Negotiation Paper Assignment Example | Topics and Well Written Essays - 500 words

Negotiation Paper - Assignment Example To begin with, however, the nurse stated her primary concern that she would only work with $X per month. The organization was planning to pay $Y per month, however, the amount stated by $X was significantly less. In this way, by falsely anchoring her self, the nurse was now in a weak position to get only what she had asked for. The hospital had a BATNA now. It was able to see that should it state an amount of $Z that was near to the amount X that the nurse had wanted, that organization would be able to reach an agreement at a much lower price than what it intended to pay. Here the focus now shifted more towards material interests of getting the nurse to agree for the new amount. If the nurse did not agree, the organization could simply walk away with it. When faced with the new amount, the nurse realized that she had been made an offer that in fact was not much to her liking. At this point she got emotional, since she felt that the organization was using her. Here the organization was only pressing on a statement given by the nurse to them before. However, the nurse now realizing her mistake was now feeling emotional. The organization here realized that her needs were mostly for material needs and to satisfy the physical needs of food, hunger and material safety. At this point the nurse was not interested in achieving a sense of personal well being. Here the organization thought of providing certain material gains to her to generate her interest. It offered her free lunch and commute and highlighted how it would help reduce her costs from her pay. In this way, it tried to highlight a common ground for both the organization and the nurse. By providing the nurse with her basic needs as per Maslow’s hierarchy, the organization w as able to convince the nurse to take up the position at a rate that was much less than the original amount the organization had planned in the first place. The art of negotiation therefore, relies heavily

Mechanical lock and phisical model Research Paper

Mechanical lock and phisical model - Research Paper Example fectiveness of the remotely controlled Security System since it decides the systems electrical requirements, physical security, installation and operation, as well as the industrial design of the end product. While the lock provides for the physical security of the Electronic Security System, the access control devices actuate the locking mechanism after validating the credentials of the owner and generating the signal for locking or unlocking the lock (Abloy, 2011). The monitoring system is to keep an eye of the lock tracking the movement of any object nearby, to maintain a database for the access control and to keep the recorded data available for ready access. The mechanical locks form the heart of the security system and are available in a variety of designs. A pin tumbler lock is proposed to for the heart of the locking mechanism. In the pin tumbler lock, the key fits into a rotatable tube, called a plug, which sits within a fixed cylinder known as the shell (Phillips, 2005). Rotating the plug within the shell operates the locking mechanism. When the lock is locked, the plug is prevented from rotating by little sticks of metal under spring pressure that protrude from the plug into the shell. Each stick, known as a pin stack, is cut into two (or more) pieces (pins) at one or more of a standard, discrete set of positions. When the lock is empty, the cuts in the pin stacks sit inside the plug and the ends of the outermost pins protrude into the shell. When a correct key is inserted, it lifts each pin stack to a height where the cut is precisely aligned with the boundary between plug and shell. This enables the plug to turn and operate the mechanism. The design of the electromechanical lock utilizes solenoid as main power in order to activate the lifting mechanism of the pin stack. Solenoid in general creates linear motion due to its force stroke characteristics. Energy efficient and forceful operation of the solenoid is vital for proper operation and longevity

Summary of a reading Outline Example | Topics and Well Written Essays - 500 words

Summary of a reading - Outline Example e1930s, the scars of World War II, and presence of unscrupulous players in the market coupled with legal restrictions kept the general public away from the stock market in the 1950s. A.D.Roy’s paper titled â€Å"Safety First and the Holding of Assets† published three months after Markowitz’s paper appeared in the Journal of Finance, discussed the same lines of arguments, but did not evoke any response. After earning his undergraduate degree in economics, Markowitz continued his graduate work while serving as a Research Associate at the Cowles Commission. He chose stock market as the subject of his doctoral dissertation in consultation with Jacob Marschak (director of Cowles Commission) and Marshall Ketchum (Dean of the Graduate School of Business). The Theory of Investment Value by John Burr Williams fascinated him, but it struck him that people should consider risk as well as return while making investment decisions. So he applied Tjalling Koopmans’ (Prof. of Economics at Chicago University) linear programming technique for solving problems of resource allocation under constraints, to analyze the choices facing an investor who must decide between seeking high returns and attempting to hold down risk at the same time. Diversification protects the investor from losing everything in one swoop. At the same time it reduces the opportunity of earning high returns by concentrating investment in one stock which appears to be the best. Markowitz followed the idea of the tension between risk and return and between diversification and concentration down two separate tracks. The first track, the subject of his 1952 article, tells the investor how to apply the trade off between risk and reward in selecting a portfolio, by applying Koopmans’ linear programming. The second track tells how each investor should go about selecting the single portfolio that most closely conforms to the investor’s goals. This aspect is treated at length in Markowitz’s book, Portfolio

Eating disorders and sexual violence Essay Example for Free

Eating disorders and sexual violence Essay Many neurotic behaviors are a direct consequence of Trauma. Some of the disorders caused by sexual violence trauma include Rape Trauma Syndrome, (PTSD), Obsessive-Compulsive Disorder (OCD), Post Traumatic Stress Disorder, Dissociative Identity Disorder (DID), and eating disorders (ED). Developing an eating disorder such as compulsive over-eating, anorexia or bulimia after going through sexual violence trauma is very common. However, not all sexual abuse and violence victims will develop an eating disorder. It is estimated that almost 30% to 40% of eating disorder patients are survivors of sexual trauma. A person already vulnerable to eating disorders or suffering from bad self image can use a devastating incident like rape or incest as a trigger to develop an eating disorder. There are countless reasons why eating disorders are used as a coping mechanism by persons suffering from sexual trauma. Some develop eating disorders to avoid sexuality. In other cases it is seen as a way to hide anger or frustration and seek the approval of other people. Since they cannot show the anger and resentment directly, they find unhealthy ways like starving or overeating to express themselves. Some abused teenagers might start viewing their body as a source of shame. In their opinion, unhealthy eating is a way of fixing the problem. In stressful situations like divorce of parents, car accident, death of a sibling and especially rape or molestation the victim feels utterly powerless. The person going through mental trauma will find new ways to improve his or her sense of control. Our culture and society place great emphasis on body image. Being thin is equated with maximum control. As a result, majority of victims start avoiding food or limiting intake to dangerous levels. In this way, the victim no longer remains powerless in their life. A commercial that shows unrealistic bodies will keep motivating such a person to indulge in unhealthy eating behavior. When a person remembers a stressful situation they can be driven to eat more than a normal person. Overeating or eating comfort foods that are high caloric foods can calm the body and relieve it from chronic stress. Sometimes sexually abused women and men merge physical or emotional pleasures with terrifying events. A woman who was raped repeatedly by her uncle as a child will show effects of depression and stress in her later life. However, if the woman had no affection shown towards her by members of her family she will start associating the sexual violence with great affection. This confusing association of good with bad makes her starve and harm her body. She feels pride and satisfaction from harming her body. For her, she has secretly accomplished something other cant. Bulimic patients often experience pleasure and pain for a short span of time. The binging alleviates the hunger longing but very soon shame and self-hatred takes over and she is forced to purge her system entirely. Without recognizing and dealing with trauma it is impossible to treat an eating disorder. It is important that cognitive awareness of the patient is increased as part of the treatment. He/She needs to understand the things that can or cannot be controlled in their lives. The most difficult part is making the patient realize that pain and pleasure are separate experiences that do not need to be subsequently followed by one or the other.

Contrastive Analysis And Error Analysis

Contrastive Analysis And Error Analysis Contrastive analysis is a method to distinguish between what are needed and not needed to learn by the second language learner by evaluating languages (M.Gass Selinker, 2008). In addition, contrastive analysis is a technique to identify whether two languages have something in common which assess both similarities and differences in languages, conforming to the belief in language universals. (Johnson, 1999). Both statements indicate that contrastive analysis holds a principle which is important in order to identify what are required by the second learner and what are not. If there is no familiar characteristic in the languages, then it is not necessary to compare the languages. While much could be said about comparing languages, a more important aspect is about influence from L2 in L1. Contrastive analysis stresses the influence of the mother tongue in learning a second language in phonological, morphological, lexical and syntactic levels. It holds that second language would be affec ted by first language (Jie, 2008, p. 36). On the same score, Wardhaugh asserts that first language of second language learners can clarify all errors that are constantly made them. These arguments prove that the common mistakes make by the second language learner are explainable in the first language if there is a relation in both languages. Indeed, this idea is conform to the rule of contrastive analysis which believes in language universal. On the other hand, contrastive analysis is used to identify one language origin and connection between the languages with other languages if it does. In Robert Lados words (1957:p.2): The fundamental assumption is transfer; individuals tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language and culture to the foreign language and culture. I agree with Robert Lado since the second language learner tends to use direct translation to make a complete sentence. However, this might become a problem when the placement of the part of speech is not the same. For example, Malaysian who use Malay language as their first language and English as their second language might have a problem in placing the adjective. This is because in Malay language, adjective is put after the noun, such as; Rumah yang cantik but in English, adjective is placed before noun, for instance A beautiful house (adj) (Noun) This may cause confusion for the second learner but if they make a sentence, it is still understandable. The degree of clarity of the sentence can be a positive transfer of negative transfer. This example is supported by Jie (2008): In the course of language learning, L1 learning habits will be transferred into L2 learning habits. Therefore, in the case of L1 transfer into L2, if structures in the MT have their corresponding structures in the TL and L1 habits can be successfully used in the L2, learners would transfer similar properties successfully and that would result in positive transfer. Contrastingly, in the case of negative transfer or interference, certain elements of the MT have no corresponding counterparts in the TL, L1 habits would cause errors in the L2, and learners would transfer inappropriate properties of L1 It is important to know that L2 learners be likely to apply their L1 grammatical system in L2 grammar (Smith, 1994). They would opt for L2 words those they familiar, blending them using L2 grammar to formulate a sentence. For example; a Malay speaker would say; Saya makan epal semalam (Pronoun) (Verb) (Noun) (Adverb) Or in English; Yesterday, I ate the apple (Adverb) (Pronoun) (Verb) (Determiner) (Noun) If the L2 learners apply Smith argument, they would say; I ate apple yesterday As mentioned earlier, this statement is logical at one point but in other point, it shows that errors and transferred inappropriate properties those made by L2 learners are noticeable and this should apply the rule of contrastive analysis. However, this analysis has disadvantages. In Susan M. Gass and Larry Selinker words, they believe that this analysis is questioned because of the concept of difficulty as the basic theory of the contrastive analysis is concerning the difficultness. If an error is made by a person, this shows that the person has problem in some area, not because of the native language. Thus, we cannot presume that fluency of a L2 learner in L2 is depending on the nature of L1. There are more aspects that related to this matter. There are other factors that may influence the process of acquisition such as innate principle of language, attitude, motivation, aptitude, age, other language knownà ¢Ã¢â€š ¬Ã‚ ¦ (M.Gass Selinker, 2008). Next, contrastive analysis cannot d etect some difficulties experienced by the L2 learners. For example, Je vois les/elle/la/le . I see them/her/her/him(this phrase is not possible in French) (Choi, 2009). Error analysis is a type of linguistic analysis that focuses on the errors learners make (M.Gass Selinker, 2008). This analysis is almost the same with the weak version of contrastive analysis which is comparing the errors which made by L2 learners. However, error analysis is not evaluating the errors with L2 native language, but it compares with the target language. Error analysis provides a broader range of possible explanations than contrastive analysis for researchers/teachers to use account for errors, as the latter only attributed errors to the native language (M.Gass Selinker, 2008). I do agree with Gass and Selinker because as Corder (1967) says that by producing errors, it shows that the learners are progressing and participating.

Free Tempest Essays: Treacheries and Rebellions :: Tempest essays

  Treacheries and Rebellions is The Tempest  Ã‚   The Tempest consists of â€Å"a series of rebellion, treacheries, mutinies and conspiracies against authority† but the overall view of the dramatic action is much more complex. Many other aspects and themes such as illusion and the supernatural (magic) also play a very important part in shaping the plot. Power struggle is evident from the beginning, way back when Prospero’s brother, Antonio, seized his status as Duke of Milan and banished him to a barren place and left for dead. â€Å"In scene 2.1, pg 141, Sebastian remarks, â€Å"I remember/You did supplant your brother Prospero.† And Antonio replies, â€Å"True;/ And look how well my garment sit upon me,†. Antonio betrayed Prospero, and yet he feels no remorse for his treacherous act: ‘I feel not/ This deity in my bosom†, his conscience is not bothered by what he did to Prospero. Another sibling conspiracy in the play came in Act II when Sebastian is encouraged by Antonio to kill his brother , Alonso, which would put him next in line for the throne but first, they attempted to kill Gonzalo, the Alonso’s faithful advisor. Scene 2.1, pg â€Å"Draw together,/and when I rear my hand do you the like/TO fall it (the sword) on Gonzalo.† Their evil plot is interrupted and plans ruined as Ariel wakes the sleeping party (Alonso and Gonzalo). But perhaps the most prominent resistance against authority comes from Caliban, the slave of Prospero who feels that the island is rightfully his, â€Å"The island’s mine by Sycorax my mother,†. He goes on to state that Prospero â€Å"tak’st from me.† In order to regain or gain his rulership, Caliban plots with Trinculo and Stephano to kill Prospero and take over the island. Act 3, scene I, pg 160 â€Å"Why, as I told thee, ‘tis a custom with him I’ th’ afternoon to sleep. There thou mayst brain him Having fisrt seized his books; or with a log Batter his skull, or paunch him with a stake Or cut his weasand with thy knife.†    An important factor in authority struggle is the illusion of authority, who is ultimately in charge? Illusion of authority becomes evident from the start when the boatswain speaks to the king in the storm; â€Å"What cares these roarers for the name of king?†¦if you can command there elements to silence, and work the peace of the present, we will not hand a rope more—use your authority.

Organizational Performance Management Essay

Each Learning Team member must select a different type of health care organization to study for the purpose of this group assignment. You are encouraged to select a different type of organization from the one chosen in the Week Three individual assignment but it’s not necessary. Group members compare their chosen organizations to complete the table and paper. Resources: Organizational Performance Management Table and Paper Grading Criteria and University of Phoenix Material: Organizational Performance Management Table Conduct a group discussion and address the following points:  · Summarize the type of health care organization you selected.  · Compare the main regulatory and accreditation standards that apply to each type of organization and identify standards that apply broadly to most or all types of health care organizations.  · Discuss the influence of regulatory and accreditation standards on performance-management systems.  · Discuss how the performance-management systems affect risk and quality management in each type of organization.  · Identify key areas in the organization that will have direct responsibility for carrying out the day-to-day responsibilities associated with the regulations or standards.  · Identify other areas in the organization that will be indirectly affected by the regulations or standards.  · Outline what oversight activities you could use to ensure that the regulatory and accreditation requirements are being implemented and are achieving the desired results. Collaborate to write a 1,400- to 1,750-word paper in which you address the following points:  · Address the similarities and differences among the types of organizations.  · †¦ Follow the link Now for full guide – https://bitly.com/1DNjhaY Look into attending community college for your first year or two. By taking your basic core studies at a community college, you can save a considerable amount of money. You can then transfer all of your credits to a university of your choice. If the cost of a 4-year degree is beyond what you can afford, this is a good option. General Questions – General General Questions Each Learning Team member must select a different type of health care organization to study for the purpose of this group assignment. You are encouraged to select a different type of organization from the one chosen in the Week Three individual assignment but it’s not necessary. Group members compare their chosen organizations to complete the table and paper. Resources: Organizational Performance Management Table and Paper Grading Criteria and University of Phoenix Material: Organizational Performance Management Table Conduct a group discussion and address the following points:  · Summarize the type of health care organization you selected.  · Compare the main regulatory and accreditation standards that apply to each type of organization and identify standards that apply broadly to most or all types of health care organizations.  · Discuss the influence of regulatory and accreditation standards on performance-management systems.  · Discuss how the performance-management systems affect risk and quality management in each type of organization.  · Identify key areas in the organization that will have direct responsibility for carrying out the day-to-day responsibilities associated with the regulations or standards.  · Identify other areas in the organization that will be indirectly affected by the regulations or standards.  · Outline what oversight activities you could use to ensure that the regulatory and accreditation requirements are being implemented and are achieving the desired results. Collaborate to write a 1,400- to 1,750-word paper in which you address the following points:  · Address the similarities and differences among the types of organizations.  · Propose how each organization will monitor performance, achieve regulatory and accreditation compliance, and improve overall organizational performance.