their promise of neutrality in any upcoming European war of revision. Realizing that the British would need some coercing to accept his program, and that if war was to come with the west his eastern border must be secured, Hitler relied on his great ability to play the game of power politics and shocked the world by allying with his sworn enemy. Hitler sought the Non-Aggression pact and covert military alliance with the Soviet Union because it was a temporary means to an all encompassing end. Hitler would use the hated Soviets to secure his eastern flank while he destroyed France with or without the help of Britain, only to return the favor by attacking them when Germany was ready. It was a move consistent with the power politics and foreign policy program he had been pursuing since 1933, his attempts to force Britain into a military alliance or at least a proclamation of neutrality in any continental war, and the subjugation of France as a prerequisite to obtaining Lebensraum in the East. The Non-Aggression pact of August 1939, was the pre war culmination of policies designed by Hitler to further his foreign policy program of making

Conflict resolution

Successful negotiations pave the way for smooth relationships in the future. To find peaceful solutions to difficult situations. Full-blown battles use up resources time, energy, good reputation, motivation. By negotiating, you avoid wasting these resources, and you may actually make new allies and find new resources! When should you resolve conflict? Conflict resolution is appropriate for almost any disagreement. Our daily lives offer plenty of opportunities for negotiation – between parents and children, co-workers, friends, etc. And as a result, you probably already have a variety of effective strategies for resolving minor conflicts. But for more serious conflicts, and conflicts between groups rather than individuals, you may need some additional skills. How, for example, should you structure a meeting teens your group and your opponent? When should you settle, and when should you fight for more? How should you react if your opponent attacks you personally? Read on for mor e information on specific conflict resolution techniques. How should you resolve conflict?There are seven steps to successfully negotiating the resolution of a conflict: 1. Understand the conflict 2. Communicate with the opposition 3. Brainstorm possible resolutions 4. Choose the best resolution Use a third party mediator 5. 6. Explore alternatives 7. Cope with stressful situations and pressure tactics Understand the conflict Conflicts arise for a variety of different reasons. It is important for you to define clearly your own position and interests in the conflict, and to understand those of your opponent. Here are some questions to ask yourself so that you can better define the conflict.Inertest What are my interests? What do I really care about in this conflict? What do I want? What do I need? What are my concerns, hopes, fears? Possible Outcomes What kinds of agreements might we reach? Legitimacy What third party, outside of the conflict, might convince one or both of us that a proposed agreement is a fair one? What objective standard might convince s that an agreement is fair? For example: a law, an expert opinion, the market value of the transaction. Is there a precedent that would convince us that an agreement is fair? Their Interests What are the interests of my opposition?If were in their shoes, what would I really care about in this conflict? What do they want? What do they need? What are their concerns, hopes, fears? Interests play an important role in better understanding conflict. Often, groups waste time â€Å"bargaining over positions. † Instead of explaining what the interests of their position are, they argue about their â€Å"bottom line. † This is not useful way to negotiate, because it forces groups to stick to one narrow position. Once they are entrenched in a particular position, it will be embarrassing for them to abandon it.They may spend more effort on â€Å"saving face† than on actually finding a suitable resoluti on. It is usually more helpful to explore the group's interests, and then see what positions suit such interests. Example: Your parent group wants the high school to change its history textbook. You feel that the textbook doesn't represent the history of Africa adequately. You come to the School Committee and say, â€Å"The only textbook that works for us s The People of Jamaica, and that's final! † You have presented a position rather than your interests.By drawing a bottom line, you're stuck in one position. If you don ‘t convince the School Committee to choose this textbook, you'll lose. A more effective way to approach the School Committee would be to state your interests. You might say, â€Å"We're concerned about the under- representation of racial minorities in the current Jamaican history textbook, and would like to find an alternative. † By communicating your interests, rather than one position, you are leaving some room to negotiate while still Ewing fi rm and clear about your goals. Often, the same interest can have many positions.For example, the School Committee might vote to us plenty the history textbook with a packet of articles about minorities as well as other thing about minorities in Jamaica. These are different positions that address the same interest. Communicate with the opposition Now that you have thought through your own interests and those of the other party, you can begin to communicate directly with your opposition. Here are some tips for productive talks: Listen. Their opinions are important to you, because their Opinions are the source of your conflict. If something is important to them, you need to recognize this.Recognizing does not mean agreeing of course! Let everyone participate who wants to. People who participate will have a stake in a resolution. They will want to find a good compromise. Talk about your strong emotions. Let the other side let off steam. Don't, however, react to emotional outbursts! Try an apology instead of yelling back. Apologizing is not costly, and is often a rewarding technique. Be an active listener. Rephrase what you're hearing as a question: â€Å"Let me see if I'm following you. You're saying that†¦ Have got that right? † You can still be rim when you're listening. Speak about yourself, not the other party.In the textbook example, you might say, â€Å"l feel angry to know that my children are reading this old-fashioned textbook,† rather than, â€Å"How could you choose such a racist book? † Be concrete, but flexible. Speak about your interests, not about your position. Avoid early judgments. Keep asking questions and gathering information. Don't tell the opposition, â€Å"It's up to you to solve your problems. † Work to find a solution for everyone. Find a way to make their decision easy. Try to find a way for them to take your position without looking cake, but don't call it a way for them to â€Å"save face. Egos are imp ortant in negotiations! Brainstorm Possible Resolutions Now that you know what the interests of both parties are, and how to better communicate with the opposition, you can start thinking about solutions. Look at all of the interests you have listed, for you and for your opponents, and look for common interests. Often both parties share many interests for example, both groups may want stability and public respect. Before you hold a brainstorming meeting, think carefully about how you'll set up the meeting. Write a clear purpose statement for the meeting. Try to choose a small group of 5-8 people total.Hold the meeting in a different environment from your usual setting. Make sure the setting is an informal one where people feel comfortable and safe. Find an unbiased facilitator, someone who can structure the meeting without sharing his or her own feelings about the conflict. To begin brainstorming, decide whether you want to brainstorm with your opposition, or with only your group. I n either case, you will want to establish some ground rules. Work on coming up with as many ideas as possible. Don't judge or criticize the ideas yet that might prevent people room thinking creatively.Try to maximize (not minimize) your options. Look for win-win solutions, or compromises, in which both parties get something they want. Find a way to make their decision easy During the meeting, seat people side by side, facing the â€Å"problem†Ã¢â‚¬â€œ a blank chalkboard or large pad of paper for writing down ideas. The facilitator will remind people of the purpose of the meeting review the ground rules, and ask participants to agree to those rules. During the brainstorming session, the facilitator will write down all ideas on the chalkboard or pad. Choose the best resolutionAfter the meeting, you will need to decide which resolution is best. Review your brainstorm ideas. Star the best ideas – these are whatnot will work With during the conflict resolution process. Set a time to discuss them and determine which idea is the best. The goal here is to use both groups' skills and resources to get the best result for everyone. Which resolution gives both groups the most? That resolution is probably the best one. Use a third party mediator As you are brainstorming and choosing a good resolution, you may want to use a third party mediator.This is a person who is not from your group or our opponent's group, but whom you both trust to be fair. Your mediator can help both sides agree upon a standard by which you'll judge your resolution. Standards are a way to measure your agreement. They include expert opinions, law, precedent (the way things have been done in the past), and accepted principles. For example, let's say you're building a new playground for your town's elementary school. You disagree with the superintendent about what kinds of materials you'll use to build the playground. The superintendent wants to use chemical-treated wood, but you feel it' s unsafe.A mediator might read the current guidelines of the lumber industry and tell you which kinds of wood are considered safe for children. Maybe you and the superintendent will agree to follow the lumber industry's advice-?in other words, to use that as the standard. Your mediator could also, for example, run your brainstorming session. Here are some other possible jobs for a mediator: Setting ground rules for you and your opponent to agree upon (for example, you might both agree not to publicly discuss the dispute) Creating an appropriate setting for meetings Suggesting possible ways to compromiseBeing an â€Å"ear† for both side's anger and fear Listening to both sides and explaining their positions to one another Finding the interests behind each side's positions Looking for win-win alternatives Keeping both parties focused, reasonable, and respectful Preventing any party from feeling that it's â€Å"losing face† Writing the draft of your agreement with the opp osition Perhaps Harriet is considering quitting her job because her boss wants to transfer her to another office.The mediator might say, â€Å"It sounds like Harriet doesn't care about transferring to the downtown office. What she's worried about is losing rank. Harriet, do you agree with that? Ms. Snell, do you understand Harrier's concern? How can we assure Harriet that she won't lose rank if she agrees to transfer? ‘ Explore alternatives There may be times when, despite your hard work and good will, you cannot find an acceptable resolution to your conflict. You need to think about this possibility before you begin negotiations.At what point will you decide to walk away from negotiations? What are your alternatives if you cannot reach an agreement with your opponent? It is important that you brainstorm your alternatives to resolution early on in the negotiation process, and that you always have your best alternative somewhere in the back of your mind. As you consider possib le agreements with your opponent, compare them to this â€Å"best† alternative. If you don't know what the alternative is, you'll be negotiating without all the necessary information!In order to come up with an alternative, start by brainstorming. Then, consider the pros and cons of each alternative. Think about which alternative is realistic and practical. Also think about how you can make it even better. At the same time, don't forget to put yourself in the shoes of your opposition. What alternatives might they have? Why might they choose them? What can you do to make your choice better than their alternative? Roger Fisher and Danny Retell call this alternative your BATAAN Best Alternative To a Negotiated Agreement.You can read more about BAT AN in their book Getting Ready to Negotiate. Cope with stressful situations and pressure tactics So far, we've talked about how to negotiate with a fairly reasonable opponent. However, you need to be prepared to negotiate with all kind s of opponents, both reasonable and unreasonable. What if your opponent is more powerful and influential that you are? What if they refuse to meet or alkyl with you? All of these situations are stressful, and intended to put extra pressure on you to make a quick decision in the opposition ‘s favor. Conflict resolution Healthy organizations which are characterized by well developed problem -solving mechanisms and a collaborative climate are able to identify conflict and deal with it in a elaborative way that leaves the organization stronger and better developed rather than weakened and wracked with hostility (Owens, Valleys, 2011). The potential conflict in this elementary school can be approached with five possible methods namely: muscle, reconciliation, harmony, retreat, and collaboration. The muscle method is assertive, aggressive, and competitive.This style creates win-lose situation. This is termed as † I am the boss. Just do it! â€Å". The reconciliation method is one of accommodating, giving in and acquiescing to preserve relationships while resolving the conflict, at least immemorially. The harmony style assumes a â€Å"middle ground,† aimed at achieving compromise in order to resolve conflict. On the other hand, retreat method avoids or withdraws in from the conflict. It is aimed at not becoming involved with conflict and the strong feelings it may generate.The collaborating approach attempts to reach consensus and stresses working together for a mutual solution to conflicts. (Owens, valleys,201 1). In order to manage the conflict in this elementary school and the community in question, the collaborative method seems in my opinion the most attractive approach in order to lessen the destructive hostility among the staff and all parties t and to pave the way for opportunities of growth and development of the school and the community as a whole.The first step I will take as a new principal is to get to the source of the imminent conflict sweeping across the school environment. I will have a private meeting with the librarian, the physical education teacher, and each of the other parties involved to be able to get to the root of the conflict. With eye contacts, open heartiness and impartial attitude, I will listen actively and discuss the issues tit these individuals privately. After that, I will form a committee comprising of teachers, staff members, parents, community members, administrators, board of directors, and all stakeholders.I will have a meeting with the committee to discuss the issue at hand while the director Of schools and myself serve as facilitators. Each party will present its view of the problem while the other parties listen attentively without interruption. We as facilitators will ensure that each party states its case clearly and calmly without personally attacking the other parties. Secondly, I will ask each party to state two or three specific suggestions on how it thinks the conflict could be solved. An example might be,† I will like the administration to handle all field trip approvals†.Another clear suggestion might be, â€Å"I will like all teachers and staff to select a representative from their respective department to handle curriculum and standards issues†. It is of paramount importan ce for the facilitators to encourage and prompt each party to identify the root cause of the problem and then come up with specific ways that will resolve the issue Seafarer, 2007). Through the lens of impartiality, active listening skills and compassion, I will ensure that the suggestions presented are thoroughly discussed and agreed upon to make the necessary changes.At this point, all parties will be encouraged to engage each other in a reasonable and professional manner to come to an agreement on the suggestions made and are satisfied with the implementation Of the resolutions. For instance, the veteran librarian will be satisfied with the resolution that bus duties will be assigned to any teacher who volunteers for that opportunity. Parents will be satisfied with the opportunity to lead and provide interesting programs for parent -teacher association.Also they will be excited to be given the golden chance to be part of the decision making body of the school improvement ventures . The final step for the facilitators, especially me is to set up a date for the resolutions to be enacted and follow up on its progress. It is of cardinal importance for me to fearlessly look into the conflict in detail, if necessary. If new policies or procedures need to be put in place to avoid the same conflict arising in the true, will have that discussion with the staff and all parties involved. Conflict resolution Successful negotiations pave the way for smooth relationships in the future. To find peaceful solutions to difficult situations. Full-blown battles use up resources time, energy, good reputation, motivation. By negotiating, you avoid wasting these resources, and you may actually make new allies and find new resources! When should you resolve conflict? Conflict resolution is appropriate for almost any disagreement. Our daily lives offer plenty of opportunities for negotiation – between parents and children, co-workers, friends, etc. And as a result, you probably already have a variety of effective strategies for resolving minor conflicts. But for more serious conflicts, and conflicts between groups rather than individuals, you may need some additional skills. How, for example, should you structure a meeting teens your group and your opponent? When should you settle, and when should you fight for more? How should you react if your opponent attacks you personally? Read on for mor e information on specific conflict resolution techniques. How should you resolve conflict?There are seven steps to successfully negotiating the resolution of a conflict: 1. Understand the conflict 2. Communicate with the opposition 3. Brainstorm possible resolutions 4. Choose the best resolution Use a third party mediator 5. 6. Explore alternatives 7. Cope with stressful situations and pressure tactics Understand the conflict Conflicts arise for a variety of different reasons. It is important for you to define clearly your own position and interests in the conflict, and to understand those of your opponent. Here are some questions to ask yourself so that you can better define the conflict.Inertest What are my interests? What do I really care about in this conflict? What do I want? What do I need? What are my concerns, hopes, fears? Possible Outcomes What kinds of agreements might we reach? Legitimacy What third party, outside of the conflict, might convince one or both of us that a proposed agreement is a fair one? What objective standard might convince s that an agreement is fair? For example: a law, an expert opinion, the market value of the transaction. Is there a precedent that would convince us that an agreement is fair? Their Interests What are the interests of my opposition?If were in their shoes, what would I really care about in this conflict? What do they want? What do they need? What are their concerns, hopes, fears? Interests play an important role in better understanding conflict. Often, groups waste time â€Å"bargaining over positions. † Instead of explaining what the interests of their position are, they argue about their â€Å"bottom line. † This is not useful way to negotiate, because it forces groups to stick to one narrow position. Once they are entrenched in a particular position, it will be embarrassing for them to abandon it.They may spend more effort on â€Å"saving face† than on actually finding a suitable resoluti on. It is usually more helpful to explore the group's interests, and then see what positions suit such interests. Example: Your parent group wants the high school to change its history textbook. You feel that the textbook doesn't represent the history of Africa adequately. You come to the School Committee and say, â€Å"The only textbook that works for us s The People of Jamaica, and that's final! † You have presented a position rather than your interests.By drawing a bottom line, you're stuck in one position. If you don ‘t convince the School Committee to choose this textbook, you'll lose. A more effective way to approach the School Committee would be to state your interests. You might say, â€Å"We're concerned about the under- representation of racial minorities in the current Jamaican history textbook, and would like to find an alternative. † By communicating your interests, rather than one position, you are leaving some room to negotiate while still Ewing fi rm and clear about your goals. Often, the same interest can have many positions.For example, the School Committee might vote to us plenty the history textbook with a packet of articles about minorities as well as other thing about minorities in Jamaica. These are different positions that address the same interest. Communicate with the opposition Now that you have thought through your own interests and those of the other party, you can begin to communicate directly with your opposition. Here are some tips for productive talks: Listen. Their opinions are important to you, because their Opinions are the source of your conflict. If something is important to them, you need to recognize this.Recognizing does not mean agreeing of course! Let everyone participate who wants to. People who participate will have a stake in a resolution. They will want to find a good compromise. Talk about your strong emotions. Let the other side let off steam. Don't, however, react to emotional outbursts! Try an apology instead of yelling back. Apologizing is not costly, and is often a rewarding technique. Be an active listener. Rephrase what you're hearing as a question: â€Å"Let me see if I'm following you. You're saying that†¦ Have got that right? † You can still be rim when you're listening. Speak about yourself, not the other party.In the textbook example, you might say, â€Å"l feel angry to know that my children are reading this old-fashioned textbook,† rather than, â€Å"How could you choose such a racist book? † Be concrete, but flexible. Speak about your interests, not about your position. Avoid early judgments. Keep asking questions and gathering information. Don't tell the opposition, â€Å"It's up to you to solve your problems. † Work to find a solution for everyone. Find a way to make their decision easy. Try to find a way for them to take your position without looking cake, but don't call it a way for them to â€Å"save face. Egos are imp ortant in negotiations! Brainstorm Possible Resolutions Now that you know what the interests of both parties are, and how to better communicate with the opposition, you can start thinking about solutions. Look at all of the interests you have listed, for you and for your opponents, and look for common interests. Often both parties share many interests for example, both groups may want stability and public respect. Before you hold a brainstorming meeting, think carefully about how you'll set up the meeting. Write a clear purpose statement for the meeting. Try to choose a small group of 5-8 people total.Hold the meeting in a different environment from your usual setting. Make sure the setting is an informal one where people feel comfortable and safe. Find an unbiased facilitator, someone who can structure the meeting without sharing his or her own feelings about the conflict. To begin brainstorming, decide whether you want to brainstorm with your opposition, or with only your group. I n either case, you will want to establish some ground rules. Work on coming up with as many ideas as possible. Don't judge or criticize the ideas yet that might prevent people room thinking creatively.Try to maximize (not minimize) your options. Look for win-win solutions, or compromises, in which both parties get something they want. Find a way to make their decision easy During the meeting, seat people side by side, facing the â€Å"problem†Ã¢â‚¬â€œ a blank chalkboard or large pad of paper for writing down ideas. The facilitator will remind people of the purpose of the meeting review the ground rules, and ask participants to agree to those rules. During the brainstorming session, the facilitator will write down all ideas on the chalkboard or pad. Choose the best resolutionAfter the meeting, you will need to decide which resolution is best. Review your brainstorm ideas. Star the best ideas – these are whatnot will work With during the conflict resolution process. Set a time to discuss them and determine which idea is the best. The goal here is to use both groups' skills and resources to get the best result for everyone. Which resolution gives both groups the most? That resolution is probably the best one. Use a third party mediator As you are brainstorming and choosing a good resolution, you may want to use a third party mediator.This is a person who is not from your group or our opponent's group, but whom you both trust to be fair. Your mediator can help both sides agree upon a standard by which you'll judge your resolution. Standards are a way to measure your agreement. They include expert opinions, law, precedent (the way things have been done in the past), and accepted principles. For example, let's say you're building a new playground for your town's elementary school. You disagree with the superintendent about what kinds of materials you'll use to build the playground. The superintendent wants to use chemical-treated wood, but you feel it' s unsafe.A mediator might read the current guidelines of the lumber industry and tell you which kinds of wood are considered safe for children. Maybe you and the superintendent will agree to follow the lumber industry's advice-?in other words, to use that as the standard. Your mediator could also, for example, run your brainstorming session. Here are some other possible jobs for a mediator: Setting ground rules for you and your opponent to agree upon (for example, you might both agree not to publicly discuss the dispute) Creating an appropriate setting for meetings Suggesting possible ways to compromiseBeing an â€Å"ear† for both side's anger and fear Listening to both sides and explaining their positions to one another Finding the interests behind each side's positions Looking for win-win alternatives Keeping both parties focused, reasonable, and respectful Preventing any party from feeling that it's â€Å"losing face† Writing the draft of your agreement with the opp osition Perhaps Harriet is considering quitting her job because her boss wants to transfer her to another office.The mediator might say, â€Å"It sounds like Harriet doesn't care about transferring to the downtown office. What she's worried about is losing rank. Harriet, do you agree with that? Ms. Snell, do you understand Harrier's concern? How can we assure Harriet that she won't lose rank if she agrees to transfer? ‘ Explore alternatives There may be times when, despite your hard work and good will, you cannot find an acceptable resolution to your conflict. You need to think about this possibility before you begin negotiations.At what point will you decide to walk away from negotiations? What are your alternatives if you cannot reach an agreement with your opponent? It is important that you brainstorm your alternatives to resolution early on in the negotiation process, and that you always have your best alternative somewhere in the back of your mind. As you consider possib le agreements with your opponent, compare them to this â€Å"best† alternative. If you don't know what the alternative is, you'll be negotiating without all the necessary information!In order to come up with an alternative, start by brainstorming. Then, consider the pros and cons of each alternative. Think about which alternative is realistic and practical. Also think about how you can make it even better. At the same time, don't forget to put yourself in the shoes of your opposition. What alternatives might they have? Why might they choose them? What can you do to make your choice better than their alternative? Roger Fisher and Danny Retell call this alternative your BATAAN Best Alternative To a Negotiated Agreement.You can read more about BAT AN in their book Getting Ready to Negotiate. Cope with stressful situations and pressure tactics So far, we've talked about how to negotiate with a fairly reasonable opponent. However, you need to be prepared to negotiate with all kind s of opponents, both reasonable and unreasonable. What if your opponent is more powerful and influential that you are? What if they refuse to meet or alkyl with you? All of these situations are stressful, and intended to put extra pressure on you to make a quick decision in the opposition ‘s favor.