Conflict in the Mid-East essays

Conflict in the Mid-East essays Nationalism is the source of the conflict between Israel and Palestine. The conflict has gone on for many years. There is a lot of religious history behind the problems they have had. The Middle East has been affected politically, economically, and socially by these conflicts. Many peace agreements have been signed to solve these conflicts, however the tensions between the two are too great to stop. The history between Israel and Palestine dates back to the second millennium B.C. This is when the Jews migrated to Palestine and established their capital in Jerusalem. The region of Palestine is sacred to Jews, Christians, and Muslims. It is sacred to Christians because they believe in Jesus Christ, who died on the cross in the city of Jerusalem. Muslims also find the land sacred because it was in Jerusalem where Mohammed the Prophet of Islam is believed to have ascended into heaven. Both Arabs and Jews consider it a homeland. As a result of religious beliefs, Jerusalem is an important city to many different groups of people. (Worth, 3-4) Zionism is the desire for a Jewish national homeland. In 1897, Theodor Herzl convened the First Zionist Congress in Basle, Switzerland. Herzl convinced Baron Edmond de Rothschild about the need for a Jewish Homeland. Rothschild was a member of a famous family of international bankers. Rothschild purchased land in Palestine for Jewish Settlers. When the Jewish settlers arrived in Palestine, there were Arab peasant farmers living there and had been in Palestine for centuries. Most of the Arabs refused to share their land with the Jewish settlers, which caused much conflict. Jewish immigration continued and by 1914, forty thousand Jewish settlers traveled to Palestine, therefore further increasing the friction between the Jews and Arabs. (Worth, 6-9) In 1917, the Balfour Declaration was formed. Lord Balfour, the British foreign secretary sent a letter to the Zionist leader, Lord Rothschild. He stated ...

Seven Things To Do When You Dont Feel Like Writing

Seven Things To Do When You Dont Feel Like Writing Seven Things To Do When You Dont Feel Like Writing Seven Things To Do When You Dont Feel Like Writing By Ali Hale Sometimes, you’ve got an hour or two free – but you don’t feel like writing. All the advice in the world on becoming inspired or getting self-disciplined just isn’t helping you. For whatever reason, you know your ability to string together a new article or story is temporarily absent. This needn’t be a problem: there are lots of writing-related activities that you can usefully get on with whilst waiting for the muse to reappear. Here’s just seven of them: 1. Grab your notebook and start brainstorming Sometimes, a lack of ideas can cause you to get stuck. Maybe you want to write, but you’re not sure what to start on. Find your notebook and a pen, and start scribbling. Mind-map, write a list, use pretty colors – it doesn’t matter. Just get as many ideas down as you can. Once you’re past ten or twenty, you’ll start reaching the creative, original ones. 2. Read some great writing advice Daily Writing Tips is a good place to start. 😉 But there are lots of other blogs out there devoted to all aspects of writing – and hundreds of different books that could help you. Look for something aimed at writers in your genre (poetry, science-fiction, article writing, academic journals, etc). Don’t just skim through a load of advice, though: take a note of any points which make you think â€Å"aha!† and scribble down ideas of how you can apply them to your own work in progress. 3. Organise your writing files This is one writing chore I always put off: organising my files. If you have bits of your novel in a dozen different places on your computer (emails to yourself, Word documents, notes in your journal software, bits you keep online in Google docs†¦) then get it all sorted out. If you’re a freelancer and write for dozens of different markets, start a folder for each. That way, you’ll know exactly what you need to invoice for at the end of the month. 4. Create a portfolio of your writing If you don’t already have one, start a portfolio of your writing. Get together some of your best pieces from the past few years (published or unpublished) and, ideally, put them into one folder on your computer. If you have the online rights to them, you might want to put them onto your website or blog. Now, when you’re writing to editors and agents, you’ll be able to respond straight away if they ask to see samples. And if you’re applying for college-level courses, you’ll have some great examples of your work to include with your application. 5. Research some markets If you’re aiming to be published, you need to do some homework to find out which magazines, websites or publishing companies might be interested in your work. There are lots of ways to do this. You could search on Amazon for books in your genre and see who published them (Amazon lists the publisher on the book details page). Or you could use one of the many websites devoted to writers’ markets – try Jacqui Bennett Writers Bureau for short stories and Ralan’s Webstravaganza for a huge listing of markets. Also check with Writers’ Market or, if you’re in the UK, the Writers’ and Artists’ Yearbook to make sure that company is accepting submissions. 6. Send out some short stories or articles For those of you who know the markets you have in mind – send them some of your work. Proof-read that story languishing on your hard-drive, print it out (double spaced, nice white paper), write a cover letter to the editor, include a self-addressed envelope with return postage, and pop the whole lot in the post. Many markets accept emailed manuscripts, but check the submission guidelines first. 7. Read some great fiction Finally, if all else fails, just put your feet up with a good book. Choose an author who you love, and luxuriate in their prose – but keep half your mind on figuring out why exactly you love their writing, and spotting what techniques they use. Alternatively, pick up something you wouldn’t normally read, and cast a critical eye over the ways in which the style differs from your usual favourites. You’ll almost certainly learn something. What writing-related activities do you get on with when you’re lacking the energy to write? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?The Difference Between "will" and "shall"Confusion of Subjective and Objective Pronouns

Control Charts Research Paper Example | Topics and Well Written Essays - 500 words

Control Charts - Research Paper Example The items that are being considered may have one or more quality characteristics that should be inspected at the same time. The item is considered non –conforming or flawed if one of the characteristics under assessment does not match or correspond the laid down standards. The proportional charts can be said to track the proportion of defects and are used when evaluating a product with regard to a certain standard and hence classifying it as being defective or otherwise. These charts plot the proportion of defective items per subgroup. The data collected are the number of flawed items and is assumed to follow a binomial distribution with an unidentified proportional parameter P. The C chart is applicable when a product is known to have various defects, which are controllable. C charts track the number of flaws per unit sampled. C charts are usually used when dealing with an intricate product or service. The C chart requires the following assumptions in order be effectively utilized: it assumes that the likelihood of non-conformity is small at any given location; secondly, the C charts assume that the probable locations for conformity are very huge. The C charts plot the number of defects per unit and the data composed is the total number of defects in every subgroup, which is known to follow poisons distribution with an unknown mean number of defects in each subgroup. Control limits for control charts are basically in the control phase of a six sigma project. These charts should be sensitive enough be able to quickly give a signal when a special cause exists. Assessment of sensitivity is achieved by calculating the number of subgroups needed to signal a special cause. Good control charts should never give a false alarm when the process is controllable.     

The Transfiguration of Jesus Christ its Historicity Relationship to Research Paper

The Transfiguration of Jesus Christ its Historicity Relationship to the Old Testament the Manifestation of His Divinity Anticip - Research Paper Example In fact, the story itself is called into question on many levels, the fact that this was a completely isolated experience and completely foreign to most human beings’ perceptions of reality. However, the converse is also true, that just because it was a solitary instance, and not found in multiple occurrences in the life of Christ tends to increase the veracity of the mystery as an actual event and not a simply a literary creation designed with the intention of enlarging and deifying the personage of Jesus Christ. 2 "We are asserting that the transfiguration occurred for the sake of the disciples. Is it possible to affirm that it was for Christ's benefit? Some have thought that he needed it for his encouragement, seeing that he was faced with so much public opposition and with such dullness of comprehension on the part of his closest followers. But the narrative gives no hint of hesitation or weakness or discouragement on his part. " 3 This paper will explore several different facets of the research that has been done regarding this mystery and while not attempting to draw any conclusions or final dictums regarding it, hopes to present an unbiased look at the Transfiguration from several viewpoints and attempt a rational understanding. THE TRANSFIGURATION The retelling of the story can be found in the Gospels of Matthew 17:1–8, KJV, Mark 9:2–10, KJV, and Luke 9:28–36, KJV with some variation between them. The event itself takes place on the â€Å"Mount of the Transfiguration,† as it has come to be known. A plethora of research on the actual location (some believe it to be Mount Tabor) of this mountain exists, but its true identity has never been verified. The reference to a high mountain also give some credence to the resurrection analogy as well. 4 The Apostles John, James and Peter accompanied Jesus on the trek to this mountaintop, where they witnessed Jesus change before their eyes, a glow began from within him and his clot hing became bright white and a radiance, which they identified with the glory of God, blossomed from his frame. Then the prophets of the Old Testament, Moses and Elijah appear at his side and a cloud envelops them all. From within the cloud a voice booms out, "This is my Son, whom I love, listen to him!" Then as quickly as it came the cloud vanished, taking with it the two prophets and leaving only Jesus and his three disciples. As they walked back down the mountain Jesus bid them not to tell anyone what they had seen until after his suffering, Crucifixion and Resurrection. †¦so the transfiguration story, with its voice from heaven echoing the earlier voice at Jesus' baptism, confirms the narrators application of "Son of God" (1:1; 9:7). Jesus' comment to Peter, James, and John on the way down the mountain sets the limit to the messianic secret: they are "to tell no one about what they had seen, until after the Son of Man had risen from the dead"5 One of the first questions whi ch comes to mind is why Jesus asked his disciples to keep this event a secret? Surely the recounting of this event would solidify many more men and women to his following. The answer is quite simple, if this were known than the life of Jesus may have unfolded very differently, and that would have been anathema to the greater cause of Jesus’ existence: "But Mark's story has already insisted upon

Womenwomen Empowerment Through Self Help Group Essay Example for Free

Womenwomen Empowerment Through Self Help Group Essay The present study is an attempt to analyse the role and performance of SHGs in promoting womens empowerment in Thiruvallur District , Tamil nadu. The broad objective ofthe study is to analyses the operating system of SHGs for mobilization of saving,delivery of credit to the needy, management of group funds, repayment of loans, in building up leadership,establishing linkage with banks and examine the social benefits derived by the members. In order to collect and gather primary data, field observation and structure questionnaire survey methods were employed. In addition, information was also collected through discussions and interviews with local NGOs and governments grass roots level workers. The Mahalir Thittam was implemented in Phase I during the Year 1997-98 in Thiruvallur district. In Thiruvallur District there are 539 Village Panchayat (Grama Panchayat). SHGs are formed in all Village Panchayat and the number of Self Help Groups will be from 3 to 11. In order to reduce the dependency of SHGs on its project partners, it has been decided to form Panchayat Level Federation in every Village Panchayats. The Panchayat Level Federation will consist of the members of the representatives from various SHGs in that particulars Village Panchayats. At present, there are 296 PLFs in Thiruvallur District compressing of 2106 Self Help Groups. The study reveals that SHGs had set a new agenda for financial intermediation by banks in the form of micro-credit. By the formation of SHGs, credits are demanded for various purposes (domestic, health, festivals, repayment of old debts, investment, etc. ). Similarly different economic activities Manufacturing of Paper Cup ,Jute Bag ,Catering Technology,Leather and Rexene ,Tailoring,Herbal Products ,Beauty Parlour,Soap Manufacturing,Agarbathi ,Diary products, Screen Printing are undertaken by the SHG members after joining the group. Habits of savings, economic independence, self confidence, social cohesion, asset ownership, freedom from debt, additional employment, etc. benefits are derived by the SHG members. Thus, SHGs have served the cause of women empowerment, social solidarity and socio-economic betterment of the poor for their consolidation.

Natural Law Theory Essay -- essays research papers fc

Natural Law Theory The natural law theory is a theory that dates back to the time of the Greeks and great thinkers like Plato and Aristotle. Defined as the law which states that human are inborn with certain laws preordained into them which let them determine what is right and what is wrong.(Bainton 174) This theory was them adapted by religious philosophers to fit the Christian religion.(Berkhof 114) This, however was not exactly the same as the original. The classical thinkers were the first to define the natural law. Heraclitus, in the sixth century BC, specified one the components by saying, *for all human laws are nourished by one, the divine.* This meant that a divine power determined a logic and gave to all humans. (Microsoft Encarta) This definition put this law into direct conflict with positive laws. Aristotle elaborated on the word natural in relation to law. He said that a natural law was one that had the same validity for every one and situation.(Berkhof 268) An example of this would be that a man contemplating murder would see that it was wrong by his nature. His reason would tell him that to kill another was unnatural, and therefore wrong. Cicero tries to determine what the actual law encompassed and he came up with the theory of Stoicism. Stoicism is an interpretation of the natural law which states that every, single person is a part of the universe that was created and is ruled by a divine power rationally. To live rationally and with virtue, according to...

Conflict Resolution Essay

Merriam-Webster (n.d) defines conflict as, â€Å"the opposition of persons or forces that gives rise to the dramatic action in a drama or fiction†. Interpersonal conflicts, whether they are between family members, students and teachers, employees and supervisors, or groups, have certain elements in common. Coser (1967) asserts that conflict is â€Å"a struggle over values and claims to scarce status, power, and resources, in which the aims of the opponents are to neutralize, injure, or eliminate the rivals.† (p. 8) Coser’s definition grew out of the cold war, when conflict between the United States and the former U.S.S.R. dominated Western method to conflict. Conflict was viewed as a win-lose solution. According to Dana (2001) there are only three ways to resolve any conflict; power contests, rights contests, and interest’s reconciliation. Power contest is based on Coser’s (1967) win-lose situation. Each party views their point as right each wanting power over the other. Rights contest is an orderly system which has rules, regulations, policies, precedents and a hierarchy of authority which is used in order to â€Å"win† again this model is a win-lose resolution. The solution to conflict resolution is interest reconciliation. This approach enlists support from both parties to find the best solution. All parties win with interest reconciliation model as their solution. Conflict in the workplace is a condition between or among two or more workers whose jobs are independent, who feel angry, who perceive the other(s) as being at fault, and act in a way that causes a business problem. Conflict has three elements feelings (emotions), perceptions (thoughts) and actions (behaviors). â€Å"Psychologists consider these three the only dimensions of human experience. So, conflict is rooted in all parts of the human nature† (Dana, 2001, p. 5) some confuse conflict with indecision, disagreement, stress, or some other common experience that may cause or be caused by a conflict. However, those elements are not best handled by conflict resolution. The question many ask, is conflict normal? Conflict is a fact of any organizational life. On the job, â€Å"conflict is a stubborn fact of organizational life† (Kolb and Putnam, 1992, p. 311). Rather than seeing conflict as abnormal, Pondy (1992) suggests we view organizations as â€Å"arenas for staging conflicts, and managers as both fight promoters who organize bouts and as referees who regulate them† (p. 259). In addition, Pondy states that in the company, agency, or small business, conflict may be the very essence of what the organization is about, and if â€Å"conflict isn’t happening then the organization has no reason for being† (p. 259). One study surveyed workers and found that almost 85 percent reported conflicts at work (Volkema and Bergmann 1989). With an increasing awareness of cultural diversity and gender equity issues, it is essential that employees become familiar with issues surrounding promotions and harassment. In fact, one can see training in organizations as a form of preventive conflict management (Hathaway, 1995). The recognition of the frequency of conflict at work has led to books on mediating conflict in the workplace (Yarbrough and Wilmot 1995), showing how managers can learn conflict management skills to intervene in disputes in their organization. As employees, daily work with clients, customers, co-workers, or bosses can be a struggle. Conflict is as Wilmot (1995) wrote, â€Å"What determines the course of a relationship . . . is in a large measure determined by how successfully the participants move through conflict episodes† (p. 95). Conflict resolution has five styles, giving in, avoiding, fight it out, comprise, and work together style. No style is right or wrong; however some do work better than others. Accommodation, giving in to the other’s wishes or smoothing waves sacrifices one’s own goals for the sake of the other person. Accommodators often use phrases like: â€Å"Whatever you want is fine with me.† When one party in a conflict genuinely does not care about the outcome of the conflict, accommodation may be the right choice for that situation. However, if accommodation is the only style a person utilizes, he or she is advised to learn more skills. Avoidance is characterized by behaviors that either ignore or refuse to engage in the conflict. While avoidance is by some consider a negative style that shows low concern for both one’s own and the other party’s interests, there are sometimes strategic reasons to avoid conflict. For example, when the relationship is short-term and the issue is not important or when the situation has a potential to escalate to violence, avoidance may be the prudent choice. Fight it out, competition, or win/lose, style maximizes reaching one’s own goals or getting the problem solved at the cost of the others goals or feelings. While always choosing competition has negative repercussions for relationships, businesses and cultures, it can occasionally be the right style to choose if the other party is firmly fixed in a competitive style or there are limited resources. While competitive strategy is not necessarily dysfunctional, competition can easily slip into a destructive situation. Understanding the methods and strategies of others who use competitive styles can assist conflict managers in neutralizing the negative consequences of competition and work toward a mutual gain approach. Compromise is a give and take of resources. The classic compromise in negotiating is to â€Å"split the difference† between two positions. While there is no victor from compromise, each person also fails to achieve her or his original goal. Finally, working together to collaborate is when parties cooperatively team up until a mutually agreeable solution is found. Compromise and collaboration are win-win solution where as the other styles are win-lose. Why do people avoid dealing with conflict? People have a natural instinct of fear and some let that fear overpower them. The fear of harm causes people to fight-or-flight. Individuals will choose the flight option when in a dangerous part of a city that they have never been in before in order to avoid danger, it shows wisdom or strength to get out a of physically abusive relationship, commendable to stay out emotionally abusive relationships. In spite of this, in some cases people have the response to flight to a false perception of harm. People overstress in their minds t he emotional harm that someone can cause harm. The same is said for conflict in the workplace, people will avoid conflict for fear of being harmed by others. Some avoid conflict because of a fear of rejection from others. These individuals feel others will withdraw their friendship or push them away causing more hurt. People have the perception if they do not risk rejection they can suppress their needs and feelings. Loss of relationship is the fear of rejection taken up a level they fear totally losing a relationship. Others avoid conflict to mask their true desires because preserving a relationship is more important than getting what they want. These individuals are trapped into believing their worth is dependant on another accepting them. People avoid conflict for fear of anger. These people do not like listening to someone who is angry. They believe another will hurt them, reject them, or leave them, and they just cannot stand to witness anger. However, anger is just anger and it is not necessarily directed toward them. Individuals do not want to be seen as selfish. In some situations people are not afraid of others reactions, but rather their interpretation of the situation. They fear that they will appear selfish. However, is it wrong to have a need, feeling, or want and to express it? Society has sometimes had it seem that way. Although, there is nothing wrong with asking for what individuals want versus feeling they are entitled to always getting what they want. The truth is if one never asks, then they are depriving people around them from being able give to them effectively. Still, people who feel their wants should not be fulfilled, regardless of what others want, fall into the selfishness category. Sometimes people avoid conflict for fear of saying the wrong thing or something they will regret. Individuals will avoid conflict rather than risk putting â€Å"their foot in their mouth† they contain their anger and frustration which often leads to that which they fear. When people have conflicts in the past that have failed so they avoid future conflict for the fear of failing those too and begin to believe the confrontation is not worth the em otional energy it takes to deal with others. The fear of failing can impact other aspects of ones life. The fear of hurting another is more than just saying the wrong thing. These individuals are extremely sensitive and caring. They would rather hurt themselves than risk hurting another. The fear of success is a fear that most over look. However, it is much like the fear of failure. Some people are afraid to get what they want; they believe they will never get it. These people feel they do not deserve what they want, the consequences of getting of what they want is regret, or the responsibility is more than they need or desire. The fear of intimacy is the most subconscious of the fears. People do not want to share their dreams, desires, and wants with others. They feel they are private and do not want to be exposed. People do not want to appear weak. If resolution involves giving in, avoiding, or compromise they may feel they appear as though they do not have confidence. People do not want the stress of confrontation. They feel it is better to avoid conflict rather than deal with the stress it will cause them in the workplace between co-workers. Our society tends to reward alternative responses to conflict, rather than negotiation. People, who aggressively pursue their needs, competing rather than collaborating, are often satisfied by others who prefer to accommodate. Managers and leaders are often rewarded for their aggressive, controlling approaches to problems, rather than taking a more compassionate approach to issues that may seem less decisive to the public or their staffs. Conflict resolution requires profound courage on the part of all parties: It takes courage to honestly and clearly express one’s needs, and it takes courage to sit down and listen to one’s adversaries. It takes courage to look at one’s own role in the dispute, and it takes courage to approach others with a sense of empathy, openness and respect for their perspective. Collaborative approaches to conflict management require individuals to engage in the moment of dialogue in thoughtful and meaningful ways, so it is understandable if people tend to avoid such situations until the balance of wisdom tips in favor of negotiation. People have certain perceptions in conflict when dealing with different situations. Culture shapes and frames each individual’s interpretation of appropriate behaviors during conflicts. Conflict across cultures, whether across nations or across the diverse cultures within a country, exacerbates the routine difficulties of conflict management (Fry and Bjorkqvist, 1997). There is no clear conclusion about whether men and women actually behave in different ways while conducting conflicts. However, gender stereotypes do affect conflict behaviors when individuals act and react based on stereotypes of how men and women will/should act rather than selecting behaviors appropriate for the individual one is communicating with (Borisoff and Victor, 1997). Parties respond to conflicts on the basis of the knowledge they have about the issue at hand. This includes situation-specific knowledge and general knowledge. The understanding of the knowledge they have can influence the person’s willingness to engage in efforts to manage the conflict, either reinforcing confidence to deal with the dilemma or undermining one’s willingness to flexibly consider alternatives. The person sharing the message is considered to be the messenger. If the messenger is perceived to be a threat (powerful, scary, unknown, etc.) the message can influence others responses to the overall situation being experienced. For example, if a big scary-looking guy is yelling at people they may respond differently than if a diminutive, calm person would express the same message. Additionally, if the people knew the messenger previously, they might respond differently based upon that prior sense of the person’s credibility. People are more inclined to listen with respect to someone they view more credible than if the message comes from someone who lacks credibility and integrity. Some people have had significant life experiences that continue to influence their perceptions of current situations. These experiences may have left them fearful, lacking trust, and reluctant to take risks. On the other hand, previous experiences may have left them confident, willing to take chances and experience the unknown. Either way, one must acknowledge the role of previous experiences as elements of their perceptual filter in the current dilemma. These factors, along with others, work together to form the perceptual filters through which people experience conflict. As a result, their reactions to the threat and dilemma posed by conflict should be anticipated to include varying understandings of the situation. This also means that they can anticipate that in many conflicts there will be significant misunderstanding of each other’s perceptions, needs and feelings. These challenges contribute to our emerging sense, during conflict, that the situation is overwhelming and unsolvable. As such, they become critical sources of potential understanding, insight and possibility. How do people respond to conflict? There are three responses to conflict emotional, cognitive and physical responses that are important windows into our experience during conflict, for they frequently tell people more about what is the true source of threat that is perceived; by understanding the thoughts, feelings and behavior to conflict, a better insig ht into the best potential solution to the situation. Emotional (feelings) are the feelings we experience in conflict, ranging from anger and fear to despair and confusion. Emotional responses are often misunderstood, as people tend to believe that others feel the same as they do. Thus, differing emotional responses are confusing and, at times, threatening. Cognitive (thinking) are our ideas and thoughts about a conflict, often present as inner voices or internal observers in the midst of a situation. Through sub-vocalization (self-talk), people understand these cognitive responses. Physical (behavior) can play an important role in our ability to meet our needs in the conflict. They include heightened stress, bodily tension, increased perspiration, tunnel vision, shallow or accelerated breathing, nausea, and rapid heartbeat. These responses are similar to those we experience in high-anxiety situations, and they may be managed through stress management techniques. Establishing a calmer environment in which emotions can be managed is more likely if the physical response is addressed effectively. Dealing with someone unwilling to negotiate can be difficult for the person who is trying to resolve the conflict. However, the â€Å"8 Step Model† can be very beneficial, by focusing first on listening to the other person, and seeking to u nderstand the sources of their resistance, the stage can be set for clarifying the conditions he or she requires in order to talk things out. This is not about being ‘right’ or ‘wrong’ in the situation, but a practical strategy for getting the other person engaged as a partner in the negotiation process. Another alternative is to focus on things we can do to influence conflicts in the future, rather than putting initial energy into understanding (or solving) problems we have had in the past. By remaining relatively flexible about the agenda – taking on topics individuals care about, but not necessarily the most pressing issues – thus, creating an opportunity to reduce the fears associated with resistance. While the conflict may not be able to be truly resolved, some key issues that exist will be managed and will help to prevent the issues from getting worse. Power is an important and complex issue facing anyone seeking a negotiated solution to a conflict. Before negotiating clarify the true sources of power in the room: The boss has position power, associated with the â€Å"carrots and sticks† that come with the role. She or he may also have coercive power, supported by contracts or statute that compels employees to behave in certain ways and do certain tasks associated with the job. Some may have a great deal of expertise power, accumulated from doing your job over a period of time. Either conflict participants may possess normative power, through which they know â€Å"the lay of the land† in their department and, therefore, how to get things done. And either may possess referent power, through which others show respect for the manner in which the employee conducts themselves. Generally, referent power accrues to those who demonstrate a mature willingness to seek collaborative solutions. An impasse is the sense of being â€Å"stuck†. Impasse is the point within a dispute in which the parties are unable to perceive effective solutions. People feel stuck, frustrated, angry, and disillusioned. Therefore, they might either dig their heels in deeper, anchoring themselves in extreme and rigid positions, or they might decide to withdraw from negotiation. Either way, impasse represents a turning point in our efforts to negotiate a solution to the conflict. As such, rather than avoiding or dreading it, impasse should be viewed with calmness, patience, and r espect. Multi-party disputes are complex situations, and they require careful attention and persistence. However, the same â€Å"8 Step Model† can be applied to the disputes. In spite of using the same process expect everything to take a bit longer than if there where only two or three people. Patiently make sure that all points of view are heard, that issues are clarified for all to see, and that all members in the group accept the agreements being negotiated. If there are limits to the group’s decision-making power, then it is important to acknowledge those limits and understand how they are perceived by all members of the group. There are many different ideas of the steps for resolution, some claim five steps while others claim six or seven for the purpose of this paper Weeks (1992) eight step resolution style is identified. Step one – Create an Effective Atmosphere Creating the right atmosphere in which the conflict resolution process will take place is very important, yet most overlook its importance. The atmosphere is the frame around the canvas which will be painted the negotiations and building of better relationships (Weeks, 1992). Step two – Clarify Perceptions Perceptions are lenses through which a person sees themselves, others, their relationships, and the situations they encounter. Perceptions have a great influence on behavior of people. Once people perceive something in certain way, even if the perception is wrong, in the mind it is that way, and often base behaviors on that perception (Weeks, 1992). Step three – Focus on the Individual and Shared Needs This step builds on the previous step as needs as the conditions people perceive they cannot do without, those conditions critical to each persons wellbeing and relationships. However, step three focuses more on skills involved in the conflict partnership approach. There are several key points to keep in mind in this step. 1) Needs are the foundation of relationship and are an essential part of that foundation. 2) People sometimes confuse needs with desires. 3) Personal needs in relationships perceived by individuals must allow for respect of the needs or the relationship (Weeks, 1992). Step four – Build Shared Power Power is a part of every relationship. However, the way people perceive and use power is seen frequently as a dirty word. Such as when people use power as means to control or to manipulate some else to get what they want. Although, power is and of itself not corrupt, it is the way in which people use their power and whether they allow such power to corrupt. Developing positive self power through a clear self-image means that we base our perceptions of ourselves not on what others expect of us or want us to be but what we believe to be our own needs, capabilities, priorities and goals (Weeks, 1992, p. 152). Step five – Look to the Future, Then Learn from the Past. All relationships and conflicts have a past, present and future. Resolving conflicts requires dealing with all three. The conflict partnership process encourages the use of positive power to focus on the present-future to learn from the past. The past experiences people face set the landscape for present and future decision making and how relate to others (Weeks, 1992). Step six – Generate Options People have the ability to discover new possibilities in their relationships as well as conflict resolution. However, both are often impaired by the packaged truths and limited vision people hold onto in times of stress, insecurity, and conflict. Generating options breaks through the predetermined restrictions brought into the conflict resolution process. Generating options imparts choices which specific steps to resolve conflicts and enhanced relationship can be agreed upon (Weeks, 1992). Step seven – Develop â€Å"Doables†: the Stepping-stones to Action Doables are the necessary stepping-stones taken along the way to resolve conflict. Doables are explicit acts that stand a good possibility of success, meet some individual and shared need, and depend on positive power, usually shared power to be carried out. Working on and accomplishing some doables can help the conflict partners see more clearly where they need to go. Many conflict partners have changed their preconceived definitions of both the conflict itself and the expected outcome due to the lessons learned and clarified perceptions through working with doables (Weeks, 1992) Step eight – Make Mutual-Benefit Agreements Mutual-benefit agreements are the next step on the pathway to conflict resolution. Conflict resolution agreements must be realistic and effective enough to survive and the potential to develop further as challenges arise in the future. Mutual-benefit agreements replace the need or want for demands, see the others needs, shared goals, and establish a standard wherein power is identified as positive mutual action through which differences can be dealt with constructively (Weeks, 1992). Conclusion Conflict is an unavoidable aspect of everyday life whether it is with family, teachers, students, friends, or an organization. The best approach to resolving conflict is interest reconciliation. It joins both parties of the dispute to find the best solution. In so doing, all parties win. People respond to conflict in three ways emotional (feelings), cognitive (thinking), and physical (behavior). All are important to the conflict experience. They allow a better awareness to best furnish a solution to the situation. An important tactic to conflict resolution is to develop persuasion skills with the ability to clearly explain one’s point of view and to argue for their conclusions and convictions. Week’s Eight-Step Process is a valuable tool in helping people to become more strategic about resolving conflict. References Borisoff, D., and D. A. Victor., (1997). Conflict management: A communication skills approach, 2nd ed. Boston: Allyn and Bacon. Conflict, (n.d.). In Merriam-Webster’s online dictionary Retrieved from http://www.merriam-webster.com/dictionary/conflict Coser, L. A. 1967. Continuities in the study of social conflict. New York: Free Press. Dana, D. (2001). Conflict resolution. New York: Mcgraw-Hill. Fry, D. P., and Bjorkqvist K., (1997). Cultural variation in conflict resolution. Mahwah, N. J.: Lawrence Erlbaum Associates. Hathaway, W., (1995). A new way of viewing dispute resolution training. Mediation Quarterly, 13(1), 37-45. doi:10.1002/crq.3900130105 Kolb, D. M., & Putnam, L. L. (1992). The Multiple Faces of Conflict in Organizations. Journal of Organizational Behavior, (3), 311. doi:10.2307/2488478 Pondy, L. R. (1992). Reflections on organizational conflict. Journal of Organizational Behavior, 13(3), 257-261. Volkema, R. J., and Bergmann T. J., (1989). Interpersonal conflict at work: an analysis of behavioral responses. Human Relations 42: 757-770. Weeks, D. (1992). The eight essential steps to conflict resolution: preserving relationships at work, at home, and in the community. Los Angeles, J.P. Tarcher; New York: Distributed by St. Martin’s Press Wilmot, W. W. (1995). Relational communication. New York: McGraw-Hill. Yarbrough, E., and Wilmot W., (1995). Artful mediation: Constructive conflict at work. Boulder, Colo.: Cairns Publishing.

Low Socio-Economic Status People and Their Impact on University

Low socio-economic status people and their impact on university participation, choice of university and choice of course in Australia There seem to be persistent inequalities in Australian higher education participation. Over the last two decades the participation numbers for low socio-economic status group have only slightly improved despite improvements in access (Centre for the Study of Higher Education, 2008, p. 15).After the Bradley report which was written following the review of higher education system in 2008, the Australian government has introduced many policies and financial assistance for this demographic in hope of increasing the participation rates to 20 per cent by 2020 (Department of Education, Employment, and Workplace Relations, 2008, p. xiv). However, despite steady increases in overall tertiary participation, the inequalities still remain. People with low socio-economic status are not as successful in applying or gaining access to more prestigious institutions as those with medium or high socio-economic status are (James, 2007, p. ). It is not only participation at university level that is affected with this imbalance. Significant social differences can be seen across different universities as well as different fields of study (Reay et al. 2001, p. 858). Study by Ferguson and Simpson (2011) has found, and James (2007) agrees, that students with low socio-economic background are not so successful in gaining entry into the courses with more competitive entry requirements like medicine, law or architecture.These students were more concentrated in courses such as education, nursing, IT and business (James, 2007, p. 7). James (2007, p. 7) believes that the same is true for the high demand universities, where low socio-economic status students hold a share of only 11 per cent of all places. These differences can be somewhat accredited to the geographical location of these more prestigious universities as they are mainly situated in the metropolita n areas. However, there are other factors that contribute to this imbalance more so.Some experts believe that students who come from disadvantaged backgrounds may not aspire to attend these universities believing that it is not an achievable goal, or they may not perform academically well enough for more competitive courses. Other studies indicate that it is in fact the psychological factors which create socioeconomic imbalances in higher education participation. This paper will look at rates of participation, aspirations, ability and psychological factors and their affect on the decision making process of low socio-economic status students when it comes to higher education.It will argue that there is enough supporting evidence to conclude that this demographic does not have a lot of impact on university participation, choice of university or choice of course. While overall higher education participation rates have improved, socio-economically disadvantaged people are least represen ted group in Australian higher education. James (2007, p. 2) states that ‘social class is the single most reliable predictor of the likelihood that individuals will participate in higher education at some stage in their lives’.Undergraduate Applications, Offers and Acceptances Report from the Department of Education, Employment and Work Relations, states that in 2011, 18. 6 per cent of all applicants were from low socio-economic backgrounds, compared to 30. 6 per cent of applicants from high socio-economic group (DEEWR, 2011, p. 15). It also reports that even though applications by low socio-economic status applicants were up by 3. 4 per cent they were less likely to result in an offer. Low socio-economic status applicants had an offer rate of 79. per cent compared to 83. 5 per cent for applications from high socio-economic status applicants (DEEWR, 2011, p. 15). Even though the rates for applications and offers to higher education for low socio-economic demographic hav e slightly increased, according to DEEWR (2011), this demographic continues to be the least represented at university level. One of the reasons that could explain the current higher education participation numbers by people from low socio-economic background is aspiration.It has to be considered as one of the principal issues in student’s decision making process. According to the English dictionary, to aspire, it means to have a strong desire to achieve something. Consequently, to attend university, an individual needs to aspire to do so. Bowden and Doughney (2010), in their study of secondary students in the western suburbs of Melbourne, have found that those with lower socio-economic status have fewer aspirations to attend university. Instead, they aspire to attend a vocational training institution or gain employment. Difference in spirations among different demographics is mainly influenced by individual’s social systems, such as class, ethnicity, gender, customs an d religion (Bowden & Doughney, 2010, p. 119). Furthermore, in his research for the Department of Education, Science and Training, James has found that there is a strong relationship between parental education levels and young people’s educational aspirations (DEST, 2002, p. 51). Bowden and Doughney’s study results are consistent with James’ findings, as well as Bourdieu’s concept of ‘cultural capital’, which Harker et al. (cited in Webb et al. 002, p. 22) defined as ‘culturally valued taste and consumption pattern’. Therefore, it can be said that those who come from low socio-economic background are at a disadvantage when it comes to entering higher education due to the fact that they were not brought up with the idea of attending university. Academic achievement or student’s ability is seen as another important factor that needs to be considered when studying inequalities in higher education. This is because in Australia, university enrolment process relies heavily on individual’s academic achievement.Student’s academic record is seen as a main way of entry into the university and acquiring all the benefits that come with having a degree. Teese (cited in Ferguson & Simpson, 2011, p. 33) proposed that almost half of low socio-economic status students obtain scores in the lowest academic bands and that only small number of these students receives high academic scores. Ferguson and Simpson conclude that this is due to fewer resources, such as educational, cultural, social and financial, that are available for this group of students, rather than lack of ability.Cardak and Ryan (2009) have come to the similar conclusion. They have found that academic scores of low socio-economic status students are lower due to the fact that their early educational achievements are also lower in comparison to the more advantaged students and their achievements (Cardak & Ryan, 2009, p. 444). Both Ferguson an d Simpson’s and Cardak and Ryan’s studies agree that students with same ability and same academic scores have the same likelihood of attending university regardless of their socio-economic status.They also agree that the quality of academic results rises with the status. Thus, as they don’t have access to as many resources as their more privileged peers, low socio-economic status students are at a disadvantage when it comes to securing a place at university. Although aspirations and academic ability are very important factors in higher education inequality, it could be said that the psychological factors have most of the influence on person’s decision to attend university.Students from low socio-economic background are more conscious of the existence of barriers to their entering higher education (Harris, 2005, p. 4) and are not likely to encounter diverse influences that might persuade them to participate in higher education (DEST, 2002, p. 50). James be lieves that students from this demographic are more likely to be doubtful about their academic ability and achievement and they would possibly be lacking financial support (DEST, 2002, p. 50).He also states that they have less confidence in parental support and a stronger interest in earning an income as soon as they leave school. ‘The perceptions and beliefs held by people with low socio-economic status can all be regarded as habitus, which is described as ‘embodied predispositions that are learned early in the life of a young person’ (Harris, 2005, p. 4). As they lack role models, it is very difficult for these young people to see university participation as something that is relevant to them or something they could achieve (Harris, 2005, p. ). In their UK based study of working class secondary students, Reay et al. (2001, p. 865) have found that this group of students were choosing universities where they were most likely to fit in, as they felt more comfortabl e attending such university and where they could find ‘intellectual and social peers’. Psychological factors play an important role in the decision making process due to the emotions attached to them. Low socio-economic status students seem to have a lot more to consider when deciding on their higher education pathway.As the evidence would suggest, students from low socio-economic background, have very little impact on university participation, choice of university or choice of course at present time. According to the government reports, students from disadvantaged backgrounds are highly under-represented at university level. Thus, higher education in Australia is far from being level playing field for some demographics. The most current review of higher education shows that the participation rates at university in general, as well as different courses and institutions are considerably lower for those ith low socio-economic status. The difference between low and high so cio-economic status groups is quite significant, despite the government’s efforts to improve these numbers by implementing new policies and strategies. As discussed in this paper, the reasons for inequality are varied and complex. However, most of the researchers agree that it is the family attitudes that are at the core of the problem. These attitudes have enormous influence on student’s decision making process. However, there is always a possibility for change.Australian universities, in conjunction with schools and government’s help, need to focus on developing new social networks and transforming set beliefs of disadvantaged students. These changes could be achieved through the use of early interventions and positive role models during middle schooling. Only with successful attitude changes will the higher education participation numbers improve for this particular demographic. References Bowden, MP & Doughney, J 2010, ‘Socio-economic status, cultural diversity and the aspirations of secondary students in the western suburbs of Melbourne, Australia’, High Education, vol. 9, no. 1, pp. 115-129, SpringerLink, viewed 2 October 2012. Cardak, BA & Ryan, C 2009, ‘Participation in higher education in Australia: equity and access’, Economic Record, vol. 85, no. 4, pp. 433-448, Wiley Online Library 2012 Full Collection, viewed 25 September 2012. Centre for the Study of Higher Education 2008, ‘Participation and Equity: A Review of the participation in higher education of people from lower socioeconomic backgrounds and Indigenous people’, Universities Australia and the Centre for the Study of Higher Education (CSHE), University of Melbourne, viewed 4 October 2012, Department of Education, Employment, and Workplace Relations 2008, ‘Review of Australian higher education – Executive summary’ report prepared by D Bradley, H Noonan & B Scales, Department of Education, Employment, and Workplac e Relations (DEEWR), Canberra, pp. xi-xviii, viewed 25 September 2012,

Overview of the Economics of Demand

Overview of the Economics of Demand When people think about what it means to demand something, they usually envision some sort of but I want it sort of scenario.  Economists, on the other hand, have a very precise definition of demand. For them demand is the relationship between the quantity of a good or service consumers will purchase and the price charged for that good. More precisely and formally the Economics Glossary defines demand as the want or desire to possess a good or service with the necessary goods, services, or financial instruments necessary to make a legal transaction for those goods or services.  Put another way, an individual must is willing, able, and ready to purchase an item if they are to be counted as demanding an item. What Demand Is Not Demand is not simply a quantity consumers wish to purchase such as 5 oranges or 17 shares of Microsoft, because demand represents the entire relationship between quantity desired of a good and all possible prices charged for that good. The specific quantity desired for a good at a given price is known as the quantity demanded. Typically a time period is also given when describing quantity demanded, since obviously the quantity demanded of an item would differ based on whether we were talking about per day, per week, and so on. Examples of Quantity Demanded When the price of an orange is 65 cents the quantity demanded is 300 oranges a week. If the local Starbucks lowers their price of a tall coffee from $1.75 to $1.65, the quantity demanded will rise from 45 coffees an hour to 48 coffees an hour. Demand Schedules A demand schedule is a table which lists the possible prices for a good and service and the associated quantity demanded. The demand schedule for oranges could look (in part) as follows: 75 cents - 270 oranges a week70 cents - 300 oranges a week65 cents - 320 oranges a week60 cents - 400 oranges a week Demand Curves A demand curve is simply a demand schedule presented in graphical form. The standard presentation of a demand curve has price given on the Y-axis and quantity demanded on the X-axis.  You can see a basic example of a demand curve in the picture presented with this article. The Law of Demand The law of demand states that, ceteribus paribus (Latin for assuming all else is held constant), the quantity demanded for a good rises as the price falls. In other words, the quantity demanded and price are inversely related. Demand curves are drawn as downward sloping due to this inverse relationship between price and quantity demanded. Price Elasticity of Demand The price elasticity of demand represents how sensitive quantity demanded is to changes in price.

Round

Round Round Round By Maeve Maddox The word round is the ideal word to illustrate the fact that a word is not a part of speech until it is used in a sentence. Of the eight classic parts of speech–noun, verb, adjective, adverb, preposition, conjunction, pronoun, and interjection–round can function as five of them. 1. Round as Noun We speak of a round of golf and the rounds of a boxing match. We sing musical rounds like â€Å"Row, Row, Row Your Boat† and â€Å"Frere Jacques.† Shakespeare spoke of a king’s crown as â€Å"a golden round.† The steps of a ladder are called rounds. The creed of the United States Postal Service, translated from Herodotus, declares, â€Å"Neither snow nor rain nor heat nor gloom of night stays these couriers from the swift completion of their appointed rounds.† Here are some more common meanings of round as a noun: a large piece of beef a slice of bread, especially toast a regularly recurring sequence the constant passage and recurrence of days the act of ringing a set of bells in sequence a circular route a regular visit by a doctor or a nurse in a hospital a set of drinks bought for all the people in a group an amount of ammunition needed to fire one shot. a single volley of fire by artillery an outburst of applause a period or bout of play at a game or sport a division of a game show a session of meetings for discussion 2. Round as Adjective Anything that is spherical in shape may be described as round, for example, balls marbles, oranges, and grapes. Also round are cake pans, plates, Frisbees, wheels, CDs, and bagels. Vowels can be round, (i.e., enunciated by contracting the lips to form a circular shape.) Applied to a quantity of something, round can mean large or considerable: â€Å"A million dollars is a good round sum.† But applied to an estimate, round means rough or approximate: â€Å"The figure of three thousand years was only a round guess.† Shakespeare and his contemporaries frequently used round in the sense of outspoken: â€Å"Sir Toby, I must be round with you.† Horses can trot at â€Å"a good round pace,† and scholars often have â€Å"round shoulders.† 3. Round as Verb You can round a piece of clay into a ball, round the edges of a table, round the bases, round chickens into a corner, round out your gnome collection, round a number, and round suddenly on someone who has been annoying you. 4. Round as Adverb and Preposition These uses of round are more common in British usage than in American: â€Å"When the door slammed, everyone turned round.† (adverb) â€Å"At last, the bus came round the corner.† (preposition) See Round vs. Around for a discussion of these two uses of round. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Fly, Flew, (has) FlownFlied?"Replacement for" and "replacement of"English Grammar 101: Sentences, Clauses and Phrases

How Gene Luen Yang's Life contributes To the Novel American Born Essay

How Gene Luen Yang's Life contributes To the Novel American Born Chinese - Essay Example Monkey King is a master of the kung-fu arts, and this makes him be adored by his subjects and the most powerful monkey on the earth. However, the Monkey King wants to be recognized as god and not a monkey. Chin-Kee is a typical Chinese stereotype and he keeps on ruining his cousin’s (Danny) life. Danny is a great basketball player and a famous kid at school. However, each year Chin-Kee visits; he is forced to transfer to another school so that he escapes the shame. These three unrelated stories make up the comic novel â€Å"American Born Chinese† (Barnes&Noble 1). Themes The main theme in the comic novel is the attempt to fit in. There is tension between cultural forces and the essential self. In the storyline â€Å"Everyone Ruvs Chin-Kee,† American stereotypes are expressed by Gene Luen Yang’s narration as sitcom. The use of sitcom in this novel is proper because it is a genre that is mostly used in describing stereotypes. Chin-Kee as a typical Chinese is the part that Yang wants to deny in order to fit in with his white friends or peers. Chin-Kee offers nothing important to others in the context of the Chinese culture. This is because he is antiquated and dressed in the Chinese attire, speaks in Chinese accent, and instigates practices that the westerners find to be detestable (Pulliam 1). Chin-Kee eats cats and he is intensely patriarchal. He wants to look for an American girl who is big-breasted and whose feet he is able to bind so that he can have children with her. He plays horrible jokes on his peers, and he does not at all understand proper western behavior. Although Chin-Kee conforms to the stereotypic culture that all Asians are smart, in his case, the knowledge he has, is not useful at all. All the knowledge he has, is to popularize himself in the class and this makes him a laughing stock in an American high school. Yang has become completely assimilated as a Caucasian just like his parents. When it is time for Chin-Kee to leave, each of the parents believes that Chin-Kee is the relative of the other. This demonstrates the degree Jin’s parents have become assimilated (Pulliam 1). The Monkey King story represents the instance of Yang in regard to whom he really is and his culture. Just like the Monkey King, Yang tries to deny his actual self. At the end, the Monkey King must humbly accept who he is just like the monk Wong Lai-Tsao. According to Wong Lai-Tsao, this is the strategy to true transcendence, and it removes the suffering. The monk (Wong Lai-Tsao), â€Å"is free of want because he is free of ego that would make him want what he cannot have† (Pulliam 1). Among the four monks, he is the only monk who has attained legendary status in ancient times and his gifts are said to be remarkable. Wong Lai-Tsao was a master of being humble unlike the other monks who were either masters of bodily needs for movement or food or master rhetoricians. The monk is able to free the Monkey King from prison; he does this by telling him to accept his monkey form and give up all the other forms. If the Monkey King could have done that a long time, he would have been freed from prison. Just like Wong Lai-Tsao, the Monkey King is happy in his true form (the monkey form). Thus, Yang can only find happiness when he accepts who he is (Pulliam 1). Style The comic novel unfolds in three sections: a modern version of the Monkey King myth; the fake-sitcom of â€Å"