Negoatation analysis free essay sample

Instructions: For purposes of this assignment, assume that you are the negotiator who is tasked with a salary (on call time, step increases, overtime for captains and majors) and benefits (insurance while employed, insurance after retirement, accrual of leave time, retirement multipliers) dispute between a large municipal county with a strong mayor and the sheriff’s department for the county. You are negotiating the contract on behalf of the sheriff’s office. The purpose of this activity is to give you an opportunity to construct a field analysis on your relationship with a specific other negotiator. This tool should be helpful when negotiators have to consider multiple parties—on their own side and on the other side—who can affect a negotiation outcome, and whose needs and interests must be considered. The metaphor for this planning tool is a soccer field (see diagram below). On the field would be members of your team and members of the other team (A, B). We will write a custom essay sample on Negoatation analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On the sidelines are backup players, coaches, trainers and other team personnel (C). In the stands are â€Å"fans† who are watching the negotiation, members of the media, and other direct observers (D). Finally, the elements outside the stadiumthe location of the stadium, the weather, and other â€Å"context factors† which can shape how the game evolves and is played (E) YOU/YOUR TEAMOTHER/OTHER’S TEAM 1. Who is on my team on the field? (A) The sheriff’s office as represented by an attorney, or other expert that can coach us, guide them and listen attentively to the other sides point(s) of view 2. Who is on their team on the field? (B) The mayoral office as represented by an attorney, or other expert that can coach us, guide them and listen attentively to the other sides point(s) of view Who is on my sidelines who can affect the play of the game? (C) Direct superiors (the sheriff elect) or whoever has the authority to approve any decisions reached on behalf of the department (the sheriff’s departmental supervisors) 4. Who is on their sidelines who can affect the play of the game? (C) Direct superiors (the mayor elect) or whoever has the authority to approve any decisions reached on behalf of the department (the city council/aldermen) 5. Who is in my stands that are involved and interested, either directly or indirectly? (D) Managers, employees, family members of employees, retired employees, supporters of the agency/organization(firemen, military, other security related servers) Agencies that are interconnected to the sheriff’s department. 6. Who is in their stands that are involved and interested, either directly or indirectly? (D) Constituents/voters, family members of elected officials, city employees, family of city employees, retired officials and employees, other statewide government officials and departments within city boundaries that are interxconnected to city entities (Education, Health, Social services etc) Utilitiy workers and services for the city 7. What elements outside the stadium have an interest in the game, or can affect our game in positive or negative ways (E): Affect the rules? The media (all forms of media-Twitter, TV, Newspapers, radio) can make comments or have opinions that adversely or positively affect the outcome of negotiations Change the Climate Bystanders and media focus or attention in negative manners can change the outcome of negotiations-(issues like accusations concerning police brutality, racial profiling, speed traps) Other Competitors? Policing agencies in other states and cities can have an effect on negotitors focus to appear as good or better based on reports from other areas or statistics from other agencies. Other law enforcement agency performance levels could additionally play a factor in negotations Industry shifts and changes? Crime rates go up or down significantly. Employment shifts in the state (could cause a rise or decrease in crimes) Cuts or hikes in welfare rates and programs can additionally effect what this agency will face What elements outside the stadium have an interest in the game, or can affect their game in positive or negative ways (E): Affect the rules? Media plays a significant role in how this office operates. Ignoring constituents opinions and outcry’s can be detrimentrial as well as giving too much credence to tramatic and drama oriented issues will have an effect on how and what these offices are responsible for administering Change the Climate Confident and Positive social programs and changes will definitely effect how negotiators can influence plans . High employment ratings, financially beneficial outcomes for city residents can also be beneficial in negotiating city programs and programs. Other Competitors? Election canvassing; other city successes and innovative programming that is publicized by media can influence this office. Industry shifts and changes? Unemployment; globalization of jobs and resources; weakened economycan all have an effect on city planning and negotiations

Niels Bohr Biographical Profile

Niels Bohr Biographical Profile Niels Bohr  is one of the major voices in the early development of quantum mechanics. In the early twentieth century, his Institute for Theoretical Physics at the University of Copenhagen, in Denmark, was a center for some of the most important revolutionary thinking in formulating and studying the discoveries and insights related to the growing information about the quantum realm. Indeed, for the majority of the twentieth century, the dominant interpretation of quantum physics was known as the Copenhagen interpretation. Early Years Niels Henrik David Bohr was born on Oct. 7, 1885, in Copenhagen, Denmark. He received a doctorate from Copenhagen University in 1911. In August of 1912, Bohr married Margrethe Norlund after they had met two years before. In 1913, he developed the Bohr model of atomic structure, which introduced the theory of electrons orbiting around the atomic nucleus. His model involved the electrons being contained in quantized energy states so that when they drop from one state to another, energy is emitted. This work became central to quantum physics and it for this which he was awarded the 1922 Nobel Prize for his services in the investigation of the structure of atoms and of the radiation emanating from them. Copenhagen In 1916, Bohr became a professor at Copenhagen University. In 1920, he was appointed director of the new Institute of Theoretical Physics, later renamed the Niels Bohr Institute. In this position, he was in a position to be instrumental in building the theoretical framework of quantum physics. The standard model of quantum physics throughout the first half of the century became known as the Copenhagen interpretation, although several other interpretations now exist. Bohrs careful, thoughtful manner of approaching was colored with a playful personality, as clear in some famous Niels Bohr quotes. Bohr Einstein Debates Albert Einstein was a known critic of quantum physics, and he frequently challenged Bohrs views on the subject. Through their prolonged and spirited debate, the two great thinkers helped refine a century-long understanding of quantum physics. One of the most famous outcomes of this discussion was Einsteins famous quote that God does not play dice with the universe, to which Bohr is said to have replied, Einstein, stop telling God what to do! The debate was cordial, if spirited. In a 1920 letter, Einstein said to Bohr, Not often in life has a human being caused me such joy by his mere presence as you did. On a more productive note, the physics world pays more attention to the outcome of these debates that led to valid research questions: an attempted counter-example that Einstein proposed known as the EPR paradox. The goal of the paradox was to suggest that the quantum indeterminacy of quantum mechanics led to an inherent non-locality. This was quantified years later in Bells theorem, which is an experimentally-accessible formulation of the paradox. Experimental tests have confirmed the non-locality that Einstein created the thought experiment to refute. Bohr World War II One of Bohrs students was Werner Heisenberg, who became the leader of the German atomic research project during World War II. During a somewhat famous private meeting, Heisenberg visited with Bohr in Copenhagen in 1941, the details of which have been a matter of scholarly debate since neither ever spoke freely of the meeting, and the few references have conflicts. Bohr escaped arrest by German police in 1943, eventually making it to the United States where he worked at Los Alamos on the Manhattan Project, though implications are that his role was primarily that of a consultant. Nuclear Energy Final Years Bohr returned to Copenhagen after the war and spent the rest of his life advocating the peaceful use of nuclear energy before dying on Nov. 18, 1962.

Why did the Oslo Peace Process fail Dissertation

Why did the Oslo Peace Process fail - Dissertation Example It marked the initial face-to-face agreement between Israel and the Palestine Liberation Organization (PLO). The activities surrounding the agreement arose from the Madrid Conference of 1991, carried out in Oslo, Norway, supported by the Fafo institute and cleared on the 20th of August 1993 (Brown, 2003). The Accords were then officially set to writing and signed during a public ceremony in Washington, D.C on the 13th of September 1993 before Yasser Arafat (PLO Chairman), Prime Minister of Israel Yitzhak Rabin, and President Bill Clinton of the United States of America (Brown, 2003). The documents were also supported and signed by other official signatories, including Mahmoud Abbas for the PLO, Shimon Peres, foreign minister for Israel, the US Secretary of State Warren Christopher for the US as well as Andrei Kozyrev, the foreign minister for Russia (Brown, 2003). The Accord supported the establishment of a Palestinian interim self-government, including the Palestinian National Autho rity (PNA). This PNA was set to bear responsibility for the management of the territory within its control (Brown, 2003). The Accords also supported the withdrawal of the Israel Defense Forces (IDF) from various regions of the contentious Gaza Strip and the West Bank. It was expected that the arrangement would cover a five-year interim period where later a more permanent arrangement would be established, especially on issues like Jerusalem, Palestine refugees, Israeli settlements, and borders (Weinburger, 2007). This Oslo I was followed by Oslo II. In both accords, no independence was anticipated for Palestine. In general, the agreement emphasized the withdrawal of Israel personnel from different areas of the Gaza Strip as well as the West Bank. It also supported the right of Palestine for self-governance in these regions through the establishment of the Palestinian Interim Self-Government Authority (Weinburger, 2007). The term of the Palestine was set to last for five years, at whi ch time, more permanent arrangements would have been established for the two territories. Major problems, including the issue of Jerusalem, Palestinian refugees, as well as security and border issues were to be managed in other negotiations and arrangements (Weinburger, 2007). Israel was ready to grant an interim self-rule to Palestine in stages. Aside from the principles, the two groups put into writing the Letters of Mutual Recognition, as the Israeli government supported the PLO to be the legal representative of the Palestinians and the PLO also supported the right declared by Israel to exist (McMahon, 2009). The agreement also rejected and condemned terrorism, violence, and activities set to destroy Israel. The goal of the Israel-Palestine talks was to secure a Palestine Interim Self-Government Authority, for the people of the Palestine region in the West Bank as well as the Gaza strip, during the transitional 5-year period (McMahon, 2009). Before Palestinians could manage thems elves based on democratic principles, general elections were set for the Council. The coverage of the Palestinian Council was the West Bank and the Gaza Strip. Exempt were issues which would be managed during the permanent negotiations (McMahon, 2009). The two parties perceived West Bank and Gaza to be single territorial units. The five-year transition period would be seen with Israel withdrawing from the Gaza Strip and the Jericho area. Permanent status talks started soon enough between these territories (Quandt, 2001). A transfer of authority was also set between the Israel Defense Forces to the Palestinians on matters relating to education, culture, health, social welfare, taxation, and tourism. The Council would

Coaching portofolio Term Paper Example | Topics and Well Written Essays - 2000 words

Coaching portofolio - Term Paper Example Coaching philosophy covers ones purpose as a coach and how he will approach player development and winning. Ones coaching philosophy is made up of the primary objectives, beliefs and the principles that one adhere to in order to achieve his goals. (Barbour, 2011, p. 203) One’s coaching philosophy will guide him on how to behave as a coach and how to interact with his trainees. Coaching philosophy has to touch on who one is and who one wants to be in future. (Parsloe, 2009, p. 128) Mostly, it is based on one’s experience, knowledge, and opinions. All excellent philosophies describe and explain the purpose of coaching, the views, and the principle that the coach will use to achieve his goal. Some of the elements of the coaching philosophies are discussed below. Plan, prepare and perform: For all aspects of football planning is the key ingredients for good performance of footballers. It is advisable to use planning, preparation and performance in the ratio of 3:2:1. That is taking 3 hours to plan, 2 hours to prepare and 1 hour to perform. Fitness, skill and game sense: Whenever it is possible the coach should try to reproduce the ‘game type’ preparation. Tactics and skills of the game at times need to be given much weight for better performance. (Association, 2013, p. 307). Footballers should spend most time in situations that are pressured in terms of time and space. This will help them to win possession, make good and fast decisions and execute efficient disposal. Leadership: One should come up with his style or approach depending on the maturity of individuals he is coaching. Young athletes with no experience need some real direction and control. But when the player grows, become educated, experienced, confident, they need to be far more involved in the coach-player relationship. A well-performing team is always having a high leadership group, who wants to take ownership of the dynamics of the process which in place

Personal Responsibility Essay Example for Free

Personal Responsibility Essay Accepting personal responsibility in life is one of the most important traits a person can have. A responsible person has accepted that they are in control of the choices they make in life and cannot blame other people for those choices. It also means that when they are responsible and can accomplish anything, including experiencing success in college and any other challenge put their way. What does personal responsibility mean? To me personal responsibility means that I am responsible for what I choose in life. I have to hold myself accountable and cannot blame others for the choices I make. Jake Lawson wrote on the Livestrong.com website, â€Å"Accepting personal responsibility includes but is not limited to: acknowledging that you are solely responsible for the choices in your life and accepting that you are responsible for what you choose to feel or think† (Lawson, 2011). That statement is very profound and powerful. It is easy to place the blame on others but all that really does is hold us back from finding our true potential. We cannot use scapegoats to hide the fact that we possibly make bad decisions in life. Whichever direction my life heads, I am the captain of this ship and I cannot let others control what I do. I have control over my emotional responses to outside interference and must live with the consequences of my actions. In the Pacific Philosophical Quarterly 89 (Issue 4), 497-515, Dana Klein wrote ‘people are responsible when they act with the ability to do the right thing for the right reasons, or a good thing for good reasons.’(Klein, pg. 497) What exactly does that mean? It means that if we choose not to do the right thing or make bad decisions, they have not shown personal responsibility. I have to be willing to improve myself professionally, academically and personally in life. I can never be complacent or else I will never accomplish more and continue to grow as a person. There is more to being responsible then just making the right choices. Personal ethics is also a large part of personal responsibility. If I do not make ethical and moral choices, I am not showing personal responsibility. When it comes to determining a specific  course of action, I have to take my personal ethics into account. First, I have to look at the action and what, if any, the moral repercussions of that action will be. Even if the course of action potentially could be beneficial to me, I have to be aware that it could hurt someone else. For example, if I am putting in for a promotion at work and I know that a coworker who is also considered is better qualified for the job, but because of gender or racial bias I am offered the promotion over him or her, I would have to weigh what the consequences would be if I accepted or refused the promotion. I could alienate myself from my coworkers if I took it, but may be passed over for future opportunities because I did not accept it. I would be tempted to take the job but in the end I would turn it down so my coworker would get it. It is true I may not get another chance to advance in the near future, but it is more important to me to have the respect of my peers. There is a distinct relationship between personal responsibility and college success. I have to complete all my assignments properly and have them turned in on time. I have to dedicate a certain amount of time to do this or else my schoolwork will suffer and I have only myself to blame. Sometimes there are extenuating circumstances that may cause an issue, but it is my responsibility to deal with it and minimize the impact of it. I cannot expect anyone else to do my work; otherwise I will never learn anything and will always be dependent on other people to help me make it through my college career. Therefore, although I do not want other people to do everything, I have to be willing to learn new things and take advantage of the numerous resources available to aid me to do my own work in making me a stronger student. There are many programs out there to help, such as tutoring or mentoring programs that can help me be more responsible with my education. In doing all this I can credit taking personal responsibility for succeeding in accomplishing my goals as a college student. Another part of accepting personal responsibility is the willingness to set up a plan in completing my goals in life and as a student. Life is chaotic enough, so being able to manage my time is extremely important. Time is at a premium so I need to set up a schedule for the day to balance work, family, and time to study and work on assignments without over-extending myself. If there is no schedule, it can lead to assignments being rushed and not completed to the fullest potential  of what I know I can do. Another key element in planning to complete goals in life and as a student is not to wait until the last minute to do things. Procrastination can hurt when working on any task or assignment. I need to prioritize when certain assignments are due and get those completed in the order of when they need to be completed, and not to overlook smaller things because a group of smaller problems will become a larger problem. If things feel as if they are going out of control, I cannot be afraid to ask for guidance in how to rein in these issues and manage them better so as not to let certain things suffer, like work or personal life. In conclusion, personal responsibility is incredibly important in more than just education, but in life itself. One cannot be successful in any endeavor without accepting that they make the choices in life and decide to be responsible for those choices, whether they be good or bad. By understanding what I need to do to accept personal responsibility; I can become a better student, a better father, and a better person in general. I cannot let fear of the unknown control my actions because by overcoming fear and taking responsibility for my life, I can succeed at anything. Change your choices and actions, and you will change the results that follow (Gallozzi paragraph 5). Annotated Bibliography Reference Page Entry Gallozzi, C. (n.d.). Personal Responsibility. Retrieved from http://www.personal-development.com/chuck/responsibility.htm The article discusses the issue of personal responsibility and how making a change in your life is not possible without recognizing you alone are responsible for the choices you make. Reference Page Entry Lawson, J. (2011). Accepting personal responsibility. Retrieved from http://www.livestrong.com/article/14698-accepting-personal-responsibility/ The site discusses the many facets of personal responsibility and the definitions of accepting personal responsibility and what failing to accept personal responsibility can lead to. Reference Page Entry Nelkin, D. K. (2008, December). Responsibility and rational abilities: defending an asymmetrical view. Pacific Philosophical Quarterly, 89 (Issue 4), 497-515. In this paper, the author defends a view according to which one is responsible for ones actions to the extent that one has the ability to do the right thing for the right reasons.

Ralph Waldo Emerson and Paolo Freires Visions of Traditional Methods o

Ralph Waldo Emerson and Paolo Freire's Visions of Traditional Methods of Education Paulo Freire and Ralph Waldo Emerson share a similar vision in regards to traditional methods of education. A main common view is that both writers feel that the current education system in most places does not allow for people to reach their full capacity. Freire and Emerson share many other ideas regarding education such as their view of practice and theory and of free thinking. Their works are among the most thought-evoking. In ?The American Scholar? Emerson places a strong emphasis on the role of books in education and their usage of conveying ideas. He states that, ?Books are the best things, well used; abused, among the worst? (p. 297). This refers to his thought that the idea behind books is indeed a well thought out one. However, aside from the possible misuse of books, there are certain tasks that a book can not accomplish. Many are relevant only for a period of time, after which they become obsolete and new books are required. This is one of the reasons that Emerson feels that books alone can not provide a concrete education. They must be supplemented with additional studies, or, according to Emerson, book studies should be combined with experiences and applied to life. To read for the sake of knowing information is pointless; instead, man should read with the intent to apply newly obtained knowledge to his life. Man should read with a dissecting eye, and pick apart the prose, keeping what is relevant and discarding what is babble. This captures the true purpose of books. Paralleling Emerson?s view of books is Freire?s idea of theory and praxis. Man can learn all there is to know about a ... ...that they in fact have nothing to present. Emerson and Freire see eye to eye on many issues regarding the education of man. The main concept that they share is a belief that man should think freely. All other ideas stated by Freire and Emerson are strictly extensions of this point. The educational vision of Emerson and Freire is for man to learn in a society free of preconceptions, where all men?s ideas are valued and where knowledge is ascertained for the use of practice not just as an end in itself. Bibliography: Emerson, Ralph W. "The American Scholar." 1837. The Heath Anthology of American Literature. Ed. Paul Lauter, et al. 3rd ed. Vol. 1. Boston: Houghton Mifflin, 1998. 1609-1621. Freire, Paolo. "The Banking Concept of Education." Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. 4th ed. Boston: Bedford Books, 1996. 212-27.

Week Progress Report

Select one of the locations and prepare a comprehensive risk assessment for McBride management team. The risk assessment should identify the background and potential risks that could Impact the operation of the business. It will provide Background Possible Failure ScenariosPotential targets of terrorist activity such as government offices, law enforcement agencies, or politically sensitive businesses or services Public Imagine and Reputation Public transportation facilities that might handle the carriage of dangerous or hazardous substances, which could be Involved In major accidents Potential targets of criminal activity Safety and Environment The use of toxic chemicals In the violently of the business by manufacturing processes Industrial solvents, blue print machines, etc. Possible Risk Treatments ConclusionIn conclusion, the paper was provided to References By Jasmine McBride Financial Services, one of the Virtual Organizations, is currently opening offices in Boise, Idaho and Si oux Falls, South Dakota. Select one of the locations and assessment should identify the background and potential risks that could impact the hazardous substances, which could be involved in major accidents Potential targets The use of toxic chemicals in the vicinity of the business by manufacturing processes industrial solvents, blue print machines, etc. Possible Risk Treatments