Abstract This paper reviews the pre-negotiation phase of the negotiating process. The four elements of the pre-negotiating phase and five important individual characteristics of negotiators are identified and discussed.
From the Paper "Peterson and Lucas pointed out that an area of the negotiating process that has received less attention than is warranted is the pre-negotiation phase of the process. This paper addresses four questions related ..."
Abstract This paper reviews the intricacies of negotiating by looking at the four principles of the Harvard approach to negotiations. The paper examines the desirability of the Harvard principles versus the clear undesirability of some of the alternatives and looks also at the Best Alternative to a Negotiated Agreement (BATNA) because it offers a guideline for understanding what the real purpose of negotiating should be. In the final analysis, negotiating is never an easy task but it is one made infinitely simpler through thoughtfulness and flexibility.
From the Paper " Negotiating is one of more important things people must learn how to do - and most of us do not do it very well at all. The following paper will review the four Harvard principles of negotiation and will also examine why this approach is preferable to other tactics frequently employed by "zero-sum" lawyers and obstinate clients. No less importantly, the paper reviews the common "sand traps" which thwart all-too-many negotiations and concludes with a review of the concept of Best Alternative to a Negotiated Agreement or BATNA. In the end, flexibility in negotiations beats inflexibility every time. To begin with, negotiation is something that can only find success if responsible, rational behavior trumps personal piques and/or personal dislikes. "
Abstract This paper outlines the plan to be used in the Miami School District's negotiation process to redraw its boundaries. Specifically, the paper describes the plan by identifying the stakeholders and the negotiation strategy that will be used. The paper also explores how ethics and culture will affect this negotiation process.
Table of Contents:
Stakeholders
Negotiations Strategy
The Negotiation Plan
Impact of Ethics
Impact of Culture
Conclusion
From the Paper "During the negotiation process, many ethical issues will arise. For example, a party may question whether to disclose all the information he or she has on the subject that could impair the opposing party's position. Alternatively, a party may try to intimidate the other into conceding on certain issues. Even though these tactics may get the negotiator what he or she wants in the current negotiation, they can lead to reputational harm or decreased effectiveness in the future.
Abstract This paper defines what is meant by negotiation. The author examines the concept of making negotiating a corporate asset rather than an action dependent on individual negotiators' skills. The paper concludes that additional training and learning to walk away from poor deals can result in better long-term relationships.
From the Paper "Negotiation is a part of the business world just as it is part of the wider social world. Negotiation is part of the process by which an individual goes to work for a company it is part of the process by which suppliers are selected and it is part of the process by which companies and unions arrive at contracts. Negotiations can be formal such as in a bid process or informal such as determining, which employees take which days off for vacation. Negotiations can involve ..."
Abstract The paper explores communication and negotiation and uses the baseball strike in 1994 as a source for information and as a model of one particular negotiation situation. The paper describes this case as one with hardened positions on both sides so that the negotiation never achieved a solution and the strike was ended by a judicial order instead of an agreement, as was desired.
From the Paper "Labor negotiations generally involve demands by the workers and counter offers by the owners. Such negotiations generally come when a contract expires and the time the negotiation takes depends on the solidity of the positions each side takes, meaning how much more the employees want to gain and how little the owners want to cede to the employees. Pressure can be brought on owners by a strike situation, but this also brings pressure on the employees, who are not being paid while on strike and who may not be able to hold out as long as the owners for financial reasons. Some types of business are more vulnerable than others to such tactics, depending on industry position, time of year, need to fill contracts or orders and other pressures."
Abstract This paper discusses the theory according to Thompson and Leonardelli as to why there are more courses on negotiation being offered at business schools than courses on any other subject, with the exemption of core requirement classes, but also including non-degree and executive courses. According to this paper, Thompson and Leonardelli theorize that the combination of academia and business application has created the perfect breeding ground for negotiation theory and practice. Add to this the fact that negotiation is one of the more elusive skills for business people who often have the mindset that they need to look after their best interests, and one can begin to understand the need for training, in this area.
Abstract This paper looks at the importance of communication for the hostage negotiator. It looks at different types of communication and how they are used in such situations. It looks at active listening, talking, acting, empathy, trust, and therapeutic communication.
From the Paper "Effective communication skills are the most important asset for a hostage negotiator. Communication with the hostage-taker is essential and must be done in a very non-threatening and empathic manner to try and prevent harm to the hostages..."
Compares and contrasts education in the Northern and Southern colonies of America during the seventeenth century. Also includes a review of the effects religion has had on the American educational system.
Abstract After providing a brief introduction on the educational scenario in America during the seventeenth century, the paper provides an overview of the two main schools of thought that were responsible for spreading education in the Northern and Southern colonies of America. Following the overview, educational developments in the Northern colonies are compared with those of the Southern colonies, the events detailed in order of their historical occasion. A analysis of traditional and modern education in context of religion and the American society follows, contrasting educational achievements and shortcomings of the Northern and Southern colonies of America during the seventeenth century.
Education in Northern Colonies
Education in Southern Colonies
Seventeenth Century Education in relation to Religion (North & South
Colonies)
Conclusion
From the Paper "The seventeenth century has been known as an age of faith that brought literacy and reason to the New World. For the colonists who came to settle their families, it was a new era of education for the grooming of their generations. The educational revolution, coupled with religious rebel of the sixteenth century was severe and shaking as its impact was felt both on the continent as well as in America. It were the educated Americans of the seventeenth century that thought and realized to use education and religion in coordination for widespread awareness among the people and quick acceptance of the reformation. Though most Americans substituted religion with humanitarianism, education was acknowledged unanimously for being indispensable to the newly emerging dominion (1)."
Abstract This paper queries the sustainability of the educational methods of Cuba, South Africa and Sudan in terms of creating egalitarian and socially equal societies that empower the masses. Furthermore,the paper continues with Anders Breidlid's ideas about Cuba saying that "The social capital injected into communities over generations has paved the way for the possession of cultural capital, not only for a small elite, but for the majority of the population." The paper further discusses this in conjunction with Carnoy's concept of "state-generated social capital" in Cuba and compares them to South Africa's ideological educational system as seen by the declarations of its curriculum and Sudan's education system being Islamic. Pertinent questions are raised and discussed by the paper. The paper further asks whether the Cuban model is replicable without an authoritarian, coercive environment to ensure its success.
Outline:
Introduction
A Mechanistic Vs. an Ecological Approach to Sustainable Education Cuba's Educational Discourse and Equality
The Educational Discourse of South Africa's C2005
State-generated Social Capital in Levelling the Field
Language in Education in South Africa
Sudan's Islamic Educational Discourse
Education Towards a Theocracy?
Ideology and Ideological State Apparatuses in Sudan
The Discourse of Inclusion/Exclusion, Gender and Sustainability
Critiquing Cuba's Paternalistic Educational Discourse
Conclusion
From the Paper "Civil society is now questioning the revolution's legitimacy in providing access to knowledge. For instance, the Biblioteca Independiente Felix Varela was established by Mexidor and her husband Ramon Castillo with the aim of providing other sources of information and knowledge other than that promoted by the government through voluntary donations. Within a year, 13 such independent libraries operated in the island. However, they were soon subjected to government harassment and persecution to the extent that the couple had to seek asylum abroad in 2001 (Cruz-Taura 2003: Online). With reference to Sterling's (2001) table above, Cuba's educational ethos is clearly a mechanistic one of manipulation, control and dependence with a centralized power-base hierarchy that aims at standardization and homogeneity. "
Abstract In this article, the writer notes that achieving universal education is one of the UN's 8 Millennium Development Goals agreed to in 2000 by all the world's countries and the world's leading development institutions. The writer points out that although some progress has been made in increasing the level of education in most countries, a number of third world countries have fallen behind in their effort and are unlikely to achieve the goal by the target date of 2015. The writer outlines the benefits of education and discusses the co-relation between illiteracy and poverty. The writer then reviews the status of education in the third world countries. Finally, the writer enumerates the reasons for high levels of illiteracy in these countries and looks at how they can be overcome.
Outline:
Benefits of Education Responsibility of Governments in Education and its Social Benefits
Individual/ Private Benefits
Co-relation between Poverty and Literacy
The State of Education in Third World Countries
Reasons for the Continuing Low Education Levels
Overcoming the Barriers
References
From the Paper "There is a strong correlation between poverty and illiteracy. Wherever literacy rates are lower, poverty rates are invariably higher and vice-versa. The relationship between the two is a vicious circle as poor countries do not have sufficient resources to invest in education; most of the people who survive on incomes of less than 2 dollars a day cannot afford to send their children to school. On the other hand, a low literacy rate is a major barrier against personal improvement and prevents the poorest people to lift themselves out of the poverty trap.
"For example, in third world countries such as Bangladesh, Ethiopia, Ghana, India, Mozambique and Nepal, 78% or more of the population lives on incomes below US$2 per day, adult literacy rates are below 63%, and the number of adult illiterates exceeds 5 million in each country."
Abstract Modern European / Western education finds in its current form, roots that stretch back to Socrates and further to the earliest forms of oral histories and story-telling. The western model of education is based almost exclusively upon lecture, experience and review, is graduated in complexity and content over time, and covers, in general, approximately 12 years of a student's life. The content of lessons, regardless of context and subject, generally follow a specific structure with a philosophy of development that finds its origins in Locke, Rousseau, and Pasteur. During the 19th century, on the heels of the Age of Enlightenment and through the Romantic Era, education underwent fundamental changes. Many different factors influenced the form and content of that education, most significantly, perhaps, being that of nationalizing and standardizing the educational system. It is the purpose of this paper to examine the history of educational systems during the 19th century Europe, differences in gender-involvement, the influence of Napoleon, Locke, Rousseau, Pasteur and other thinkers from the Enlightenment and Romantic periods, all with the intent of demonstrating how our modern model of education has been shaped and determined by these factors.
Abstract This paper relates the deplorable state of education in the U.S, which ranks at the very bottom of 19 industrial nations in reading, writing and arithmetic, disastrous for a country that has bet its future on an information-driven economy. The author stresses that, if the philosophy of education is to be reformed and rethought, the beginning is with the educators themselves. The paper states that the first step in reforming the American school system is to retain some of the traditionalist values, such as teaching the basics of reading, writing and arithmetic; however, the methods and environment in which these skills are taught needs to be approached using a progressive viewpoint.
Table of Contents
The State of Education Today
Identifying Goals of Formal Education Towards A Better Education A Personal Philosophy
From the Paper "Part of the problem lies in the somewhat dismal salaries being paid to educators. Granted, this is in itself is a sad commentary on educators, but it is a fact of life, the economy and the rising costs of goods and services. As a result, because educators feel they are not being fairly compensated, the students ultimately suffer from neglect and/or lower standards of education. In a way, we can look at it as the classic case of the domino effect - to borrow a phrase from the Cold War era. Because the economy is suffering, educators' salaries are negatively impacted. Because educators' salaries are negatively impacted, their lack of dedication and motivation is dramatically affected, and at the end of the domino effect are the students."
Abstract This paper presents a look at early childhood education in London, England. It includes a brief history and examines the social, economic, cultural, and technological forces have affected educational changes in England. The paper discusses the variety of educational pedagogies in this system of early childhood education.
From the Paper "The history of the education movement in England can be traced back to the Education Act. This Act ushered in the modern system of education in England. The Act gave rise to a national system of state education but also assured the existence of ..."
Tags: Early Childhood Education, London, England, Brief history of Early Childhood Education in England, The social, economic, cultural, and technological forces have affected educational changes in England. Educational pedagogies in this system of Early Child
Abstract This paper investigates bilingual educational, and evidence that both supports and undermines specific didactic methods. Problems with bilingual education are also be addressed. Special attention is paid to bilingual immersion as a language acquisition tool, and is compared with other bilingual education methods. Additionally, the discussion addresses key issues regarding the failures and problems in bilingual education in the state of California.
Methods in Bilingual Education Problems and Failures in Bilingual Education Conclusions
From the Paper "There is significant need for effective methods in the teaching of America's growing number of English learners, students who must learn English as a second language. Estimates cite 4.6 million English learners in American public schools in 2000-2001 (Rodriguez, & Higgins 2005). Immense effort and research has addressed this problem, yet many students still struggle. The current status of English learner debate centers on the positive and negative aspects of bilingual programs versus programs that do not use a student's native language in instruction. To be considered a bilingual program, a method must incorporate both the English language and native language of the student into the school instruction. Bilingual programs come in many forms, with varying levels of native language use and English use. Depending on implementation methods and structure, bilingual programs also have varying levels of success."
Tags: Bilingual, education, Hispanics, United, States, elementary, education
Abstract In this article, the writer introduces, discusses and analyzes the topic of educational theory. Specifically, the paper analyzes the meaning of the terms "authentic assessments," "excellence in education," "No Child Left Behind," "educating the whole child" and "education that makes a difference." The writer points out that each of these terms is highly relative to today's educator. The writer explains that they are terms used in theory related to theories practiced in the classroom environment. Thus, the writer maintains that understanding the terms is vital to a student of education or educational leadership.
From the Paper "Educating the whole child is an idea that took root in the early 20th century and is making a comeback in education. The educational model is conducted throughout the child's education - from kindergarten through high school, and recognizes the child is a complete being, with spirit, mind, and body, and each item must be addressed in the educational model. The model attempts to educate the "whole" child - heart, head, and hands, by offering education in a variety of areas, from academics to art and practical, hands-on activities. The children are encouraged to play as well as study, to help develop fully rounded personalities and ideas. Teachers also use storytelling, fairy tales, and other folk art as models for teaching and involving the children in the exercises. Educating the whole child is often used in private schools, and has not caught on in many areas in the public center. It is based on principles developed by Montessori and Waldorf, who both created their models in Europe in the early 20th century."
