Negotiation Mistake Essay Example for Free

Negotiation Mistake Essay Negotiating is hard, no one denies it, but its also a valuable skill. An expert from Carnegie Mellon told BNET that if you fail to negotiate a higher salary just once at the start of your career, you can expect to leave $1-2 million on the table throughout your working life due to raises being calculated from a lower starting point. Thats conclusive proof that you need to negotiate, but its not enough to just give it a whirl, you also need to do it right. Unfortunately, there are plenty of ways to get things wrong, according to Margaret Neale, director of Stanford Business Schools executive education program in negotiation. Citing her expertise, Stanfords Knowledgebase recently outlined six common negotiation pitfalls that commonly trip people up. Some, like treating cross-cultural negotiations like local ones, are only applicable to fairly narrow situations, but the three below could apply to nearly any negotiation: Thinking the pie is fixed. Usually its not. You may make this common mistake when there is a congruent issue, when both parties want the same thing. For example: In the context of an overall negotiation involving salary, bonus, and vacation, the boss wants to transfer a junior manager to San Francisco. The manager is eager for the San Francisco assignment. But frequently, the employee will look at the situation and believe that since the boss gave him a desired promotion the employee must compromise on the transfer location. The employee might actually suggest a transfer to Atlanta. His psychology is: I cant expect to get everything I want, so Ill take the middle. The boss is ambivalent about the transfer and figures she can get someone else to go to San Francisco. You think it is unlikely an employee in a career negotiation would miss such an obvious opportunity? Neale repeatedly has performed this exercise in her classes and finds that 20 to 35 percent of the students assume its a fixed pie and miss an opportunity to get what both parties want. Failing to pay attention to your opponent. Negotiators need to analyze the biases their opponents bring to the table. How will they evaluate your offers? One way to get inside your opponents head and influence his attitude is to shape the issues for him, a technique called framing. If you get your opponent to accept your view of the situation, then you can influence the amount of risk he is willing to take. For example, you are a purchasing manager renegotiating an hourly wage contract with a subcontractor. The subcontractor currently makes $10 an hour. You are willing to elevate the subcontracting firm to $11 an hour. Another organization recently boosted its rate with your subcontractor to $12 an hour. You know that when the negotiators for your subcontractor hear your $11 offer, they may think they are going to have to give up a dollar an hour. You must get them to focus on the point you are starting from $10, not $12. You frame the issue positively by talking about all the ways your contract is different from the others. Your contract has some advantages outside of the hourly pay. The other side will be more willing to risk lower wages for the purported other benefits. A common mistake is negotiating from a negative frame: The other firms deal offers more, but we can afford only $11. Paying too much attention to anchors. Anchors are part of a bargaining dynamic known as anchoring and adjustment. This involves clearly setting the parameters for negotiation. For example, a couple was selling their house for $500,000. The first offer came in at $375,000, which was too low to consider. If the couple had acknowledged the offer with a counter, they would have started bargaining somewhere between $500,000 and $375,000. Instead, they responded that it was not a reasonable offer and told the buyers to come back when they had a decent offer. The buyers came back at $425,000. The seller then countered at $495,000. The buyers then came up to $430,000, but the sellers still didnt accept the offer. The buyers argued that they had come up $55,000 from $375,000. But the sellers were careful to remind them that $375,000 was not their starting point; rather, it was $425,000, the first reasonable offer. Using that anchor, the sellers argued that they had come down $5,000 from $500,000 and the buyer had come up $5,000 from $425,000. Both had moved the same amount in negotiations. One more round of bidding had the house sold for a price well above the buyers initial bid. The point is: Youve got to watch the anchors and where they are set, says Neale.

Blessing by Imtiaz Dharker Essay -- Blessing Imtiaz Dharker Poems Poet

Blessing by Imtiaz Dharker Imtiaz Dharker’s poem can be read in two ways. A straightforward reading might suggest that the poem is simply a description of an incident when a pipe bursts and people run excitedly for the water. A more considered reading, however, would see the poem as being more ominous and disturbing. Under the apparent good fortune and excitement of the scene are darker ideas about the poverty and superstition of the people in the poet’s native country. It is the second reading we will be exploring in this revision programme. Either way, the attitude to water in the poem should make us in the West wonder at how much we all take for granted, and how too often we squander the earth’s resources. Dharker paints for the reader a vivid scene using visual and aural imagery. For instance, after opening with a powerful visual image, the poet goes on to make us hear the smallest noise ‘echo/ in a tin mug’, before upping the sound level with the ‘roar of tongues’ as people descend on the pipe. The title of the poem appears to be ironic. These people are not blessed - they have little water of their own. Only superstition could lead them to count this ‘municipal pipe’ burst as a blessing. In reality, it shows the poor state of the pipes, part of the city’s basic infrastructure, pipes that should be carrying water to the people. The fact that the people live in ‘huts’, that the children are ‘naked’ and that everyone is ‘frantic’ for the water tell us a lot about the living conditions. There is a lot of sensual imagery in this poem. Mainly we hear and see the unfolding scene. These details show us what the people’s lives are like. In the following table are some of the vis... ... darker, and harder hitting. The layers of the poem reflect the way different people will see the same scene/culuture differently. Attitude The poet appears at first to be objective, describing but not commenting on the incident. And to some extent she leaves the reader to decide the feeling and meaning of the poem. Perhaps though there is horror and pity in that opening image of skin cracking ‘like a pod’. To me the poem seems like a lament for the poverty of these people and for the value system that keeps them poor, yet humble and thankful. Style Dharker uses sensual imagery to evoke the scene, and builds the rhythm of the poem into a crescendo at the bursting of the pipe. She uses an extended metaphor, comparing water to a god. She makes lines intentionally ambiguous, uncertain, so that the scene can be interpreted in more than one way.

Comparative Study of Wuthering Heights, Translations, and I’M No Scared

The texts that I have studied and prepared for my comparative course are: Wuthering Heights by Emily Bronte, Translations by Brian Friel, and I’m not scared directed by Gabriel Salvatores. When I address the cultural context of a text I refer to the worlds of the texts, the circumstances which face the plots and the characters of the texts. Some elements of the cultural context of each and every text are the world’s attitudes, social rituals, and structures. Coming to grips with the general norm of the society with in each texts and how the characters behave enables me to enjoy each text all the more.Understanding the world in which each text is set in and thus being able to compare the aspects of their society and what is involved in their material and spiritual lives ostentatiously influences the resolution of the narratives which gave a better impact and added to my enjoyment. I greatly enjoyed seeing the connections between the texts and how their worlds were intert wined in their similarities and differences. Particularly these connections were more vivid to me in the areas of Role of Women in Society, Setting, and Class Structure, within the Cultural context of each text.All three texts revolve around a patriarchal system where the men were the primary authority figure and were central to society. They hold the central roles of political leadership, moral authority, and control of property. The entailment of female subordination is most apparent in Wuthering Heights where only through marriage is a woman able to gain recognition, position, and a place in society. Being compelled by this, Catherine Earnshaw betrays Heathcliff and really herself as well due to her love for him.Unable to cope with marrying a slave and an outcast in her patriarchal world she accepts Edgar Linton’s proposal for marriage. Edgar’s family were the most elite family in the novel thus giving Catherine a better future than what circumstance she might be in if she marries Heathcliff. Catherine: â€Å"It would degrade me to marry Heathcliff now. † In the same way, Maire doesn’t marry Manus in Translations due to his lack of position, property and his inability to provide for a family. Maire sees that the man that she marries will dictate her position in society and so decides that marriage with Manus was not the foremost option.Maire: â€Å"You talk to me about getting married – with neither a roof over your head nor a sod of ground under your foot. † In both circumstances, a society where men hold prestige constrains women to be only able to aspire to be a wife. Marriage, in their patriarchal world, seems to be the only possible way to be able to make a living. The subservient role of women is further illustrated by Wuthering Heights’ patrilineal system which inhibits the property and title of a family to be inherited by the female lineage.Heathcliff effectively utilises this system for his benefit. Knowing that the wealth of a family can only be inherited by the male lineage, he arranges the marriage of young Cathy and his son Linton. Since Edgar died with no son to carry on his family name, his family’s inheritance would therefore be handed to whoever young Cathy marries. The male is dominant and is clearly seen as the head of the family. Similarly to I’m not scared, we see a macho world where power and strength are valued and power rest with the males.Pino tells his son to do his press-ups and they arm-wrestle. Anna, Michele’s mother, is physically assaulted by Felice, one of the gang. In his household, Pino is very much in charge and his wife is obedient to him. Even though in each text, women were inferior to men we also see in some cases where the text subverts the traditional or stereotypical idea of women and their place in society. In translations Bridget shows control when she directs Doalty to hide the animals when the army threatens to kill them .Maire is described as: â€Å"†¦a strong minded, strong bodied woman†¦Ã¢â‚¬  She works as hard as any man in the community at the hay harvesting and plans to go to America in order to provide for her household in which she the head. Maire: â€Å"The best harvest in living memory,†¦ (Showing Jimmy her hands. ) Look at these blisters. † Maire: â€Å"There are ten below me to be raised and no man in the house†¦. † During the Victorian era in Wuthering Heights, women were expected to be obedient, disciplined and faithful. Catherine does not conform to these expectations.There is also a subtle reversal of roles in young Cathy’s marriages where, contrary to traditional norms, she appears to be the dominant partner. She tended to Linton who was a spoilt, sickly weakling. Later Hareton also needs help and encouragement to develop after years of degradation at the hands of Heathcliff. Comparing the cultural context of the narratives heightened my en joyment and helped me have a better experience and insight into the role of women and how they lived their lives subservient under men in a patriarchal society.One of the aspects of cultural context I enjoyed covering on my comparative course is how the class structure in each narrative is divided up. Social class is not solely dependent on the amount of money one has. Rather, the source of income, birth, and family connections plays a major role in determining one’s position in society. England in the nineteenth century was an extremely class-conscious society and social class is an important element in Wuthering Heights. We see the distinction between the two families in Emily Bronte’s novel and their rank on the social ladder.At the top of the locality’s social class, one finds the rich and refined Linton family who live in the sumptuous surroundings of Thruscross Grange. The Lintons were superior to the Earnshaw family and live in Wuthering heights. Within t hese ranks we also see how the cultured from the rustics and those higher up the social scale from those lower down are separated. Speech patterns and accents distinguish the servants such as Zillah, Joseph and Nelly Dean from their masters. An example of this would be Joseph’s Yorkshire dialect and young Heathcliff’s outsider accent which he spoke when he was brought from Liverpool.Equally noticeable in Brian Friel’s Translations is the subtle class diversity between the more educated who were able to speak English as well as Irish and the less educated who only speak Irish. Also noticeable is the feeling of social superiority felt by the English to the Gaelic community of Baile Beag as reflected in Captain Lancey’s condescending attitude. This parallels with Hindley’s deprivation of Heathcliff to a servant. Hindley is a well-educated man who has an outstanding stand in society while Heathcliff was seen as an illiterate vagabond brought in from Li verpool by Mr Earnshaw.Turning to I’m not scared we see how the village of Acqua Traverse is in keeping with the film’s premise that Southern Italy was a deprived place where the people, out of desperation, could understandably turn to crime. The buildings are shabby and clustered around a dusty courtyard. It is reminiscent of Baile Beag with its hedge school in a dusty barn and Hugh’s description of the place with its Hugh: â€Å"Mud cabins and a diet of potatoes. † The people’s aspirations in I’m not scared are simple. Anna dreams of visiting the seaside and eating in a restaurant. The people in Southern Italy were poor and run-down.The difference between the social standing of Southern Italy and Northern Italy lead to the country experiencing spate of kidnappings hence the kidnapping of Filippo. Filippo is from a family among the ranks of the higher hierarchy of Italy at that time. This caused him to be held against his will to be held fo r ransom by the people of Acqua Traverse in hopes that their lives might change for the better and for them to be able to climb higher in their social ladder. Similar to the situation in Translations, Maire desires to go to America in order to acquire a better subsistence.In each text, class structure plays an important role and affects the behaviour of the characters in how they respond to society and the norm and in what choices they make in connection with their rank the class system. Studying the significance of class structure in the cultural context of each narrative benefitted me in my understanding of each text which made my study all the more pleasurable. The setting in the cultural context of a text is definitely important when looking at character development, conflict, and the overall plot.It's the setting for all that is to come; it can convey so much about whom the people are and the way they live. The setting of a narrative can be a character of its own. In all three narratives, the setting is conveyed in a remote, rural location far from any centre of population. I’m not scared shows scenes depicting children romping through the endless fields of golden corn under a blue sky or cycling along dirt-track roads baked solid by the sweltering sun. The entire plot of I’m not scared unfolds over a few days of scorching sunshine near harvest time.This parallels with Translations where Baile Beag is experiencing an unusual heat wave, and similarly just after the hay harvest. We see Owen tell Yolland that it is†¦ Owen: â€Å"The first hot summer in fifty years and you think it’s Eden. † This reminds us in Wuthering Heights where Catherine stays at the Lintons for a few weeks after being bitten by a dog. Cathy receives a taste of luxury and she is drawn to it and is deceived to think that she desires to marry Edgar due to the luxury which she relishes.In the end, both Yolland and Cathy have to face the consequences of the pursuit of their vain desires. Wuthering Heights, however, is in opposition to Translations and I’m not scared. Bronte has placed her novel in a variety of ambience. Ranging from the opening scenes of snowfalls and lashing gales, to blooming springs, radiant summers, and drowsy autumns. In Salvatore’s film, as we see the camera pan across the rolling hill and valleys and sweep over the fields of waving grain, one is struck by the beauty and the emptiness of the landscape.The only sounds are of animals, birds, and insects. Our eyes take in the vivid colours of the red and orange poppies. Then we trace the horizon dividing the golden corn and the purple petals of other flowers from the blue sky to create a wonderfully rich effect. This countryside reminds us of Bronte’s descriptions of the moors. Young Cathy: â€Å"†¦with the bees humming dreamily about among the bloom, and the larks singing high up overhead, and the blue sky and bright sun shining steadily and cloudlessly. †Whether in I’m not scared, Wuthering heights, or Translations, one should not be fooled by mere appearances. The cawing of a crow and the hissing of insects create an ominous effect suggesting all is not well. For underneath the beauty of the landscape lies a terrible secret. In the country side near the tiny village of Acqua Traverse, a young boy named Filippo is being kept hostage in a hole in the ground. In the same way the potatoes in Baile Beag gives a deceiving sweet smell. As Maire says: Maire: â€Å"Sweet smell! Sweet smell!Every year at this time somebody comes back with stories of the sweet smell. Sweet God, did the potatoes ever fail in Baile Beag?†¦ † The sweet smell became the blight of the potatoes in the Great Famine of Ireland. Likewise in Wuthering Heights, Mr Lockwood perceived Wuthering Heights and Thrushcross Grange to be quite a lovely place to be from seeing the beauty of its landscape. Only until later in the novel do es he come to realize that the landscape had a different story to tell with its storms and prevailing winds which reflect the turmoil the families of the landscape endures.Gathering together all that I have learned from my study of the cultural context of Wuthering Heights, Translations, and I’m Not Scared in reference to Role of Women in Society, Class Structure, and Setting, I was able to compare and differentiate the cultural context of these texts for my comparative course. In doing so it further enhanced my understanding and enjoyment of the narratives and made my experience more real and gave a greater impact.

Brain Based Research What Does This Tell Us About Young...

1. Brain Based Research: What does this tell us about young children s brains and how they best learn? What ideas do teachers of young children need to keep in mind? p. 360-362 According to the textbook, brain based research states that child’s brain is two-and-a half times as active as an adult’s and it creates an estimated one trillion synapses during the first three years of infant’s life. In addition, young children have really powerful learning. They learn through quality experiences and relationships. There are some ideas that teachers of young children need to to keep in mind. From birth to age 4, teachers have to include all the senses in a child’s exploration in order for them to have a healthy and enriched environment. Children from age 4 to 8, teachers have to provide a lot of opportunities to use stories, explore ideas and master activities than using worksheets in order to have rich stimulating activities. In terms of all ages, teachers have to develop a curriculum that promotes collaboration, cooperation and teamwork. 2. What should teachers keep in mind while considering children s intellectual development? p. 367-368 There are some considerations in terms of children’s intellectual development that teachers should keep in mind. First, education is exploration. This is where teachers allow children to interact with the environment by providing rich experiences and environment. Second, children do not think like adults. This is where children haveShow MoreRelatedChild Maltreatment And Physical And Emotional Harm1692 Words   |  7 Pages In terms of feral children the focus of maltreatment is on the physical and emotional harm done to a child. The generalized interpretation of neglect is â€Å"a caregiver’s failure to meet a child’s basic needs, leading to risk of harm† (Fong, 1). Abuse varies, no case is the same, but the results are all devastating especially when the abuse is during the critical developmental stages of a child’s life. As Perry state s â€Å"Deprivation of critical experiences during development may be the most destructiveRead MoreT he Truths About Preschool And Kindergarten1704 Words   |  7 Pages The Truths About Preschool And Kindergarten In America and How it is Benefiting Our Kids Introduction In my research essay I will be researching and talking about the early childhood education in America. In addition to that I will talk about the benefits it is having on our children from what I have learned from my sources, and how teachers of early education are being equipped to handle these classroomsRead MoreNature Vs Nurture On Intelligence4016 Words   |  17 PagesAbstract This extended essay explores the question ‘to what extent does nature and nurture influence intelligence in child development’. Nature in this context is the inborn hereditary characteristics, as well as your genes; and nurture is the environment you’re in, how what is around you affects your personally. The essay starts with the introduction over viewing what I’m going to look at and important definitions and reasons of why I’ve chosen the question. I’m going to look at a brief historyRead MoreEssay on The Benefits of Preschool1430 Words   |  6 Pagesa place for parents to drop off their children while they are at work for the day. It is in preschool where children learn the necessary skills needed to succeed in school and in life. With high-quality preschools and qualified teachers the possibilities are endless. Its not only the children who reap the benefits of Early Childhood Education; their parents, fellow peers, and even society feel the positive effects of quality preschool programs. Children enrolled in quality preschool programsRead MoreFinding Clarity And Responsibility As A Mom And A Bioethicist1667 Words   |  7 Pages The Bioethics Program A blog by students, alumni and faculty of the Bioethics Program Menu Skip to content Providing Masters-level competency-based training in clinical and research ethics. The Case of Cassandra C: Finding Clarity and Responsibility as a Mom and a Bioethicist Posted on January 16, 2015 by ugcbioethics by Amy Bloom, Bioethics Program faculty I have been reading the latest news regarding Cassandra C., the teen with Hodgkin’s lymphoma who refused treatmentRead MoreHow to Define Psychology5680 Words   |  23 Pagesto Psychology 1. Social Psychology Social psychology is about understanding individual behaviour in a social context. Baron, Byrne, and Suis (1989) defined social psychology as â€Å"the scientific field that seeks to understand the nature and causes of individual behaviour in social situations†. It therefore looks at human behaviour as influenced by other people and the social context in which it occurs. 2. Comparative Psychology This is a science which studies animal behaviour, although humanRead MoreCYPOP 17 Essay3409 Words   |  14 Pagesï » ¿CYPOP 17: understanding the needs of children and young people who are vulnerable and experiencing poverty and disadvantage; Introduction: This assignment has been completed by answering the questions under each sub section. 1. Understand the factors that may impact on the outcomes and life chances of children and young people: 1 Identify the factors that impact on outcomes and life chances for children and young people: Poverty Social and Community Pressures Health Status Abuse Neglect Read MoreShould Consuming Alcohol Under the Age of 21 Be Legalized in the US?2937 Words   |  12 Pagesof the many questions in contemporary America that raises a great deal of opposition on both sides of the issue. Whenever this issue comes up in a classroom or group setting I hear the same statement almost every single time. â€Å"If a kid can enlist in the military and fight for his country at 18, then he sure as hell should be able to have a beer at 18†. I actually did feel this way at one point in my life not too long ago. However, like many other views of mine, the more responsible and educated IRead MoreDescription Of The Age Of Viability2127 Words   |  9 PagesWorksheet #2 1. Describe the â€Å"age of viability†. By 21 to 22 weeks after fertilization, the lungs gain some room to breathe air. This is called the age of viability because survival outside the womb becomes possible for some fetuses. 2. Describe some of the rapid growth that takes place during the first two years of life. Growth is speedy during the first two years of life. The child s mass, form, senses, and organs undergo change. As each physical change occurs, the child gains new abilities. Physical developmentRead MoreThe Age Of Viability During The First Two Years Of Life Essay2187 Words   |  9 Pages By 21 to 22 weeks after fertilization, the lungs gain some ability to breathe air. This is considered the age of viability because survival outside the womb becomes possible for some fetuses 2. Describe some of the rapid growth that takes place during the first two years of life. Growth is rapid during the first two years of life. The child s size, shape, senses, and organs undergo change. As each physical change occurs, the child gains new abilities. During the first year of the child’s