Negotiation Post 2 Essay Example | Topics and Well Written Essays - 750 words

Negotiation Post 2 - Essay Example Recently my parents had an argument over whether or not to buy a new car. My dad wanted to buy a new car since he had worked for such a long time making good money but had never driven his dream car- a Mercedes. My mum on the other hand thought that the money could be used to buy a new house instead of buying something as frivolous as a car. I asked my mum why she felt a new car was frivolous and why my dad wanted to buy one. She said that the money should be spent on something that can last and also be appreciated by everyone in the family instead of one person only. But she did not know why my dad felt so strongly that he should buy himself a new car. I then remebered Diamond discussing the idea that at times it pays off to concede in order to benefit in the future. I explained this to my mum as meaning- you would rather loose the battle than the war. Allowing my dad to buy the car would be loosing the battle but not the war. I asked her to go ask him and to listen intently and als o share her opinions. They had the dicussion and after that she understood where he was coming from. He felt that a man of his stature in society should be able to drive a good car after all his years of hard work. A skilled negotiator is one who can keep their eye on the â€Å"ultimate prize† and can thus afford to make certain compromises along the way but all in the aim of achieving the â€Å"ultimate prize†. Human nature dictates that once one person makes a sacrifice for another the other person then naturally feels obligated to reciprocate. I therefore asked my mum what her â€Å"ultimate prize† is and she said it was buying a new house because such investments were safe and they could be enjoyed by the family as a whole. I then told her not to lose sight of that objective because she would achieve it sooner rather than later. Fast foward seven years later, my parents who work together were rewarded handsomely for their efforts by a certain company and whe n I asked what they would do with the money, my mum simply said she had not decided yet. My dad looked at her sharply and asked if he did not have a say into how the money would be used and my mum simply said since she sacrificed last time then he had to sacrifice this time. Negotiation Post 2 Negotiation is often perceived to be a shouting match and about he who budges the least is deemed the winner. This is a misconception. On several occassions you find companies negotiating with their employees on their salaries and the company refuses to budge simply because it will be percieved as weak but the difference in increasing the employee’s salary would not have any effect on the company’s financial status. Stuart Diamond in his book Getting More states that negotiations are more about emotions than logic. It is therefore of paramount importance that the parties be on good terms. I recently worked in a law firm and a husband wanted to divorce his wife because they could not sort their differences out. From his demanour and speech you could immediately feel the anger and hatred between the two. I had to sit down with her lawyer as well and determine how the property would be shared out. Our client the husband was very wealthy before the marriage but he only truly cared about a certain piece of property that he had inherited from his father. He was willing to lose everything else but not that one. Acquiring this property was

How globalization changes Canadas urban development after World War 2 Essay

How globalization changes Canadas urban development after World War 2 - Essay Example These are guided by the primary political objectives of the ruling power and the intricacies of welfare culture’s regional disparities (McBride & Mcnutt, 2007, p. 194). â€Å"Neo-liberalism is a set of economic policies that have dominated politics for the last 25 years. Essentially, neo-liberalism contains many elements. The foundation of neo-liberalism is a free-market economy, where there is as little government intervention as possible (Abu – Jazar, 2009).† In addition, it is one of the primary objectives of neo – liberalism to effect the privatization of public services. It is contended by its votaries that the private sector, being better equipped in this context, will provide these services in a much more optimal manner. Moreover, the proponents of neo – liberalism argue in favor of reduced expenditure on social services. The aim of this reduced spending being the minimization of intervention by the government (Abu – Jazar, 2009). The reduction of governmental intervention and promotion of individuality, ensures that a neo – liberal state is peopled by individuals who compete against all the other residents of that state. This promotes tremendous economic growth, as every individual is compelled to fend for himself, without relying upon the state to lend him anything more than the most basic support. A major criticism that is levelled against neo – liberalism is that it generates socio – economic disasters. An instance being the vast disparity between the poor and rich of the developed nations (Abu – Jazar, 2009). From the perspective of the competition state, the cardinal objectives are to promote economic growth and synchronize policy in a manner that complies with the requirements of the global market. Neoliberals are furnished a useful reference, in achieving these goals, by the global hegemonic ideology and the national policy experiments (McBride & Mcnutt, 2007, p. 194). Furthermore, a

The Public Need to Know Essay Example for Free

The Public Need to Know Essay Research has shown that children born in the 2000‘s have a 1-3 chance of developing type two diabetes, and 7% of obese five to seventeen year olds has at least one risk factor for cardiovascular disease. â€Å"Over the past 30 years childhood obesity has more than tripled in the United States. According to the American Academy of Child and Adolescent Psychiatry, obesity in children is one of the easiest medical conditions to recognize but most difficult to treat. (Wittman,2010 pg.75).† are now federal guidelines now in place that all school are required to meet. These new federal nutrition guidelines are now tough, due to the changes in state and federal laws the government has banned the use of pesticides in crop growing. The federal government has finally step in and made new laws to save the children of our future. Infusing the new health and nutrition program to ensure meals are well balanced and nutritional for students growth and development is one of the best thing they come have ever implemented, many of these new meal requirements as part of their â€Å"program nutrition standards set forth by the USDA require most schools to increase the availability of whole grains, fat-free and low-fat fluid milk in school meals; reduce the levels of sodium, saturated fat and Tran’s fat in meals; and meets the nutritional needs of school children within their calorie requirements (Johnson, RK, et al. 1998).† This brochure will identify the economy issues, special need for the students been served, developing a standard health and nutrition menu for schools and the benefits of changes that’s have been made in the school lunch menu. Some of economy issues for school lunch and breakfast pr ograms were re-authorized with significant improvements to make it easier for eligible children to be enrolled. By doing the re-authorization will allow underprivileged children in families that receiving government asseds to automatically receive free school meals without having to complete an application, and school districts will have to review a sample of applications more carefully to make sure families are  eligible. With nutrition and health meals in school that are high in fat, sodium, cholesterol and they were very unhealthy meals. All of this was done to cut the cost of foods. The National School Lunch Program (NSLP) that started in 2006 was the second largest food and nutrition assistance program which and provided over 28 million low-cost or free lunches to children on a typical school day at a Federal cost of $8 billion for the year (Economic Research Report 1998). The NSLP report provides background information on the, including historical trends and participant characteristics. It also addresses steps being taken to meet challenges facing administrators of the program, including tradeoffs between nutritional quality of foods served, costs, and participation, as well as between program access and program integrity. The special need is for students to be offer a variety of healthy foods in school meal and snack programs that will prevent childhood obesity and diabetes. Schools are required by law to offer school meals and snacks that are consistent with the federal government’s dietary guidelines. Having these programs has allowed students to develop healthy eating habits and to learn to enjoy many different foods. Healthier meals provide energy and nutrients for students. These are special needs because schools where given students food that was unhealthy and causing childhood deaths. These new programs that have been enforced has help decrease childhood diabetes and obesity. FIGURE 5-1 Excerpt from a late version of the Menu Development spreadsheet for estimating and evaluating the average daily energy and nutrient content that would be provided by possible meal patterns for breakfast, using preliminary targets for schoolchildren ages 5–10 years kindergarten through grade 5. (Joh nson, RK, 1998 pg. 295) TABLE M-6 Sample Lunch Menus: High School MONDAY| TUESDAY| WEDNESDAY| THURSDAY| FRIDAY| WEEK 1| | | | | Choice of:| Choice of:| Choice of:| Choice of:| Choice of:| Sloppy Joe (3.6 oz) on WW Roll| Regular or Spicy Chicken Strips (3oz)| Pineapple Glazed Turkey Ham (2 oz)| Nachos Grande with Tortilla Chips (2 oz)| Teriyaki Chicken Dippers (3 oz) with White Rice (1 c)| Cheese Lasagna (1oz) with Marinara Sauce ( ½ c)| Chicken Patty (2.5 oz) on WW Roll| Hamburger (2.7 oz) on Bun| Chicken Patty (2.5oz) on WW Roll| Corn Dog  (4oz)| Assorted Pizza (6.3oz)| Assorted Pizza (6.3 oz)| Assorted Pizza (6.3oz)| Assorted Pizza (6.3 oz)| Assorted Pizza (6.3 oz)| Cheeseburger (2.7oz meat, 1 oz RF cheddar cheese) on Bun| Grilled Chicken Salad (2 oz chicken, 2 oz black beans, 1 c spinach, cherry tomato)| Chef Salad (1 oz turkey, 1 oz ham, 0.5 oz LF cheese,  ½ egg, 1 c dark green leafy blend, cherry tomato, cucumber)| Taco Salad (2 oz taco meat, 1 oz shredded cheddar, 0.25 oz tortilla chips, 1 c dark green leafy blend)| Black Bean Salad ( ½ cromaine, 2 oz black beans, 1⠁„8 c corn, 1⠁„8 c p ineapple)| Deli Roll Salad (1oz turkey, 1 oz LF cheese, 1 c romaine blend, tomato)| Sub Sandwich (1.5 oz turkey, 0.5 oz RF cheese) on Hoagie Bun (4†)| Roast Beef Sub (2 oz roast beef, 1 oz RF cheese, romaine leaf, tomato) on WW Hoagie Bun (5†)| Veggie Sandwich (2 oz RF cheese, lettuce, tomato, cucumber) on Hoagie Roll (5†)| Deli Turkey Sub (2 oz turkey, 1 oz RF cheese, lettuce, tomato, cucumber, red onion) on WW Hoagie Roll (5†)| Sub Sandwich (0.75oz turkey ham, 0.75 oz turkey salami, 0.75 oz turkey bologna, 0.5 RF cheese) on WW Hoagie Roll (5†)| Veggie Wrap (romaine, 2 oz monterey jack cheese, cucumber, red pepper, tomato, matchstick carrots) in WW Tortilla| Buffalo Chicken Wrap (2.5 oz chicken, 1 oz LF cheese, romaine leaf, 1 oz ranch dressing) in WW Tortilla| Turkey Club Wrap (2 oz turkey, 1 oz RF cheese, lettuce, tomato, 1 oz ranch dressing) in WW Tortilla| Italian Wrap (1 oz turkey salami, 1 oz turkey ham, 1 oz LF cheese, romaine leaf, tomato) in W W Tortilla| | Green Beans ( ½ c)| Sweet Potatoes ( ½ c)| | Baked Potato Wedges ( ½ c)| Vegetarian Beans ( ½ c)| Fresh Mini Carrots ( ½ c)| Fresh Zucchini Slices ( ½ c)| Golden Corn ( ½c)| Sliced Summer Squash ( ½ c)| Developing a standard health and nutrition menu for schools involve there were five major steps taken to help develop the menu : (1) consideration of the adequacy of the meal planning approaches in current use; (2) the selection of the new meal planning approach; (3) the identification of an established food pattern guide to serve as a basis for school meal patterns for planning menus that are consistent with Dietary Guidelines for Americans; (4) the design and use of spreadsheets to test possible meal patterns against the preliminary nutrition targets established in Chapter 4; and (5) the testing of a series of possible standards for menu planning and evaluation of the resulting menus in terms of nutrient content, cost, and suitability for school meals (School Meals: Building Blocks for Healthy  Children) The benefits of these programs are typically acquired during person’s childhood according to The Dairy Council. Therefore, healthier school lunches would lead to healthier nutritional choices throughout childrens entire lifetimes. By making healthy school lunches the norm as opposed to the exception, children will inadvertently learn about nutrition and healthy eating. The reverse is also true; children who are provided with sugary, fatty foods at school can develop poor eating habits that can last a lifetime but by have this program is has decrease childhood diabetes and cholesterol. References Wittman, Demand Media; Candy Vs. Vegetables Healthy, Unprocessed Lunch Choices, 2010 Johnson, RK, et al. Journal of Child Nutrition and Management, 1998. 2:95-100. Gettlinger, MJ, et al. Journal of the American Dietetic Association,

Career Resilience Essay -- Employment Work Jobs Essays

Career Resilience Change in the workplace continues at a rapid pace, affecting careers and career development. Mergers, acquisitions, reengineering, and downsizing are influencing employment patterns and altering the career directions of many. No longer are individuals advised to think in terms of spending their entire careers in one organization. Rather, they are being led to recognize the temporary nature of all jobs and the need to prepare themselves for redefined career paths that require resilience and an ability to be self-reliant. This Digest defines the concept of career resilience, including the characteristics of individuals who are career resilient and the characteristics of organizations that support career resilience. Definition of Career Resilience Collard et al. (1996) present several definitions of career resilience. One of these is "the ability to adapt to changing circumstances, even when the circumstances are discouraging or disruptive" (p. 33). Another definition of career resilience is "the result or outcome of being career self-reliant" (p. 34). Although career self-reliance and career resilience have been used interchangeably, there is a slight difference in the focus of each term. Career self-reliance refers to individual career self-management taking responsibility for one's own career and growth while maintaining commitment to the organization's success; career resilience refers to individual career development developing the knowledge and skills required to make a visible and personally motivated contribution to the organization and its customers. The Need for Career Resilience The emphasis on the self-management and self-development of one's career is a reflection of the shift in the ... ...ouse on Adult, Career, and Vocational Education, 1996. (ED 396 191) Filipczak, B. "You're on Your Own." Training 32, no. 1 (January 1995): 29-36. Fox, D. "Career Insurance for Today's World." Training & Development 50, no. 3 (March 1996): 61-64. Hall, D. T. and Mirvis, P. H. "The New Career Contract: Devel-oping the Whole Person at Midlife and Beyond." Journal of Vocational Behavior 47, no. 3 (December 1995): 269-289. Hequet, M. "Flat and Happy?" Training 32, no. 4 (April 1995): 29-34. Kaye, B., and Farren, C. "Up Is Not the Only Way." Training & Development 50, no. 2 (February 1996): 48-53. Koonce, R. "Becoming Your Own Career Coach." Training & Development 49, no. 1 (January 1995): 18-25. Waterman, R. H., Jr.; Waterman, J. D.; and Collard, B. A. "Toward a Career-Resilient Workforce." Harvard Business Review 72, no. 4 (July-August 1994): 87-95.

Meeting at Night and Parting at Morning Commentary Essay

In the two poems, â€Å"Meeting at Night† and â€Å"Parting at Morning†, Robert Browning tells about the meeting of two lovers at night who are in love with each other. In order to meet the woman, the man undergoes a long journey through the sea and land. However, even after all this trouble, he must be secretive because they are not allowed to see each other. The second poem, however, tells of the very next day, when the man leaves the woman and seems to move on. Browning structures these two poems in order to give the reader a better understanding of the meaning of the poem. At the beginning of the poem, the man seemingly recounts his journey, briefly describing his surroundings as he passes them, noting any possible significance they may have to him. Browning incorporates alliteration at the end of each line in this poem, as he passed through â€Å"the long black land† and saw the moon â€Å"large and low,† creating the image of the environment which the man passes through. The use of the word â€Å"long† describes his lengthy trip on land, while the moon lying â€Å"large and low† in the sky tells of the time of his travel, the moon is low because he is traveling late into the night. Browning employs the ensuing alliteration serves the purpose of describing the journey through the senses. The â€Å"pushing prow† of his movement and â€Å"the slushy sand,† which absorbed each step describes the purpose the man walked with as he walked across the â€Å"sea-scented beach. † Browning is able to paint the man’s expedition through these alliterations. An interesting note of structure I found in this poem is that each stanza could be read from the last line up to the middle line (as opposed to the regular way of reading). By doing so, the reader can understand the poem better as the man reaches his ultimate destination of love in the center of each poem. In the first stanza, the woman is described with a synecdoche through her hair as â€Å"fiery ringlets from their sleep† and â€Å"startled little waves that leap. † This could mean that her hair was her most defining feature, according to her lover (the man). In the second stanza, the woman is described as a â€Å"voice less loud† and a â€Å"quick sharp scratch† coming from within the house. This can be inferred through Browning’s use of soft, feminine words. The use of the words â€Å"less loud† could possibly allude to the fact that the two lovers are not allowed to see each other, making this meeting a secret one. The â€Å"quick sharp scratch† resembles that of a small, peephole in the door which the woman looks through in order to ensure the identity of the man. When reading â€Å"Meeting at Night† the reader must also consider the poem â€Å"Parting at Morning† as they relate to one another. Although they can both be read separately, reading them together leaves the reader with a different understanding, as â€Å"Parting at Morning† provides a different ending, a different resolution to the two lover’s secret meeting. The use of anaphora in this short, one stanza poem indicates excitement in the man as he looks on to â€Å"a path of gold† leading to â€Å"a world of men† as â€Å"the sun looked over the mountain’s rim. This could indicate that the man was moving forward from his time with the woman and looking forward to setting sail onto lands unknown, with the promise of gold. This is due to the fact that it was general sailor’s belief that women were bad luck on ships, and therefore was generally unwelcome. The words â€Å"cape,† â€Å"sea,† and â€Å"strait† evoke images of the sea, as they are all bodies of water, and therefore allude to the man being a sailor (which wasn’t as specified in â€Å"Meeting at Night†).

The Alchemist Summary

The Alchemist is a novel written in two parts and an epilogue. It revolves around an Andalusian shepherd named Santiago and his quest for his own Personal Legend, which takes him from his village to the pyramids of Egypt. In his travels he meets a series of characters who either directly help him or teach him a valuable lesson by example. Melchizedek and the alchemist become mentors, while the Englishman provides and example of what happens if you hope to acquire knowledge mainly from books, and the crystal merchant shows him the type of life one leads if one doesnt heed a Personal Legend. The Alchemist is set in a universe where every being has its own Personal Legend, and where the world has a soul, which is shared by everything, from living beings to rough matter. Santiago is a young shepherd from Andalusia and is happy about an upcoming trip to a town where he had been the previous year, as he had met a girl he got infatuated with. She is the daughter of a merchant who buys wool from him, a man with trust issues who demands Santiago shear his sheep in front of him in order to avoid any fraud. He sleeps in an abandoned church, where he has a recurring dream involving the sight of pyramids. When he explains it to a gypsy woman, she interprets it pretty straightforwardly, saying that he must indeed travel to Egypt to find a buried treasure. At first he is hesitant because he enjoys his life as a shepherd and he had to go against his parents’ will to pursue it, since they wanted him to become a priest. He then runs into an old man who is named Melchizedek, who explains the concept of â€Å"Personal Legend,† which is the personal fulfillment everyone is bound to pursue. It is what you have always wanted to accomplish. Everyone, when they are young, knows what their Personal Legend is. He tells him he must listen to omens in order to find his treasure, and he gives him two magic stones, Urim and Thummim, which answer â€Å"yes† and â€Å"no† to the questions he can’t find an answer to by himself. Santiago makes it to Tangier after selling his sheep, but once there, he is robbed of all his money by a man who had told him he could take him to the pyramids. This doesnt faze him too much, as he starts working for a crystal merchant, actually bolstering his employer’s business with his clever ideas. The crystal merchant used to have a Personal Legend himself—making a pilgrimage to Mecca—, but he gave up on it. Once Santiago makes enough money, he is unsure what to do. Eleven months have passed, and he is unsure whether he should return to Andalusia to buy sheep with his earnings or proceed with his quest. He eventually joins a caravan to travel to the pyramids. There, he meets a fellow traveler, known as the Englishman, who dabbles in alchemy. He is headed to the Al-Fayoum oasis to meet an alchemist, as he hopes to learn how to turn any metal into gold. While traveling in the desert, Santiago learns how to get in touch with the Soul of the World. Wars are simmering in the desert, so the caravan remains at the oasis for the time being. Santiago decides to help the Englishman find the alchemist. Their source of information is Fatima, a girl he meets as she is collecting water from the well and with whom he promptly falls in love.  He proposes marriage to her, and she consents, provided that he completes his quest. She is a â€Å"desert woman† who can read the omens, and knows that everybody has to leave before returning. After venturing out in the desert, Santiago has a vision, courtesy of two hawks attacking one another, of the oasis being attacked. Attacking an oasis is a violation of the rules of the desert, so he relates it to the chieftains, but they say that he will have to pay with his life if the oasis does not end up being attacked. Soon after this vision, he meets a stranger wearing black garbs sitting atop a white horse who reveals himself to be the alchemist. The oasis does get attacked, and thanks to Santiago’s warning, the dwellers are able to defeat the raiders. This does not go unnoticed by the alchemist who, in turn, decides to mentor Santiago and to help him reach the pyramids. However, they’re soon captured by another group of warriors in the desert. The alchemist tells Santiago that, in order to progress with the trip, he should become the wind.   Being more and more acquainted with the Soul of the World, Santiago concentrates on the desert and eventually manages to become the wind. This scares the captors, who promptly free both him and the alchemist. They make it to a monastery, where the alchemist turns some lead into gold and divides it. His journey stops here, as he has to return to the oasis, but Santiago proceeds, and eventually reaches the pyramids. He starts digging in the place he dreamt about finding his treasure, but is ambushed by raiders and takes a severe beating. One of the raiders, upon inquiring about what Santiago was doing there, derides him for his dream, mentioning that he had a dream about a treasure buried by an abandoned church in Spain, and that he was not stupid enough to pursue it. This gives Santiago the answer he was looking for. Once he returns to the church in Spain, he promptly digs up the treasure, remembers he owes a fraction of it to the gypsy woman, and decides to reunite with Fatima.

Unveiling the Truth About Hailsham Essay - 886 Words

Kazuo Ishiguro does an excellent job in explaining the conditions of Hailsham in his book Never Let Me Go, and it is only through Kathy’s life experience and curiosity that a reader might get a sense of what Hailsham really is about. Kathy frequently brings up Hailsham through-out the whole book, and the reader gets the sense that Hailsham played an integral role in the future of her and her classmates’ lives. The memories, although sometimes good and bad, cannot be fathomed by most people as being comfortable or even humane. It is, ultimately, the thought of what lies behind the existence of Hailsham that really startles its readers into realizing the full extent of the emptiness and doom that†¦show more content†¦It is the theme that states the children do not have the right to question their future. But it goes further than that; the real teaching of Hailsham is to stop the children from questioning anything that is taught to them at all. It is proved when K athy expresses surprise at the fact that they had to prove that they had souls in the first place, and Miss Emily cruelly responds, â€Å"It’s touching, Kathy, to see you so taken aback. It demonstrates, in a way, that we did our job well† (Ishiguro 260). Miss Emily’s statements are highly disturbing, and would be taken offensively by any person that just realized that they have been manipulated all their lives. However, this is not the case with these children, and by Kathy’s lack of response to that highly provocative statement shows that the children were in fact, abused and deceived by a school that has no respect for life at all. In a way these children are like pigs led to the slaughter. The practice of deceit and the conniving structural ways of Hailsham is displayed once again through a system that Kathy refers to as the â€Å"Sales† (Ishiguro 41). The Sales is a system where the children â€Å"got a hold of things from the outside† by using their hard earned tokens to purchase these items (Ishiguro 41). The children would get â€Å"excited† at the sight of the â€Å"big white van† that brought them â€Å"clothes, toys, and the special things that hadn’t been