Negotiations and cross cultural considerations Essay Example

Negotiations and cross cultural considerations Essay Example Negotiations and cross cultural considerations Essay Negotiations and cross cultural considerations Essay Negotiations Negotiation steams from the Roman word negotiari meaning to carry on business. It was true for ancient Romans as it is for businesspersons of today that negotiations and business involves hard work. (Hendon, Hendon Herbig 1996) Negotiations are a frequent part of international business. Parties involved in a negotiation face different problems in reaching a successful outcome. When parties have different cultural backgrounds the faced problems becomes even more complex. Negotiation is a process to manage relationships. It is a basic human activity that xists between husband and wife, children and parents, employers and employees, buyers and sellers and between business associates. In business relationships the stakes are often high and therefore it is necessary to plan an prepare the negotiation more carefully. (Ghauri 2003) When business parties negotiate the purpose is to influence the process so they can get a better deal rather than to accept or reject what the other party is offering. Negotiations are treated as an important part of developing business in any market. The estimated time spent in negotiations is 50 er cent of the total working time. (Fraser Zarkanda-Fraser 2002) Business negotiations differ from other negotiations. In business negotiations it is considered the most challenging communication tasks (Woo Prudhomme 1999) and are more and more considered a crucial part of the managerial process, which is highly relevant to the implementation of business strategy (Ghauri 2003) Successful negotiations require understanding of each partys culture and may also require adaptation of the negotiating strategy so it is consistent with the other partys culture. Hollensen 2001) Negotiations is important, especially in business to business markets where companies build long term relationships. Establish, maintain and foster relationships are of prime importance for the market transaction to take place (Ghauri 2003). Due to globalization, many companies have also set up overseas branches and many managers are facing greater problems in negotiating with local sales office often manned with local managers. It is therefore, interesting to investigate how culture interfere the negotiation behaviour of parties coming from different countries and cultures. Cross-cultural Considerations The different social behaviour patterns international negotiators encounter have been broadly and loosely defined as cultural differences. Furthermore, there is limited research on the relationship of culture to negotiation, most probably because 0T tne Innerent OITTlcultles In tne metnoaology 0T stuaylng tnese proDlems. I nere are, however, four approaches taken by negotiation literature implying a connection between culture and behaviour : culture as a learned behaviour, culture as shared value, culture as dialectic, and culture-in-context. Robert 1991) Each approach is conceptually different, and this implies that it is important to understand these differences during the conduct of negotiation of international partnerships. Learned behaviours focuses on negotiating etiquette, that is the use of proper social customs, such as whether or not negotiations are conducted over dinner or not. Most books on how to negotiate abroad are written based on this approach to international negotiations. Researchers following this approach observe that certain types of behavior are common to certain cultures, and attempt to catalog those behaviors. Some of the earliest investigations into cultural differences take this form. However, this approach has difficulty accounting for individual variations in negotiation styles. (Robert 1991) Culture as a shared value focuses on the negotiation process. For this approach the assumption, simply put, is that thinking precedes doing, and that ones thinking patterns derive from ones cultural context. Researchers try to discover the basic values and attitudes of a particular culture, and then to deduce patterns of negotiation behavior from those basic beliefs. The shared value approach typically ssumes homogeneity in the cultures dominant or commonly-held cluster of values. This approach can potentially lead to failed negotiations if the negotiators themselves do not follow the rules of perception in the eyes of their counterparts on the other side of the bargaining table. Whereas the learned behavior approach merely describes differing behaviors, this approach attempts to explain those behaviors. However, this approach also has difficulty in accounting for individual variations in negotiation styles. Robert 1991) A third approach understands cultures as shaped by the dialectic tension between aired, opposing values. Cultures can be seen for example as shaped by the tension between the values of collectivism and individualism, or pragmatism and idealism, or spirituality and materialism. This approach has the advantage of being dynamic where the previous approaches were static. It can explain changes in a culture over time as shifts in the balance between opposing values. And it can explain individual variations in negotiating style as different personal interpretations of the same basic tensions. Robert (1991) argues that while this approach is more interesting to the cademic, it is less helpful to the negotiation practitioner, since it gives less definite answers to what to expect in a given circumstance. The culture-in-context model is a complex quintessential integration of the current understanding of human behaviour by systems theorists, such as Max Weber (1947), that human behaviour is not dictated by single cause explanations. Therefore, according to this model, the international negotiator needs to understand that even within such homogeneous cultures as the Japanese, complex human behaviour snou a De expected. Negotlatlng Denavlor wlll vary aepen01ng upon a w10e range 0T factors, such as the participants age, religion, class, or character, relations of authority, institutional setting, the opponents behavior, and even the presence or absence of an audience (Robert 1991) Academic analysts currently favor this approach. Its complexity gives more nuanced explanations. However this same complexity makes it even less useful as a predictive tool, and so as a useful guide for negotiation practitioners. The perceptions that different cultures have concerning trust are an important issue n the conduct of any negotiation. No contract can be drawn that covers every conceivable situation. Parties to any venture, whether international or domestic, must have a level of trust in each other. Humans by their very nature are opportunistic, and to the extent that parties cannot trust each other dictate the level of contractual constraints to prevent opportunistic behaviour. Trust in international negotiations manifests itself in the transaction cost theory, which suggests that some cultures are more trustworthy and less opportunistic than others. Obviously, strategic alliances egotiated between cultures with differing levels of transaction costs carry increased risk. Cultural diversity is not a simple or trivial issue. Understanding cultural differences is critical in the negotiation and operation of any international strategic alliance. Approaches which rely on simplified notions of culture and rational choice theory are attractive in part because they offer determinate accounts of negotiation behavior and relatively simple predictive models. Robert (1991) cautions however that this appeal should not prevent us from undertaking studies which rely on rather ore sophisticated notions of culture. Such approaches are messier but are potentially more accurate and ultimately more rewarding. Erikson, E. H. (1950). Childhood and Society. New York:Norton. Ghauri, Pervez N, (2003), International business Negotiations- 2nd edition, Oxford, UK:Elsevter, pp 3-22. Hollensen, Svend (2001), Global marketing A market-responsive approach- 2nd edition, Harlow, England: Pearson Education Limited. Hendon, Donald W; Hendon, Rebecca Angeles and Herbig, Paul (1996), Cross-cultural Business Negotiations, Quorum Books, Westport, USA Fraser, Campbell and Zarkanda-Fraser, Anna, (2002), An exploratory investigation into cultural awareness and approach to negotiation of Greek, Russian and British Managers, European business review, vol 14, no. 2 , pp. 111-127 Woo, Hong Seng and Prudhomme, Celine (1999), Cultural characteristics prevalent in the Chinese negotiation process, European business review, vol. 99, no. 5, pp 313-322 Rooert JanoslK 1), RetnlnKlng tne culture-Negotlatlon LlnK In Negotlatlon I neory and Practice, eds. J. , Cambridge, pp. 235-246 Weber Max. (1947), The Theory of Social and Economic Organization. New York: Free Press.

How to Graduate With Little Or No Debt [Guest Post]

How to Graduate With Little Or No Debt [Guest Post] Money is one of the biggest problems students come across. It is important that when you get out of college, you are not left with repaying your loans back for years. You need to start your own life professionally and personally and paying off your debts for a long time is going to be distracting. Here are some tips for you to follow so when you finally graduate, there is little or no debt waiting for you. 1 Start Early There is no such thing as early to start saving for your future. If you know that you are going to have financial problems, you have to start thinking like an adult. Instead of spending your school life partying and wasting money, you can start saving. In the last years of your school, you can take some part-time job. It is far better than having to ask for loans or your family to provide you with financial aid. The sooner you get responsible, the easier it will be down the road. A pro tip: If you take a full load of Advanced Placement courses in high school, it can give you the college credits which can eliminate your freshman year and give you a sophomore standing. 2 Community If you take courses at your local community college, you will also be able to eliminate the need for general college courses. Make use of the early AP gains and attend a local community college for the first two years and not spend huge amounts of money on some of those Ivy League school. Spend the initial years at college by saving money at home and pay cheaper rates, and you can get transferred to the college of your choice. 3 Save Living Cost Not many students will like the idea of living at home, but it can save you a major amount of money in hindsight. Even if you do not want to spend your entire time at the college from home, you can spend the first few semesters and save some money. Most of the community colleges are non-residential. If you live far from your parents, then you can rent an apartment and share it with someone else, so the expenses are distributed. You can save your travel cost as well if you minimize your trips to your parents. 4 Make the Wise Choice Sometimes high school students do not realize how important it is to get into a college that they can afford. Most of them are so obsessed with getting to the best college that they forget to consider their financial standing. You should go to a college that offers a great education, but you should also consider if you will be able to cope up in a way that your studies are not affected. The debt that can pile up at the end of your college can be overwhelming. Choose an institution that provides good education and also doesn’t leave you in an incredible amount of debts. 5 Financial Aid and Scholarships Another way to get into the college you want and not to beg for money is to apply for scholarships or financial aids. There are a number of grants that you can qualify for, and they will help pay for your education. You will have to study hard enough to get the grades that can get you a good scholarship. Applying and researching for scholarships takes time and energy but it is worth all the effort. Try applying as early as the sophomore year in your school, so your chances are better. 6 Make a Budget If you have not made a budget for yourself yet, it is never too late to do so. Having a budget is helpful whether you are at any stage of your life. It keeps you in check, and you are more careful with your spending; otherwise, you will just waste it away without even realizing. Find ways you can spend lesser money in college. Try avoiding expensive utility items or spending on notes that you can easily get online. Do not spend an extra amount of money on clothes and bring lunch with you instead of getting it from school. Make a budget right now. When you figure out ways to spend less in college, you will begin to require fewer student loans. 7 Tuition Assistance Program Did you know you can get your Master’s degrees through your employers? Many employers in the U.S. have tuition assistance programs. What you just need to do is ask your Human Resources department to set up a tuition assistance plan. 8 Graduate on Time Less than 40 percent of college students graduate on time, and most of the students always have some courses left. When you spend more time in college, your expenses will be more, and you will have to take more loans. Graduating when you are supposed to will minimize your expenses and give you the opportunity to get a job as soon as you need. Plan the schedule of your courses in each semester and stay on track. Author: Taylor Hill Taylor Hill works for a financial technology company Stilt located in San Francisco which is revolutionizing the way individuals with limited or zero credit history get loans in the U.S.

Managing Financial Principles and Techniques Coursework

Managing Financial Principles and Techniques - Coursework Example Management of the institution is also recommended to reduce the amount of cash and cash equivalent assets outstanding to avoid investing in projects with negative net present value, and avoid pushing management into empire building. In all, Autonomy Plc has a good performance in its liquidity, profitability, efficiency and Long term financial stability as on average it out performed the industry performance. These interpret a favourable signal to the company horizontal trend. To suppliers, the quick payment system operated by the company is unique to the industry as such; suppliers should strife at strengthening their relationship. For applicants, the company is a going concern; applicant should not hesitate to seek a career with the company Globalisation, the new information technology, and deregulation of financial markets have eased the provision and search of finance. Millions of shares are traded every day on the world's stock markets. (Penman, 2003). Investors who trade on these stocks are often forced to ask themselves whether they are buying or selling at the right price. (Artril & Elliot , 2003). Artrill & Elliot (2003) argue that, they often attempt to provide answers to these questions by turning to various media including internet chat rooms, printed press, "talking heads" on television and financial networks, who often voice opinions on what they feel the stock prices should be. In addition, investors consult investment analysts who provide an almost endless stream of information and recommendations to sort out. There are often claims that some shares are undervalued and vice versa. (Penman, 2003). This information at times becomes confusing leaving the investor with no clear indication of what the true prices of stocks should be. (Penman, 2003). In the prevailing circumstances, Brealey & Myers (2005) state that the investor is forced to make the investment decision following his/her instinct or based on the information provided by the market. (Penman, 2003). Investors who make the decision based on instinct are referred to as intuitive investors while those who make investment decisions based on capital market efficiency are referred to as passive investors. (Penman, 2003). Passive investors carry out their investment decisions based on the assumption that the market price is a fair price for the risk taken, that is, that market forces have driven the price to the appropriate point. (Brealey & Myers 2005). These investment mechanisms appear to be very simple, as they do not require much effort. (Penman, 2003: pp 3). However, Berlin & Lexa (2003) caution that, both investors run risks that are even more than the risks of the firms they are investing in since they can either pay too much or sell for less and as a result suffer a decrease in returns on their investments. (Penman, 2003). Penman (2003) argument was supported by Brealey and Myers (2005) when they stated that, the intuitive investor has the problem of the intuitive bridge builder: "one may be pleased

I need me summary of psychological artilce Essay - 1

I need me summary of psychological artilce - Essay Example he specific areas related to the child’s proper growth and development included making an assessment of the core cognitive processes to see how mature or immature they were in late childhood, including processing speed (Hale, 1990), voluntary response suppression (Diamond & Goldman-Rakic, 1989; Fischer, Biscaldi, & Gezeck, 1997), and working memory (Zald & Iacono, 1998) Therefore the problem areas to be tested would be speed processing, inhibition towards voluntary response as well as the child’s working memory. There are many different traditional psychological testing methods, but the one that is most suited to assesses and evaluate the maturation of all these cognitive processes is the method of testing making uses of oculomotor tasks, which allows for testing across a wide range of age groups. The instructions for this method are simple and can be understood by children of all ages. Further the tasks in this method involve encoding responses in visual, auditory, motor, speech and psychological processes. Finally, oculomotor tasks are especially well suited for informing us about the brain basis of development because these tasks have been used to characterize the neural basis of cognition in single-cell studies of nonhuman primates (Barbas, 2000; Funahashi, Chafee, & Goldman-Rakic, 1993;) Results for the maturation of response suppression errors indicated that a changepoint occurred at 14 years of age. For the ODR task, the changepoint occurred at 19 years of age. The results for other variables included the response latency which were significantly correlated across all the tasks. In the antisaccade task, visual and memory guided responses correlated with the prosaccade rates. Hence, various results show that though the development of inhibition in response is somewhat primarily independent of the speed processing development, yet where maturation is concerned, working memory does contribute significantly, demonstrating that voluntary/cognitive control

Ebola Study Essay Example for Free

Ebola Study Essay DALLAS — The Texas nurse who contracted Ebola while caring for the first person to die of the virus in the U.S. has been identified as 26-year-old Nina Pham. Health officials have not released the nurse’s name, but Yahoo News identified Pham through public records and a state nursing database. Then on Monday, Pham’s family confirmed her identity to local Dallas ABC News affiliate WFAA. Pham, a critical care nurse at Texas Health Presbyterian Dallas, is one of at least 50 people who cared for Thomas Eric Duncan before he passed away last Wednesday. Pham has been in isolation since late Friday. The CDC confirmed her Ebola diagnosis on Sunday. It is the first time the deadly virus has ever been transmitted in the United States. The Dallas resident is a 2010 graduate of Texas Christian University and has been a nurse since June 2010, according to state records. CDC director Dr. Thomas Frieden said Pham is in stable condition at Texas Health Presbyterian. An unidentified person Pham had close contact with last week is also in isolation at the hospital, but Frieden said that individual has not become ill. Investigators have not determined how Pham specifically contracted the disease from Duncan, who died on his 10th day of intensive care at Texas Health Presbyterian. If this one individual was infected and we dont know how — within the isolation unit — then it is possible that other individuals could have been infected as well, Frieden said during a press conference. We consider them to be at risk and we are doing an in-depth review and investigation. A day earlier, Frieden characterized the transmission from Duncan to Pham as a possible breach in safety protocols. On Monday he apologized for those remarks. Some interpreted that as finding fault with the hospital or the health care worker, and Im sorry if that was the impression given, that was certainly not my intention, Frieden said. What we need to do, is all take responsibility for improving the safety of those on the front lines. I feel awful that a health care worker became infected in the care of an Ebola patient. She was there trying to help the first patient survive. Tom Ha, a longtime friend of Phams family, told the Dallas Morning News that it is in the nurses genes to go out of her way to assist others. I expect, with the big heart that she has, she went beyond what she was supposed to do to help anyone in need, Ha told the newspaper

Comparing Japanese and American Diets Essay -- Health Nutrition Diet E

Comparing Japanese and American Diets The typical diet of the average Japanese citizen is much healthier than that of an average American citizen. The Japanese diet is vastly different than the common western diet in terms of ingredients used, portion size, preparation, and relationship between its users and their food. While Americans commonly opt for unhealthy food high in calories, fat, cholesterol, and sodium, many people of Japan benefit from their healthy choice of rice, fish, vegetables, and soy products. The Japanese style of preparing and serving food is also very intricate and deliberate, which encourages diners to truly appreciate their food, instead of rushing through each meal without much thought, as done in the United States. The typical Japanese diet offers its users increased immunity and can help prevent against some cancers, heart and cardiovascular diseases, and diabetes, among other illnessesi. The diet typically followed in the United States is grossly opposite in that many commonly consumed u nhealthy foods have been determined to actually cause the same diseases that the Japanese diet works against, including but not limited to heart disease, some cancer, and diabetes. The combined factors surrounding both the Japanese diet and the typical American diet are reflected in the percentage of overweight people in each country; approximately 65% of people are overweight in the United States, while only 25% of Japan’s population is overweightii. These percentages are compiled from Body Mass Index (BMI) data, which is a scientifically formulated relation between a person’s weight and height that helps to determine a healthy weight range for a person to maintain. A person is classified as overweigh... ...tml xv http://members.tripod.com/~Doc_In_The_Kitchen/japan.html xvi http://www.caloriecountercharts.com/chart1a.htm xvii http://www.statistics.gov./STATBASE/ssdataset.asp?vlnk=7445 xviii http://www.cspinet.org/sodapop/liquid_candy.htm xix http://www.mckinley.uiuc.edu/Handouts/reducesodiumdiet.html xx http://www.dietsite.com/dt/diets/HeartHealthy/fatdictionary.asp#SATURATED%20FATS: xxi http://www.mercola.com/2003/feb/5/food_portions.htm xxiihttp://dir.yahoo.com/Business_and_Economy/Shopping_and_Services/Food_and_Drink/Restaurants/Fast_Food/ xxiii http://www.ynhh.org/online/nutrition/advisor/fastfood.html xxiv http://usgovinfo.about.com/cs/healthmedical/a/hhsobesity.htm xxv http://www.taipeitimes.com/News/world/archives/2004/08/27/2003200438 xxvi http://hin.nhlbi.nih.gov/portion/portion.cgi xxvii http://www.choicesmagazine.org/2004-3/obesity/2004-3-02.pdf

Dress Standards at Work: You Are What You Wear, Really? Essay

Clothing is a powerful tool for identity construction and can be recognized as a stamp of self-expression. Simply put, clothes make the man (Mark Twain, 1927). In modern day situations, women are gradually engaging in manipulation of work attire to construct identities and manage impressions as the emphasis on clothes and appearance increases (Guy & Banim, 2000). While there appears to be evidence for the argument that female employees engage with clothing as a means of how they construct their image in the workplace, their attire decisions are often restricted by strict regulatory regime on clothing (Peluchette, Karl & Rust, 2006). Before delving further into the various types of strict regulatory clothing regime involved, it is critical to have a well-defined understanding about the relationship between a woman’s dressing and her identity in corporate work settings (Peluchette, Karl & Rust, 2006). The style in which women dress reflects deeply the gist of who and what they t ruly are in terms of their identity (Findley, Fretwell, Wheatley & Ingram, 2006). It is believed that women use clothing to define as well as communicate her identity to others. According to Davis and Lennon (as cited in Peluchette, Karl & Rust, 2006), women strategically select clothing according to the image they wish to project to others. If this is the case, observers in workplaces should be able to make sense of and show consensus with regards to the information the woman is bringing across in her clothing cues at work, as well as substantially agree between the perceived meaning of clothing cues and the her actual identity. However, that is only valid if the work attire women don on is specifically determined by them to represent themselves in their respective workplaces. Put differently, the ability of women in managing their identities in workplaces through effective dressing depends on the extent of their freedom of choice when it comes to clothing decisions. Therefore, this paper will begin by exploring arguing for the ways in which dressing of women is restricted by external influences, and conclude that their clothing cues may not be related to true identity of women as freedom of dressing is compromised. Company’s desire for professional image In today’s world, many companies enforce strict dress codes on women in orderto gain the merit of a workforce labor with a professional image (Cardon & Okoro, 2009). Knowing that a female employee’s appearance at work has a direct impact on the company’s image, many organizations establish and enforce regulatory regime on work clothing to ensure that the organization is best represented in a professional manner (Findley, Fretwell, Wheatley & Ingram, 2006). From a corporate perspective, it appears that formal dress codes are usually associated with increased professionalism. For example, when women wear white blouses, black blazers and black knee-length skirts, they are said to appear more authoritative, influential, powerful, confident and competent (Cardon & Okoro, 2009). Since work attire of women has a direct impact on their ability to attract clients as well as acquire new business for the company, most companies end up monitoring and dictating dress policies that demand for a regulated attire such as sensible dark suits and A-line skirts (McPherson, 1997; Findley, Fretwell, Wheatley & Ingram, 2006). This effectively restricts the diversity of work attire working women are allowed to don in their workplaces. As a result, women’s ability to demonstrate their true identities through dressing is often restricted by an enforced corporate attire and identity. That is to say, organizations implicitly control office ladies’ work attire by stating clothing policies that mandate a satisfactory level of dress standard. For instance, female employees in especially conservative industries such as banks and law firms are prohibited from wearing sundresses, mini skirts, jeans or shorts during work time (Rafaeli & Pratt, 1993). While employers redefine the parameters of workplace attire and dictate women’s attire to project the desired professional identity the company desires, working women lose their choice of freedom to dress accordingly to how they want themselves to be seen. Hence, they end up succumbing to clothing attire and a prescribed work identity that is determined primarily by organizational rules (Rafaeli & Pratt, 1993). Homogenous work attire On a similar note, women’s ability to communicate their actual identities across to observers may also be constrained by obligatory homogenous dressing in corporate scenes. One classic example would be the white color dress in health service administrations that is made compulsory, as it is believed to communicate the code of cleanliness in the health industry.Likewise, the feminine style of work attire at Mary Kay Cosmetics that strictly dictates only dress and no pants indicates the feminine values that the manager of the organization identifies as fundamental identity to the organization (Rafaeli and Pratt, 1993). It can be observed then, when women in such working places are involved in a common pattern of clothing imposed on them by their employers, their identity is merely the product of their companies’ image and attributions rather then individual choice towards identity construction. In like manner, pink-collared female employees are compelled to wear company uniforms in customer-contact jobs, such as fast food restaurants, for easier identification. For instance, all female employees in the aviation industry were made to conform to a mandatory dress code not only because they were constantly in public contact and directly represent the airline company’s brand image, but also in order for them to be easily recognized in flight. The meaning of clothing cues, in such scenarios, reflects the brand identity of the organizations the women represent, and in this case, the airline industry. Uniformity ordained by strict dress regulations explicitly forbids women from exercising freedom of dress, thereby disallowing them to communicate their identities across effectively in workplaces. As a result, the information present in the clothing cues of women in corporate scenes where dressing is dictated by higher authority may not be demonstrative of their actual identi ties. Governed by societal expectation Women’s choices of dressing in workplaces are not based on essential requirements of their actual identity, but rather on socially constructed norms, which are barriers to their attempts at identity construction through dressing. Governance by societal expectations can be understood in terms of gender norms, as well as workplace roles, both of which attribute certain image to be expected of female workers across work organizations. Socially constructed gender norms forbid certain styles of working attire of women, those of which are deemed to fall outside commonly understood gender norms. For instance, women are expected to conform and dress according to the stereotypical attitudes about women in workplaces (Martucci & Zheng, 2007). Female employees were prohibited from wearing working clothes that were deemed too masculine, and were expected to dress more femininely as well as wear more jewelry (Martucci & Zheng, 2007). Otherwise, they will be prone to sexual discrimination based on society’s sex stereotypes (Martucci & Zheng, 2007). When it comes to gender subordination of dress choices, the socially enforced appearance for work dress standards inevitably construct a subordinated image of working women. In other words, women’s clothing decisions are confined to the subjective qualities of femaleness in workplaces. In this case, women’s ability to manage gender identity according to their psychological preference, or their external demonstration of gender in workplaces is restricted by society’s sexually stereotypical assumption about femininity. Similarly, societal expectations about women’s workplace roles also limit their ability to manage identity through dressing. Put differently, society’s perceptions of women’s workplace roles have a large part to play in influencing their attire at work. Case in point, a female professor dressed in casual style of dress comprising jeans, sports shirt and sneakers was rated as having less status and teaching competency than herself when dressed formally in dark suit and white blouse (Rafaeli & Pratt, 1993). As certain attire project various characteristic, women at work often find themselves adopting patterns of dress that are required to not only be accepted, but rather expected of them in their society’s context. In a way, women in such corporate work settings find themselves having to dress in a way that fulfills workplace roles designated to them by society. Both forms of societal expectations describe situations in which the work attire of women reflects a form of informal regulatory regime on clothing. Such socially enforced regulation on women’s work attire eventually affects the outcome of women’s identity, as they dutifully comply with the obligatory dress standards, and end up being inappropriately identified as products governed by societal expectations. Opposing viewpoints Naysayers claim that the corporate world is changing the way it dresses in such time of increasing acceptance towards dressing down in workplaces (McPherson, 1997; Peluchette, Karl & Rust, 2006). Many corporations are now embracing the new style called â€Å"business casual† as they begin to steer away from mandatory formal workplace attire. According to Cadwell (as cited in McPherson, 1997), a study on 1000 companies reveals that almost half of the companies surveyed implemented regular dress-down days throughout the year. The trend of â€Å"casual dressing† adopted by many corporations today permit female employees to let their hair down without having to worry about the need to conform to strict dress codes (McPherson, 1997). As such, working women, as a matter of fact, have the freedom to engage with clothes to create, reveal or conceal aspects of their identity they want to project at their workplaces (Guy & Banim, 2000). While it is true that there is a trend towards casual dressing at work, it comes with a down side for it causes confusion with regards to what is considered casual yet acceptable. In other words, as companies frown upon the allowance of certain forms of casual outfit women don on at workplaces, it is arguable whether dress codes these days any less restrictive or not (McPherson, 1997). The trend towards casual dressing allows for women at work to dress casually, albeit within reason and observing workplace propriety, which in other words, means that women’s work attire are still within control of the organizations they are associated with. As corporations impose guidelines for casual dressing by forbidding denim clothing, T-shirts, tank tops and cowboy boots for example, female attire wearers still suffer limitations (McPherson, 1997). This comes off as an unspoken rule on work attire that casts casual dressing as a faux freedom. Therefore, even though casual dressing has allowed for women to manage work attire, many companies still intend to control and limit their clothing decisions through casual business wear policies. In addition, regulatory regime on dress attire has long been a workplace mainstay in certain industries to begin with, such as the food industry, aviation or the bank (McPherson, 1997). Hence, it is understood that not all industries, especially the conservative companies, favor casual dressing and dress down days in the corporate scene. Conclusion In conclusion, dress code requirements imposed by corporations interfere with women’s ability to manage identities in workplaces. As women’s freedom of dress at work is compromised, scant regard is given towards the importance of self-presentation and identity construction. Regulatory rules on work attire are merely subordinating standard of appearance imposed on women, identifying them as products of company’s brand identity or societal expectations, effectively diminishing working women’s ability to constantly manage and revise their identities through dressing. REFERENCES Guy, A., & Banim, M. (2000). Personal Collections: women’s clothing use and identity. Journal of Gender Studies, 9(3), 313-327. doi:10.1080/095892300750040512 http://web.ebscohost.com.libproxy.smu.edu.sg/ehost/detail?vid=5&hid=112&sid=5cd5916b-4ab8-4541-9df1-59556e08c386%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=3889122 Cardon, P. W., & Okoro, E. A. (2009). Professional characteristics communicated by formal versus casual workplace attire. Business Communication Quarterly, 72(3), 355-360. http://ehis.ebscohost.com.libproxy.smu.edu.sg/eds/detail?vid=3&hid=120&sid=9c71b583-73c9-43f4-90b9-92c68bf56683@sessionmgr110&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ==#db=bth&AN=43666664 Peluchette, J. V., Karl, K., & Rust, K. (2006). Dressing to Impress: Beliefs and Attitudes Regarding Workplace Attire. Journal Of Business And Psychology, 21(1), 45-63. http://ehis.ebscohost.com/eds/detail?vid=2&hid=101&sid=1d70c8d0-5feb-4488-ada5-9d4f2ac1018e%40sessionmgr4&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=edsjaf&AN=10.2307.25473469 Rafaeli, A., & Pratt, M.J. (1993). TAILORED MEANINGS: ON THE MEANING AND IMPACT OF ORGANIZATIONAL DRESS. Academy Of Management Review, 18(1), 32-55. http://ehis.ebscohost.com/eds/detail?vid=3&hid=115&sid=a2a67364-d589-4b09-a81d-ccf898264642%40sessionmgr4&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bth&AN=3997506 Martucci, W. C., & Zheng, L. (2007). Gender identity and gender expression – Considerations for the national employer. Employment Relations Today (Wiley), 34(2), 79-87. doi:10.1002/ert.20155 http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=07fa669d-bf81-4d64-a697

Counselor Reflection

School counselors are integral team members for any school staff. They help students make responsible decisions; mediate problems; deal with traumatic losses; develop a sense of respect for themselves and others; and plan for college, work, post-secondary training, and lifelong learning. As a school counselor, Nikki Williams has a desire to provide Miller Elementary school with an effective counseling program. This model has allowed her to be more accountable and given her the tools by which to assess the worth of my program and its services.Her knowledge and skills have been expanded through implementation of this program but, more importantly, the tone has been set for who she is as a counselor and where her desire is to go as she journeys into helping students achieve success. Leadership Every effort is made to assert herself as a school leader by demonstrating accountability and sharing pertinent data with students, teachers, parents, administrators and the community. Needs asses sments and outcomes from various guidance and counseling interventions are shared with staff.Data from these needs assessments are used to set priorities, establish program goals and objectives, and assign activities. Meetings with teachers are ongoing in order to provide classroom guidance activities that meet students’ academic, career, and personal/social needs. For instance, being an active member of our school leadership team, SST committee, and regularly attending IEP meetings allows me to provide leadership by being a guiding force in reviewing data, and designing and implementing ways to increase students’ academic performance.During these meetings, I contribute strong group facilitation and problem solving skills by keeping discussions focused on what benefits the student and contributing my knowledge of student growth and development. This year she has been an instrumental leader in such things as: * Providing staff development training (child mandated report ing, guidance program orientation, etc. ) * Conferencing, collaborating, and consulting with administrators, teachers, parents, students, and other stakeholders * Planning school wide events (Career Day, Hispanic Heritage Day, Red Ribbon Week, etc. * Developing an Advisory Council * Conducting a school needs assessment * Designing a comprehensive school guidance program * Maintaining contact with community organizations (DFCS, Rainbow House, HODAC, etc. ) * Educating parents about school counseling curriculum Collaboration Collaboration is an essential part of her school counseling program. She feels it is vital to collaborate with her staff. They meet regularly to review school data and identify obstacles to higher achievement. Through their collaborative efforts they problem solve and share their craft and knowledge.She feels that this encourages more open staff relationships, promotes collegiality, and allows everyone to work towards a common goal. For example, she has been worki ng closely with the teacher of the fifth grade special education group. She meets with this teacher regularly to put a plan in action to best meet the academic needs of these students. Her involvement in grade level and SST meetings give me the opportunity to partner with teachers, school psychologists, and other resource personnel by collaborating to identify and resolve student problems by designing the most appropriate and innovative program or instructional modifications.Advocacy To be seen as an advocate for â€Å"all students† is important to her; for she is an advocate in numerous ways for students, particularly with regard to behavior, motivation, and achievement. Through collaborative efforts with her school’s leadership team, she advocates for all students by providing support to encourage them to obtain the best possible education. Additionally, data gathered from delivery of classroom guidance lessons is used to share with teachers and administrators, which seems to encourage a more positive mindset for achievement and success for all students.Systemic Change Systemic change is an essential part of school reform. Ms. Williams feels that she presents herself as a leader in systemic change by delivering to all students an ASCA National Model Program that is aligned with state standards for academic personal/social, and career development. This effort is promoted through collaborative efforts with staff members as they assess and analyze data and review areas of concern. This year, she has come aboard the MES team to implement new ways to help students excel in all reas. She examines the risk factors, but also the strengths and potential that children bring to the counseling relationship. Consequently, this year Ms. Williams is playing an integral part of systemic change by working with her fifth grade special education students in an effort to close the achievement gap. The students failed the math portion of the CRCT test and through t heir school’s collaborative efforts; they hope to build success in these students.Furthermore, through implementation of the National Model Program, Ms. Williams brings about change in my school by being an exemplary counselor representing the entire school community in an effort to eliminate barriers to student achievement. Her commitment to the process of change puts her in a position to effectively serve as a catalyst in students’ lives and serve as a change agent in the school community.

How to End a Conversation With Sayonara

How to End a Conversation With Sayonara Click here for the dialogue for Introducing People. 1. Short Questions When asking information about someones name or country etc., a shortened form of a question is often used. This leaves just the topic, which is said with rising intonation. O-namae  wa  (nan desu ka).        Ã‚  (What is) your name? 㠁Šå  Ã¥â€° Ã£  ¯Ã¤ ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š O-kuni  wa  (dochira  desu ka).     Ã‚  (Where is) your country? 㠁Šå› ½Ã£  ¯(㠁 ©Ã£  ¡Ã£â€šâ€°Ã£  §Ã£ â„¢Ã£ â€¹)。 Go-senmon  wa  (nan desu ka).     (What is) your field of study? 㠁”å °â€šÃ©â€"ۋ  ¯(ä ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹)。 2. How to End a Conversation Sayonara㠁•ã‚ˆã  ªÃ£â€šâ€°) is not normally used when leaving ones own home or places of temporary residence unless one is leaving for a very long time. If you know that you will see a person again soon, expressions like Ja mata 㠁˜ã‚Æ'㠁 ¾Ã£ Å¸) or Mata ashita (㠁 ¾Ã£ Å¸Ã¦ËœÅ½Ã¦â€" ¥) are used.Shitsurei shimasu  (Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢) is a formal expression used when announcing that you are leaving someones presence or when you are leaving before someone else (in this case, it is often said as Osakini shitsurei shimasu(㠁Šå…ˆã  «Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢).) It is also used when entering a house or room, passing in front of someone, or leaving in the middle of a gathering. Dewa  mata.                    See you later.   㠁 §Ã£  ¯Ã£  ¾Ã£ Å¸Ã£â‚¬â€šÃ‚              Ã‚   Ja  mata.                             See you later. (less formal) 㠁˜ã‚Æ'㠁 ¾Ã£ Å¸Ã£â‚¬â€š Mata  ashita.                    See you tomorrow. 㠁 ¾Ã£ Å¸Ã¦ËœÅ½Ã¦â€" ¥Ã£â‚¬â€š Sayonara.                          Good-bye. 㠁•ã‚ˆã  ªÃ£â€šâ€°Ã£â‚¬â€š Shitsurei  shimasu.     I am going to leave.  (very formal)  Ã‚   Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢Ã£â‚¬â€š

The Best AP US History Quizzes You Should Be Taking

The Best AP US History Quizzes You Should Be Taking SAT / ACT Prep Online Guides and Tips Looking for AP US History quizzes? You're in luck. We have a long list of quizzes you can use throughout the year, or in the spring when you’re studying for the APUSH test. Read on to get an AP US History workout! How to Use These Quizzes We chose the most comprehensive, detailed quizzes we could find online – some from teachers’ websites, others from general study resources, and many from textbook websites. All of these quizzes test specific eras of American history, for example the Gilded Age or the Cold War. By using quizzes that test certain time periods, you can figure out which eras of US history you know well, and which ones you need to do extra work on. If you want a mix of questions from different eras, hang tight for our post on AP US history practice tests – these contain multiple-choice sections with a mix of questions about each era of US History. So how should you use the quizzes? We recommend the following two strategies for studying for AP US History. Quiz As You Go Throughout the year, as your class covers certain time periods, find quizzes that match up and take them. For example, as your class wraps up a unit about the Revolutionary War, go through some of the quizzes that test the same time period. This will help you retain the information better and learn throughout the year. (Not to mention this will help you study for in-class tests and get better grades in your AP US History class!) Furthermore, learning the material well the first time will reduce the need for frantic spring cramming. Yeah, you'll still probably need to brush up on some dates and names before the AP test (when was the French and Indian War again?), but having a solid understanding of the different major eras and events in US History, like the events that led to the Revolutionary War, will save you a lot of study time. If you work to retain information throughout the year, you won't have to cram so hard in the spring. Use the Quizzes for Targeted Spring Studying You'll probably do your most intense studying in the spring, in the run-up to the AP exam in May. You can use the quizzes to review material you learned earlier in the year, like information on the colonies or the War of 1812. It can be hard to remember details you learned in September before the AP test in May, so definitely take advantage of these quizzes to jog your memory and review material from early in the year. You can also use the quizzes to target time periods you didn’t learn very well or are having a hard time remembering. Civil War not your thing? Hit the Civil War quizzes. Can’t get the Cold War years straight in your head? Quiz them! Taking the Quizzes There may be some highly-specific questions that you’ll have trouble with since many of these questions come from textbooks. However, if you know the era well enough you should be able to work through most of the questions using process of elimination. In fact, it’s actually quite helpful to go through these quizzes since the APUSH test is written by a different team of writers than your textbook was, so you need to be prepared to think about questions from a slightly different point of view. If you can do well on quizzes written by multiple authors, you will be well-prepared to tackle multiple choice on the real AP US history test. One final word of caution: note that if your class’s textbook website is linked here, chances are your teacher will use these quizzes in class. So don’t use the quizzes from your own book unless your teacher doesn’t use them! You wouldn’t want to duplicate work doing in class, or worse, get accused of cheating. Use quizzes from the other sources instead. AP US History Quizzes Here are the quizzes, organized by website. Click on each one to explore quiz format. The majority are multiple choice, though there are some true/false quizzes sprinkled in as well. Since each site has about 30 quizzes, there are more than 400 quizzes here! So don't attempt them all in one sitting! Many of the textbook web pages are for editions of the books that are a few years old. For example, the American Pageant website below is from the 12th edition, even though that book is now up to the 16th edition. However, the changes between editions aren't dramatic, since history textbooks mainly add information or in some cases change the focus or point of view when they're revised. You can still get excellent quizzes on the main events of each era using these quizzes. For some of the textbook web pages, you'll have to do a bit of navigating to get to the quizzes. While most websites list all of their chapter quizzes all on one page, others separate them out. For example, the first website, American Passages, put their quizzes in separate chapter pages. It's a bit cumbersome, but a few clicks can lead to hundreds of free quiz questions. First, select the relevant chapter to get to the quiz questions. For the ones that are just numbered, not named, that will take some guess work, but you can find them. To take an example, in the pictures below, I'm trying to find a quiz on the Civil War. In the "Navigate By Chapter" drop-down menu, I select "Chapter 15." Success! Chapter 15 is about the Civil War years (as well as the immediate aftermath). Next I click on the "ACE the Test" link in the blue sidebar. I click on "ACE Practice Tests," which opens up a new window with the quiz. Voila! The quiz. Note that most of the websites are more straightforward than this one. Check them out below and start studying! American Passages Making America The Enduring Vision The American Pageant American History: Connecting with the Past The Unfinished Nation Experience America Give Me Liberty! The American Experiment A People and a Nation America: A Narrative History Other Quiz Sites AP US History Quizzesat Albert.io APUSH Quizzes at Raleigh Charter High School US History Quizzes at HistoryTeacher.net What’s Next? Did you know many colleges require SAT Subject Tests in addition to AP tests? Get a complete list of schools that require SAT Subject Tests, and learn the best time to fit Subject Tests into your schedule (hint: if you’re taking AP US History, you should strongly consider the US History subject test). Have you taken the SAT or ACT yet? Thinking about a retake? Learn if your score will improve on a retake, and start studying with the best SAT prep books around (ACT version here). Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Countries Cooperation Essay Example | Topics and Well Written Essays - 2000 words

Countries Cooperation - Essay Example This is the subject matter of this study where we examine the possibility of the world uniting to ensure global warming is slowed down. The ancient individuals realized this need to protect their resources as they new that overuse would lead to extinction which would obviously lead to the suffering of the entire society. A study of the ancient African nations shows that the societies would circle their fields and ensure that these areas were only used by the members of that particular area. This was one way of ensuring that their resources were safeguarded against misuse by the other societies. Having ensured that the societies safeguarded their resources which at the time included grazing land and water resources, there was need to ensure that the members of society properly utilized their resources with every member being mindful of the other. This again led to the societal definition of the use of property to ensure that the resources lasted long enough to meet the individual requirement. The need necessitated control of possessions by controlling the number of cattle that an individual owned. The need for an individual to own additional cattle was subject to discussion by the rest of the community. The individual it should be noted was only allowed to own additional cattle if the environment could cater for the additional cattle. Thus, the rule of supply and demand was long applied where the demand was necessitated by the cattle number and the supply was the natural endowments. This shows the need for cooperation in ensuring that the society benefited in a time when civilization was not anywhere in the vicinity and when individuals never interacted beyond the societal level. Besides, these societies in Africa had no idea of such earlier scholars such as Karl Marx who had first pointed out the need to cooperate in the use of collective property. The rules were passed because the human character has all along known to be self-centered in the sense that others needs are secondary to their own need. The other thing is that humans are generally competitive and what they compete for is scarce thus the need to control the scarce resources. As no such thing would be achieved through participation of isolated individuals, then the need to have individuals cooperate has always been key in ensuring that these resources are preserved and sparingly used for all of us and those to come. In the view of James Madison an 18th century economist, the scarcity of resources has necessitated the need to have a federalist government which stands for the need of the entire society and which ensures the unity and association of all individuals for their own good. He further observes that were all men angels, there would be no need to have a government as we would all be considerate of each other. However, the existence of even a single non angel would obviously necessitate the existence of a government. The actions of the non angels have this effect that they will always try to get the entire property to build a competitive advantage and on realization of the intention by the rest, they will obviously join in the competition for the resources. Thus, the need for the government to create a workable distribution system that balances the needs and interests of the individuals. From this illustration, there are two apparent things; for

Health & Illness Assignment Example | Topics and Well Written Essays - 2000 words - 1

Health & Illness - Assignment Example In this case, the lower social classes are more likely to experience health problems than those in the higher classes and in the same way, the ideas of health and illness in Britain vary in different cultures as well as social groups. Now this draws our concern to healthcare in Britain. Health care according to Spicker (2015) can be divided into hospital care, primary care, and public health. Of all the three, public health happens to be the most important issue in any given health population. The medical care of Britain in the 19th century was basically voluntary. The development of health care in Britain came about by the fact that sickness was primarily brought about by pauperism (Spicker, 2015). In response to this, infirmaries for the sick were set up by the Poor Law Authorities. Since the UK has experience in the development of the National Health Service (NHS) for about 60 years now it knows how to work with the government as well as private organizations and get to convince them on how to design and develop first class healthcare systems. Ever since the development of the NHS the UK has invested billions of pounds just to see to it that quality healthcare is always available for all its citizens (Healthcare UK, 2014). However, this is not always the case. Let us narrow down to Britain where the ideas of health and illness vary in different cultures and social groups as we are yet to find out. Censoring Leach (2013) it is evident that "Cultural differences affect aspects of behavior significant for making a diagnosis."Leach further revealed prolonged mourning periods after close bereavement. This is something worth attributing to something as grief spilled over into clinical depression. The divers cultural population in Britain have got differences when it comes to illness behavior, this involves how they handle their health matters based on their own beliefs. In each of the ethical groups there are prevalents diseases that come about most likely because