Muslims believe that God is the one and only and the...

Muslims believe that God is the one and only and the reason of their existence as stated in the Qu’ran. Muslims believe that God or as know in Islam, Allah created everything. Allah is the reason of existence of everything in the universe and the purpose of being. The purpose of an Islam is to worship Allah, to love and be selfless with others. (islamicsupremecoucil.com) All people are created equal and there is no one better than another no matter their race, religions and nationality. No matter how different the person is no one is to be judged on factors they could not choose such as gender, color and size. (islamicsupremecoucil.com) Islam is a religion that is peaceful and does not believe in the discrimination against others. They†¦show more content†¦He was a man of selflessness and lived a spiritual life and devoted himself to the religion. (Fisher 428-430) It is said that a mujahid, a Muslim engaged in jihad who dies in defense of the faith, goes straight to p aradise. For those who have died in the defense of the faith, fought the biggest jihad, their ego. (Fisher 428-430) Muhammad said there were two types of Jihad, the Greater and a Lesser. He was most notable for following and frequently differentiates two forms of jihad. One is the greater struggle, known as the inner struggle of Jihad. This is a personal struggle to give oneself to Allah, to defeat the inner evil, to achieve an educational and moral commonplace. (islamicsupremecoucil.com) This is an internal non-violent spiritual struggle between what is right or wrong, hate and love, the act of being benevolent or greedy, and the choices to make the wrong or right decisions. (Fisher 428-430) Jihad means to fight against evil and inequality within ones self. That is reflected in keeping an amicable society within the Muslim community. The second form of jihad commonly recognized is the lesser or the outer struggle. This is outer form of protecting the Way of God against enemies of I slamic practices. (Fisher 428-430) The lesser jihad is known to protect and defend the Islamic faith, support the honor and totality of the faith with the community. Jihad is widely comprehensive and broad on how differentShow MoreRelatedThe Social And Cultural Issues Of The Two Mainstream Religions, Christian And Islam1740 Words   |  7 Pagesis a form of Abrahamic monotheism which is on the basis on the life and experiences of Jesus Christ and this is shown in the New Testament. Christianity is one of the largest religions in the world with more than 2.4 billion people that adhere to the religion, known as Christians. Christians hold their belief that Jesus Christ is the Son of God that came to be the saviour of mankind who is seen as the Messiah which was the prophecy spoken in the Old Testament. The theology of Christianity is conveyedRead MoreIslam Religion and Death Penalty1424 Words   |  6 Pagesused as the universal Muslim greeting. Based on the origin of this word, th e Islamic religion teaches that peace can only be found through submission to Allah (Almighty God) in soul, heart, and deed. As a monotheistic and Abrahamic religion, Islam is articulated by the Qur’an, which is a book regarded as the precise word of God. The religion is also articulated by various teachings and example of Muhammad who is regarded as the last prophet of God. An individual who believes in and consciously adheresRead MoreIslam Is The Third And Newest Religion Of Abrahamic Faiths1473 Words   |  6 Pages– 150 Firstly, the word Islam literally means â€Å"one who surrenders† [to Allah], in Arabic (http://muslimvoices.org/word-islam-meaning/). This directly and instantaneously expresses the direct continuation of monotheism that Islam understands itself as. For example the Qur’an describes the Kaaba, the most sacred place in the Islamic world, to have been built by the recognized father of Judaism and Christianity, Abraham. Islam recognizes itself not only as the continuation of the monotheism spoken byRead MoreIslamic Philosophy And Islamic Theory1563 Words   |  7 PagesFor all Muslims to escape this, they must return to the original source, the Quran and follow the teachings that are used in the Quran. According to Calvert, Qutb states â€Å"once Quranic principles are implemented in their entirely Muslim societies will find their God-given potential and slough off the defeatism that has plagued them for the past two centuries or more† (Calvert, 2013.p4). In the Qu ran, it is stated, â€Å"Do they seek the judgment of the Jahiliyyah? But- for a people who believe - who canRead MoreShould Capital Punishment be legal in the U.K?1022 Words   |  5 Pagesinvolved. Capital Punishment is the most severe deterrent or retribution in existence and aims to deter future obligates from committing such heinous crimes for which the death penalty would be apportioned. The principal of this being that the ‘future criminal’ will be so afraid that the idea would be banished from their mind. This form of punishment also helps to protect society from such horrific crimes. Some Christians believe that it is more important that society is protected than the reform ofRead MoreThe Religion Of Islam Through The Qur The Gospel Of Mathew1576 Words   |  7 Pagesreligion of Islam through the Qur’an gives Muslims a set of five pillar that are thought as a framework of the Muslim life. These pillars are the Shahadah, the Salat, the Zakat, the Sawm and the Hajj. These five pillar is what unifies the Muslims and makes Islam a united religion and the practice of them is what makes a person a Muslim. All the pillars, in some aspect, use the scriptu res of the Bible as support or background for the reasoning for their existence. I will concentrate on the stories of HagarRead MoreCompare Buddhism and Islam1730 Words   |  7 Pagesespecially a personal God . There are many recognised religions of the world, which all teach its followers to live life the right way, whose definition varies according to the religion itself. They have some beliefs and practices that distinguish themselves from each other. Some examples are differences and similarities of Buddhism and Islam. Buddhism originated from India, and was founded by Prince Siddharta Gautama, who later came to be known as Buddha, or the enlightened one. Born of a princelyRead MoreBuddhism and Islam Essay1695 Words   |  7 Pagesespecially a personal God . There are many recognised religions of the world, which all teach its followers to live life the right way, whose definition varies according to the religion itself. They have some beliefs and practices that distinguish themselves from each other. Some examples are differences and similarities of Buddhism and Islam. Buddhism originated from India, and was founded by Prince Siddharta Gautama, who later came to be known as Buddha, or the enlightened one. Born of a princelyRead MoreComparing Christianity And Islam : Similarities And Differences2069 Words   |  9 Pagesreligion. The two religions share almost the same history of inception and concepts of faith. Despite, being similar in many ways, they also have marked differences. The differences have led to mutual distrust between the Christians and the Muslims. Many Muslims have come out openly to criticize the Christian religion and Christians have written many articles condemning the Islam religion. The differences and similarities appear in many aspects of the religions. As such, it is easier to discuss themRead More Secularism Essay1486 Words   |  6 Pagesreligious civilization acknowledges secularism as any movement in society directed away from the otherworldliness to life on earth. No matter which way it is defined the main point is t hat God is excluded from all human affairs. There is no God in secularism. It is just the world and nothing else. If there is some form of a God, then it is perceived to be too far for our understanding. Modern cultures have changed a lot in the world in which we stand, but secularism can be found everywhere in the past, the

The Pyramids Of Ancient Egypt - 1614 Words

Within the deserts of Egypt lie the ruins of a colossal ancient civilization. Of all the seven wonders of the Ancient World, these are the only ones that we have been allowed to appreciate as they are they only ones still around today. These are, of course, the great pyramids of ancient Egypt. It is obvious that these structures had a purpose for the ancient Egyptians and were not built simply to impress future generations. While they seem basic in form, as they are simply four-sided pyramids with square bases, they had a meaning for the pharaohs who had them built. Even by today’s standards, the pyramids of ancient Egypt are an impressive feat of engineering, due to their enormous size, both in building materials and finished product.†¦show more content†¦The previous style of burial of Egyptian pharaohs was the mastaba, a flat-roofed structure made of brick. However, at the beginning of the Old Kingdom, stone was introduced as a building material. Building with ston e has been attributed to Imhotep, the most ancient of all known architects. He was the designer of the first type of Egyptian pyramid, the step pyramid, which was first introduced at the burial complex of Zoser, just outside the ancient city of Memphis. It was achievements such as these that gained Imhotep great respect among later Egyptians who not only saw him as a great architect, but also â€Å"a magician, astronomer, and the father of the art of medicine† (Edwards, 35). Step pyramids are similar to the pyramids we know today, but instead of being flat on all four sides, they have setbacks as they rise, giving the appearance of giant steps. These step pyramids were not true pyramids. However, by the second dynasty of the Old Kingdom, true pyramids began to take shape. The now-ruined pyramid of Meidum is an early example of a true pyramid. While the ruined core of the superstructure is the only thing that really remains of this pyramid, archaeologists have deduced that it was originally built as a step pyramid, and then later converted to a true pyramid by building over the steps, thereby flattening the sides (Edwards, 74-77). However, the evolution of the true pyramid was not without its flaws. One good example of this

Case Study and Lecture Notes for Management of Coffee Ville

Question: Scenario CoffeeVille is a small cafe in Melbourne, Victoria, run by siblings Rufus and Emma Belcastran. The business was opened in 2009 with a focus on providing high quality, socially responsible products based on fair trade and locally sourced ingredients. Thanks to their strong ethics, delicious menu and friendly atmosphere, Rufus and Emma have experienced such success that they are now opening a second cafe, with plans to expand even further in the future. As the business grows, they want to ensure that they remain true to their staff and are hoping to achieve Employer of Choice (EOC) status. With a strong focus on their staff during this expansion phase, you have been hired to help Rufus and Emma by developing a new recruitment, selection and induction program. The aim of this program is to attract and select highly qualified and enthusiastic staff, induct them into this family business in a way that helps them to settle in and feel included while also keeping in mind the goal of becoming an EOC. This needs to be done in a way that supports current and future expansion and takes full advantage of the technology options available. Your brief is to develop an appropriate recruitment, selection and induction program, including policies and procedures, forms and associated documents, and write a comprehensive business report that could be submitted to Rufus and Emma for their approval. Note: CoffeeVille currently has policy and procedures that relate to human resource management and an employee handbook; however, they have not developed specific policies and procedures for induction processes. An analysis of the current strategic and operational plans that identifies where they dont adequately support the new strategic direction of CoffeeVille? Answer: Executive Summary Coffee Ville is a small cafe the owners of which are planning to open a new branch of the cafe. For new branch they require do new recruitments and selections, induction training. The guidance for the whole process can be gathered from this document regarding policies and procedures. The recruitment and selection process is the time and money consuming process which consist of several steps, rules and regulations which has to be followed for the best candidate selection for the job. Analysis of current and new strategies and operational plans of Coffee Ville There are various strategic plans followed by CoffeVilla like the targeted marketing campaigns. It focuses on increment of the revenue and controlling the direct and indirect operational costs of the company. Now a days company is also working on building its image in relation to the ethical and environmental responsibilities of it.Companies new strategic plan is developed to work in building a vibrant business and service sector in growing and prosperous Australian market. There are five focus point of the strategic plan as New business idea development Community and people New and improved infrastructure and required investment Marketing of the product Communication with customers, stake holders and etc. The objective of the new strategic plan is to build the strengthen of the company in relation to social entrepreneurship. The current strategy of the company do not support the process of recruitment and selection of the best candidate using the tools like psychometric testing, profiling, assessment centre but the new strategic plan supports it . Assessment centre- In this centre there are multiple assessment made which increases the percentage of fair selection as the candidates get more chances of proving their strengths. In this centre multiple rater and methods are available. Psychometric testing- The test includes pre-screening test in which the candidate report is developed according to their personality and the ability test conducted in in-house interviews. The report contains the level of competencies, strength of the candidate, for the specific job and etc. Policies and Procedure of recruitment and selection To assist the companies managers that they recruit and select the right person for the right job various open and effective methods are required which are included in this portion. The initial step for the recruitment process is advertising in several recruitment sites, companies website and print media like employment related newspapers and etc. This will help in gathering the applicant who qualifies the criterion for the job. The recruitment and selection team of the company have to make sure that the people involved in the whole process are treated equally and the candidates who get appointed are chosen on merit and talent bases. The main focus should be on equal opportunity and anti-discrimination policy of the company. The whole process of recruitment and selection should be transparent, consistent, and professional and should be on time process. The employer responsible for recruitment should sure that confidentiality and integrity of the candidate should be maintained. Last decision should be made by the owner or the executive of the company. Policies and Procedure of Staff Induction Induction is the initial process after the recruitment and selection process completes. In the induction process the new employees are made aware of the company job, rules and regulations, there specific task and etc. For the completion of the induction process the HR manager of the company has to coordinates. The process follows the following steps as:- From the first day of the employment new employees orientation should be started. Make sure that all the new employees know about the rules and regulations, terms and conditions, working environment of the company, policies. From first day of the new employees the company old employees should make sure that the new ones are comfortable in the work environment it is most important and critical part for the company. To properly manage the induction process the company has to maintain some steps like- Making sure that the induction procedure is according to the policies and legal requirement of the company. Relevant document and induction kit should be properly organized. Staff induction can be provided by the training and ongoing supports. The staff under the probation period performance records should be maintained and monitored with a proper feedback till they are confirmed or terminated from work. For maintaining the effective recruitment process the company should analyze and identify the future needs of human resource for the new shop .The best option should be chosen for companies benefit and whole process of recruitment and selection should be under by considering the legal requirement of the company. References Cannon, J, The entrepreneur's strategy guide. in , Westport, Conn., Praeger, 2006. Davis, P, Staff induction. in , London, Industrial Society, 1994. Edenborough, R, Assessment methods in recruitment, selection, and performance. in , London, Kogan Page, 2005. McConnell, J, How to develop essential HR policies and procedures. in , New York, Amacom, 2005. Musso, P, Recruitment. in . Pollitt, D, Recruitment. in , Bradford, Emerald Group Press, 2007. Rostker, B, W Hix, J Wilson, Recruitment and retention. in , Santa Monica, CA, Rand Gulf States Policy Institute, 2007. Sahu, R, Psychometric testing. in , New Delhi, Excel Books, 2010. Tolley, H, R Wood, How to succeed at an assessment centre. in , London, Kogan Page, 2011.

Stifel And Roberval Essays - Number Theorists, Algebraic Curves

Stifel And Roberval Michael Stifel Michael Stifel was a German mathematician who lived in the late fifteenth century and early to mid-sixteenth century. He was born in 1487, in Esslingen, Germany. The exact date of his birth is unknown. Stifel died on April 19, 1567, in Jena, Germany. His father was Conrad Stifel, a well-respected member of the community. When Michael was young his family did not have much money. Not much is known about Stifel's life until the time he attended the University of Wittenberg, in Germany. After he graduated, Stifel was awarded an M.A. from the university. Then Stifel began his life with the church. He entered the Augustinian monastery and became a catholic priest in 1511. Soon after this, Stifel began questioning the Catholic Church. He did like the idea of taking money from poor people. As a result of this, Stifel was forced to leave the monastery in 1522. Now he decided to go to Wittnenberg and become a Lutheran. During this time, Stifel became friends with Martin Luther himself, and lived in his house for a time. In 1523, Martin Luther made Stifel a pastor, but because of anti-Lutheran feelings Stifel was forced to leave this job. Then in 1528, Martin Luther decided to give Stifel a parish in Lochau, which is now Annaberg. This where Stifel's story gets wacky. While in Lochau, Stifel decided to announce to everyone that the world was going to end on October 19, 1533 at exactly 8:00 AM. It seems that Stifel performed a series of calculations in which he changed the letters to their successive triangular numbers. However, how these calculations proved that the world was coming to end is beyond my comprehension of mathematics. Stifel told the people of Lochau of his findings on New Year's Eve of 1522. This announcement had amazing repercussions. The sleepy town of Lochau believed Stifel. They all began living for the day and not worrying about what the future would bring. They did not bother to plant crops or store what food they had. Lochau also became a destination for pilgrims. Once they got to Lochau people began to prepare for the end of the world. Some people even took their own life instead of waiting. Some of the town's people burned their houses in an attempt to remove themselves from material objects and make it easier for to get to Heaven. Lochau had only two bars, and in the time between Stifel's announcement and the end it was said that they were never empty. The owner's gave away free drinks. The owners' of the town's inns also let people stay there for free. While all of this was happening, Lochau's historian took all the money from the treasury and left. As a result of this craziness Stifel was forbidden to preach. Finally, the last day came and Stifel began to prepare his followers for the end. Fortunately for everyone except Stifel the world did not end that day. At 8:30 AM the authorities took Stifel away and put him in protective custody, for his own protection. Crowds gathered outside his cell and chanted Stifel must die for many days after this. Martin Luther got Stifel out of this, but he had to promise not to make anymore prophecies. Another one of Stifel's adventures had to do with the newly crowned pope Leo X. Since he was a Lutheran, Stifel was not too fond of Leo and he had the calculations to back up his opinions. Stifel took the name Leo X and wrote it in Latin; this was LEO DECIMVS. He then assigned the numerical counterparts (Roman Numerals) of these letters, throwing out the non-numerical E, O, and S. He rearranged the remaining letters and came up with MDCLVI. The next logical step was to add back the X from Leo's original name and Stifel had MDCLXVI. He then took off the M because it was the initial of mysterium, a word for a religious mystery. The result was DCLXVI, or six hundred sixty-six, or 666. According to Stifel this proved that Pope Leo X was indeed the Antichrist. In response to this, Peter Bungus, a Catholic theologian, decided to write a 700 page book to prove that it was

The Colossus at Rhodes

The Colossus at Rhodes Located on the island of Rhodes (off the coast of modern Turkey), the Colossus at Rhodes was a giant statue, about 110 feet tall, of the Greek sun-god Helios. Although finished in 282 BCE, this Wonder of the Ancient World only stood for 56 years, when it was toppled by an earthquake. Huge chunks of the former statue stayed on the beaches of Rhodes for 900 years, drawing people around the world to marvel at how man could create something so enormous. Why Was the Colossus of Rhodes Built? The city of Rhodes, located on the island of Rhodes, had been under siege for a year. Caught up in the heated and bloody battle between the three successors of Alexander the Great (Ptolemy, Seleucus, and Antigonus), Rhodes was attacked by Antigonus’ son, Demetrius, for supporting Ptolemy. Demetrius tried everything to get inside the high-walled city of Rhodes. He brought 40,000 troops (more than the entire population of Rhodes), catapults, and pirates. He also brought a special corps of engineers that could make siege weapons specially geared to break into this particular city. The most spectacular thing these engineers built was a 150-foot tower, mounted on iron wheels, that hosted a powerful catapult. To protect its gunners, leather shutters were installed. To protect it from fireballs hurled from the city, each of its nine stories had its own water tank. It took 3,400 of Demetrius’ soldiers to push this mighty weapon into place. The citizens of Rhodes, however, flooded the area around their city, causing the mighty tower to wallow in mud. The people of Rhodes had fought back valiantly. When reinforcements came from Ptolemy in Egypt, Demetrius left the area in a hurry. In such a hurry, that Demetrius left nearly all of this weapons behind. To celebrate their victory, the people of Rhodes decided to build a giant statue in honor of their patron god, Helios. How Did They Build Such a Colossal Statue? Funding is usually a problem for such a large project as the people of Rhodes had in mind; however, that was easily solved by using the weapons that Demetrius had left behind. The people of Rhodes melted down many of the leftover weapons to get bronze, sold other siege weapons for money, and then used the super siege weapon as the scaffolding for the project. Rhodian sculptor Chares of Lindos, the pupil of Alexander the Great’s sculptor Lysippus, was chosen to create this huge statue. Unfortunately, Chares of Lindos died before the sculpture could be completed. Some say he committed suicide, but that is probably a fable. Exactly how Chares of Lindos constructed such a gigantic statue is still up for debate. Some have said that he built a huge, earthen ramp that got bigger as the statue got taller. Modern architects, however, have dismissed this idea as unpractical. We do know that it took 12 years to build the Colossus of Rhodes, likely from 294 to 282 BCE, and cost 300 talents (at least $5 million in modern money). We also know that the statue had an exterior that consisted of an iron framework covered with bronze plates. Inside were two or three columns of stone that were the main supports for the structure. Iron rods connected the stone columns with the exterior iron framework. What Did the Colossus of Rhodes Look Like? The statue was to stand about 110 feet high, on top of a 50-foot stone pedestal (the modern Statue of Liberty is 111 feet high from heel to head). Exactly where the Colossus of Rhodes was built is still not certain, although many believe it was near the Mandraki Harbor. No one knows exactly what the statue looked like. We know that it was a man and that one of his arms was held aloft. He was likely naked, perhaps holding or wearing a cloth, and wearing a crown of rays (as Helios is often portrayed). Some have guessed that Helios’ arm was holding a torch. For four centuries, people have believed that the Colossus of Rhodes was posed with his legs spread apart, one on each side of the harbor. This image stems from a 16th century engraving by Maerten van Heemskerck, which depicts the Colossus in this pose, with ships passing under him. For many reasons, this is very likely not how the Colossus was posed. For one, legs open wide is not a very dignified stance for a god. And another is that to create that pose, the very important harbor would have had to have been closed for years. Thus, it is much more likely that the Colossus was posed with legs together. The Collapse For 56 years, the Colossus of Rhodes was a wonder to see. But then, in 226 BCE, an earthquake struck Rhodes and toppled the statue. It is said that the Egyptian King Ptolemy III offered to pay for the Colossus to be rebuilt. However, the people of Rhodes, after consulting an oracle, decided to not rebuild. They believed that somehow the statue had offended the real Helios. For 900 years, huge pieces of the broken statue lay along the beaches of Rhodes. Interestingly, even these broken pieces were huge and worth seeing. People traveled far and wide to see the ruins of the Colossus. As one ancient writer, Pliny, described after seeing it in the 1st century CE, Even as it lies, it excites our wonder and admiration. Few people can clasp the thumb in their arms, and its fingers are larger than most statues. Where the limbs are broken asunder, vast caverns are seen yawning in the interior. Within it, too, are to be seen large masses of rock, by the weight of which the artist steadied it while erecting it.* In 654 CE, Rhodes was conquered, this time by Arabs. As spoils of war, the Arabs cut apart the remains of the Colossus and shipped the bronze to Syria to sell. It is said that it took 900 camels to carry all that bronze. * Robert Silverberg, The Seven Wonders of the Ancient World (New York: Macmillan Company, 1970) 99.

Definition and Examples of Determiners in English

Definition and Examples of Determiners in English In English  grammar, a determiner is a word or a group of words that specifies, identifies, or quantifies the noun  or noun phrase  that follows it. It is also known as a  prenominal modifier. Basically, determiners come at the start of a noun phrase and tell more about what comes after it (or them, in the case of a phrase that has more than one determiner before the noun). Determiners include articles  (a, an, the),  cardinal numbers (one, two, three...) and ordinal numbers (first, second, third...), demonstratives  (this, that, these, those),  partitives  (some of, piece of, and others),  quantifiers  (most, all, and others), difference words (other, another), and possessive determiners  (my, your, his, her, its, our,  their). Authors Martha Kolln and Robert Funk describe them this way: Determiners signal nouns in a variety of ways: They may define the relationship of the noun to the speaker or listener (or reader); they may identify the noun as  specific  or  general; they may  quantify  it specifically or refer to quantity in general. (Understanding English Grammar,  5th ed. Allyn and Bacon, 1998) A Slippery Grammatical Label Determiners are functional elements of structure and not formal  word classes, because the group of words contains some items that are nouns, some that are pronouns, and some that are adjectives. Authors Sylvia Chalker and Edmund Weiner explain: Determiners  are sometimes called  limiting adjectives  in  traditional grammar. However, they not only differ from the class of  adjectives  by  meaning,  but also must normally precede ordinary adjectives in  noun phrase  structure. Further, among determiners  themselves  there are co-occurrence restrictions and fairly strict rules of  word order. (Oxford Dictionary of English Grammar. Oxford University Press, 1994) Rules on Multiple Determiners English has rules on word order, such as when there are multiple adjectives in a row modifying the same noun (quantity before age, before color, for example). The same goes for when you use multiple determiners in a row.   When there is more than one determiner, follow these useful rules:a) Place all and both in front of other determiners.E.g. We ate all the food. Both my sons are at college.b) Place what and such in front of a and an in exclamations.E.g. What an awful day! Ive never seen such a crowd!c) Place many, much, more, most, few, little after other determiners.E.g. His many successes made him famous. They have no more food. What little money I have is yours.​   (Geoffrey N. Leech, Benita Cruickshank, and Roz IvaniÄ , An A-Z of English Grammar Usage, 2nd ed. Longman, 2001) Count and Noncount Nouns Some determiners work with count nouns, and some dont. For example,  many  attaches  to count nouns, such as The child had  many  marbles. In contrast, you would not use  much  to attach to count nouns such as  marbles  but noncount nouns such as  work,  for example in, The college student had  much  work to finish before finals week. Other determiners work with either one, such as all: The child had  all  the marbles and The college student had  all the  work to finish before finals week.

Joint Venture with X-Tech (Sweden) and Y-Tech (Albania) Assignment

Joint Venture with X-Tech (Sweden) and Y-Tech (Albania) - Assignment Example This memorandum outlines various principles of cross-cultural management, while also carrying out some cultural profiling of the two countries we are meeting, in comparison to our country. The main goal is to educate and guide Z-Tech managers, who will soon become expatriate managers, and who will need to avoid obstacles such as expatriate failure through culture shock, by improving their respective cultural intelligence (CQ). After posting these cross-cultural management paradigms to achieve optimal success for Z-Tech, the current memorandum concludes with specific recommendations. Z-Tech faces a future prospect of a successful joint venture with Albanian and Swedish companies. However, the conflict must be avoided in order to optimize results and create a win-win situation. A major organizational challenge that needs to be overcome, is conflict. Conflict occurs when members of a group or team cannot reach an agreement through common negotiation. There are many causes of conflict in the organizational environment. Conflict is negative, and effective communication embraces an aspect of positive sharing of information that reflects upon both the sender and the receiver. Only by truly communicating our plans, needs, and desires can we garner effective results. These results are often the result of a decision-making process, which is closely linked to patterns of effective communication and structural organizational theory. The importance of positive and practical decision-making cannot be over-stressed in the organizational environment. In the case of intercultural concepts, the vision or guiding principle or goal of Z-Tech should be looked at in an inclusive way. That is, the concept is inclusive to the culture in this construction, and bears communication across cultural barriers and boundaries to a greater understanding of the positive side of communication.

Management of People in Healthcare Organizations Essay

Management of People in Healthcare Organizations - Essay Example Managers in healthcare organizations usually display leadership coordination and supervision of employees. This is because the nature of job and its complexity is such that employees cannot achieve tasks on an individual basis. These managers must not only take the critical decisions of ensuring that patients receive timely and efficient services but also address performance targets set for the employees. With globalization and the information age, the level of technological innovation has increased in the healthcare sector along with increased clinical specialization. On the contrary, there is a focus towards reducing costs worldwide, which requires doing away with traditional hierarchical structures and working in teams in both managerial and clinical setups. Integrated solutions can then be reached by these cross-disciplinary teams. This is in contrast to the traditional paradigm whereby there was a conflict between the general managers and health care service clinicians. It is im portant to understand that the healthcare service delivery process comprises of inputs in the form of medicines, equipment/technology and other health systems and the outcome of patient’s well-being. The role of healthcare service employees is quintessential in the intertwining â€Å"process† since health care is a people-oriented job and cannot be done with automated techniques. The personalized nature of job, therefore, makes the contribution and management of these professionals critical to the achievement of organizational outcomes. For healthcare employees, employees may be considered as internal customers whose satisfaction is equally necessary to guarantee organizational success. One of the most important techniques to ensure employee commitment and satisfaction is to indulge in cross-training. Cross-training is practiced in healthcare organisations as job rotation is highly demanded by healthcare jobs. For instance, a file clerk, a data entry expert and a secre tary may work in each other’s roles in case either of them is ill or on a vacation or during times of heavy workload or emergencies (Fallon & McConnell, 2007). Cross-training is, therefore, extremely necessary considering the demand for flexibility in today’s globalised world. On the other hand, most healthcare managers may simply hand over folders of information to be reviewed by the new employee which is a poor way of learning and results in low levels of information absorption. This is mostly done on the grounds that managers cannot devote sufficient time for training of new staff. This problem can be overcome by cross-functional training as people other than the manager (who are skilled at particular tasks) can be used to train the newcomer. Furthermore, the compensation plans of health care employees may also require management. Since the compensation of people in healthcare organisations constitutes the major part of expenses, organisations find it lucrative to r educe the pay and/or size of its staff in order to provide affordable healthcare to patients. In the modern age, however, techniques for managing employee pay and compensation has changed with third-party reimbursements tracking the nursing hours per visit, technological expenses and services utilized by clinicians. Furthermore, health care organisations mostly insist on offering â€Å"bonuses† as a primary incentive for enhancing performance of healthcare service professionals (Hernandez & O'Connor, 2009). Also, benefits in the

Early childhood education Essay Example for Free

Early childhood education Essay Friedrich Wilhelm August Froebel (1782-1852) was a German educator born in Oberweisbach. He is known as the founder of â€Å"Kindergarten† and was one of the most influential educational reformers of the 19th century. Froebel had a difficult childhood. His mother died when he was still young, and his father, a pastor, and stepmother neglected to care for him. Finally, an uncle took over his care and ensured that he receive a high school education. It was there that young Froebel grew up with a love for nature and strong Christian faith, which led him to seek happiness and unity in all things. Froebel’s faith also led him to think as an educationalist. Froebel studied at the University of Jena for a short time. In 1805, while studying architecture in Frankfurt, he was persuaded to become a teacher by the model school at Frankfurt. He then studied with Pestalozzi at Yverdon, before returning to the University of Gottigen and Berlin in Germany. Froebel believed that there was something missing in Pestalozzi’s theory- the ‘spiritual mechanism’. According to Froebel, this was the basis of early childhood education. â€Å"Pestalozzi takes man existing only in appearance on earth,† he said, â€Å"but I take man in his eternal being, in his eternal existence. † (Shapiro, 1983, p. 20. ) Froebel took a break from studying to join the army for a year from 1813-1814. Afterwards, he received a position at the mineralogical museum in the University of Berlin. Two years later, he founded a school at Greisheim (which later mover to Keilau) which he called the Universal German Educational Institute. It was there that he taught his methods to other teachers. Froebel opened the first Kindergarten in the year of 1837 in Bad Blankenburg. Later, he also founded a Kindergarten training school at Liebenstein. Froebel felt that children, like plants in a garden, need to be cared for and shielded from outside influences. Froeble believed that children need to imitate a teacher’s values and morals. Therefore, teachers need to be respected, receptive, and easily approachable. Among Froebel’s subordinates, however, there were constant disputes, which he was unable to control. He encountered more problems when the Prussian government did not approve of his ideas. In 1851, an edict was issued, which forbade the establishment of Kindergartens. This decree was repealed almost 10 years later- in 1860. Froebel was not alive at that time and had no idea of the impact he left on the school system worldwide, and especially in the United States. The philosophers of his times, Johann Gottlieb Fichte (1762-1814) and Friedrich Wilhelm Schelling (1775-1854), also influenced Froebel’s educational ideas. He placed an emphasis on self-activity, physical training, and pleasant surroundings in the development of children. His most important work was the book he wrote in 1826 called Menschenerziehung (tr. The Education of Man, 1877). References: Lilley, Irene M. , (1967). Friedrich Froebel: A Selection from His Writings. Kilpatrick, William H. , (1916). Froebels Kindergarten Principles Critically Examined. Retrieved from http://www. uv. es/EBRIT/micro/micro_221_12. html Froebel, Friedrich. (1896). The Education of Man, trans. W. H. Hailman. New York: Appleton. Retrieved from http://www. answers. com/topic/friedrich-wilhelm-august-fr-bel.

The Non- Realistic American Dream in The Great Gatsby Essay example --

In the novel written by F. Scott Fitzgerald The Great Gatsby, the characters truly believe that they can have everything they ever dream for and have a life that others will envy. Myrtle and Gatsby both seem to have the same agenda for their lives; desperately seeking wealth, social status, beatitude, and love. Myrtle Wilson and Jay Gatsby are both driven to reach their goals but do not realize that the American Dream is just an illusion. The dream of finding fortune, fame and true love is something that almost all Americans strive for. Fitzgerald classic, The Great Gatsby, is no exception. Myrtle Wilson is in her â€Å"mid thirties and faintly stout but she carries her surplus flesh sensuously as some women can" (25). She is representation of those who stop at nothing and does whatever it takes to get what they want. From the beginning, those who met her saw the pretense and cunning woman she was. She often held a front as pretending to be wealthy; rejecting compliments toward her dress saying â€Å"it’s just a crazy old thing,† (31) when in fact she had nothing to her name. She is tired of living with the poor and is now prepared to do what needs to be done in order to live the lavish life she desires without caring who she has to step on in order to get there. On the other hand, Jay Gatsby is the representation of every man trying to find the American Dream. He is looking for a life better than the o ne he grew up with, filled with fortune and wealth. When Gatsby meets Daisy, he finds what he is looking for. For Gatsby, Daisy is his American Dream. From then on he does everything he can to be with her. Before coming up with his fortune, Gatsby felt that â€Å"he wasn’t fit to lick (Daisy’s) shoe† (34) under the social status. Believing that b... ...to pay â€Å"a high price for living too long with a single dream† (161). Many people do not believe that the American Dream exists. They believe that the American Dream is a saga we have created to have something to look forward to in our life but the reality is that the American Dream does exist. It is consists of the many things we wish we could have and there is nothing wrong with wanting the best in life but when those desires begin to hurt those around us they can come back to get us. Myrtle and Gatsby only thought of themselves when they pictured what the perfect American Dream was. They did not brother to think about what others felt or wanted. They were consumed with greed and did not realize that the American Dream they wanted and brought them to their own down fall was all just an illusion. They began to dream of a non realistic American Dream.

My First Day Essay Essay

My First Day†¦ As of today, August 30th, I, Blah blah blah, took the initiative to explore the entire campus. Today, the temperature could have possibly been right at about 93 degrees, and I decided to walk around this gigantic campus to waste time before my next class. During orientation week, I missed the campus tours because I was too busy sleeping my day away. So, what other way to compensate for lost time than to take my very own campus tour? Initially, I intended to look for the art buildings, but the best thing I discovered after my journey today happened to be the fact that the art buildings were being reconstructed. Just my luck. However, I did find the Knight Physics building which happens to be absolutely gorgeous. I also happened to stumble across the school’s arbortorium. I felt like I was walking through a jungle with my combat boots on and the leaves hovering above my head. I walked around in a circle and found my way to the school of law. The school of law is literally like its own kingdom within the campus. The students had their own law shirts, and the windows of the classroom even had curtains to block the sun out. I know curtains are a pretty simplistic observation, but I could not help but to find that fascinating! I have failed to sit in any classroom that had panels to block the sun. Only in the law school at the University of †¦. As I walked away from the law school, I made my way towards the UC area and back around towards the Rat. Passing the vivacious students lounging with their friends, I hiked around the lake under the scorching sun wishing that I had a bottle of water, a hat, and maybe even some sun glasses. The heat was pretty unbearable. Passing between the Hecht and Stanford towers, I ventured towards the school of architecture. That is one white building. I expected it to be more lavish in its exterior design seeing that it is the school of architecture. I walked past the school of architecture and head back towards Mahoney-Pearson. I know that area pretty well. †¦ is my new home for now. As I left the Mahoney-Pearson area, I circled around towards the UC area again and crossed the winding paths towards the Whitten Learning Center. There was approximately 10 minutes left to spare before class started, and the brightest idea that I came up with all day was†¦ to finally sit down!

Who Is the Real Monster in Mary Shelley’s Novel, Frankenstein?

Essay: â€Å"Who is the real monster in Mary Shelley’s novel, Frankenstein? † Mary Shelley’s objective was to write a novel about how important, or not appearances are. The saying â€Å"You can never judge a book by its cover†, is what Mary Shelley is trying to explain to the reader. The tree main characters have different ways of seeing life, but loneliness bonds them together. They’ve had unique and painful life experiences, but nothing can stop them from pursuing their goal. This book it starts of with Walton's journey, then Frankenstein’s story, then the monster's view and finally back to Walton's narrative.The purpose of this essay is to show who the real monster is. The first character is Robert Walton he is presented as a fearless captain of a crew. He is obsessed with the idea of finding another way to reach the North Pole. The following line can give you an idea about how determined and selfish he is, â€Å"I ordered us to wait one night longer, and took the chance to get some sleep†. He can also be bossy and companionate in the same time, for example in the next line â€Å"I told the man to wrap him in blankets and warm him by the ship’s stove†.Robert Walton wants to know more about Victor Frankenstein, he states: â€Å"When I asked if his studies had brought him to the frozen north, he looked at me with a deep sadness†. This shows that he can be compassionate too. Victor Frankenstein is the main character; he comes from Geneva, Switzerland. Since he was small he enjoyed discovering the unknown â€Å"I was more interested in nature than I was in people†. He was the biggest child in his family; he had 2 brothers and a half-sister.His passion of knowing was increasing every day â€Å"From that moment I was determined to find the answers to these questions, to discover the secrets of life†. Right before Frankenstein went to university his mother died â€Å"I was keen to go, but, just before I was to set out, my mother fell ill with a fever and died†. By going to university, after his mother’s death, show’s how selfish he is â€Å"In the end, of course, I had to leave†. Frankenstein had always been interested in science, but his interests developed more, once his mother died.Before going to university he promised Elizabeth, his half sister, that he will write to her â€Å"My dear Elizabeth clasped my hands and begged me to write, to write often, and I promised that I would†. But when he got to university he forgot his promise to Elizabeth. His arrogance leaded him to be such a good scientist â€Å"I smiled to hear this because I knew my understanding of science was not just the equal of theirs but far superior†. Now he wanted to learn more about dead bodies â€Å"I had to understand death and decay†. He regrets the fact that he continued with his research â€Å"Oh, Walton, if I had only stopped thereà ¢â‚¬ .His desire was to create life â€Å"I wanted to create a living being, a creature like myself but perfect and original†, he considered himself a God. Frankenstein also shows us how irresponsible he is, because he didn’t think about what will happen, or what will he do once he will create the monster. So he started working on the idea of creating life. The memory from his childhood â€Å"When the light was gone, the tree was left a blasted stump, smoking in the rain† affected him, now he was thinking about using electricity to create life â€Å"A flash of electricity like the one I’d seen destroy the tree†.When the creature gained life, Frankenstein gets scarred and ashamed of his creation â€Å"I felt a surge of triumph, but it lasted no more than an instant†. Frankenstein's description of the monster makes us think that he is horrific. ‘Black lips' and ‘watery eyes' are horrific Frankenstein's view. This description also portrays the monster in a bad way, although the monster has not done anything to be ‘evil' or ‘monstrous'. The only way he is monstrous is through Frankenstein's physical description. Frankenstein also uses rhetorical questions throughout the chapter.This gets the reader involved, but also reminds us that he is still telling his story to Walton. â€Å"But was I free? Could I ever be free while that dreadful thing was waiting for me in my work room? †. After his friend, Henry Clerval’s visit he realized that he was ill, when he went to check if the creature was still there he found out that â€Å"The monster had gone†. Frankenstein seems to have abandoned his creation, so this seems quite monstrous. On the other hand, the monster is certainly monstrous in appearance, though he has not done anything wrong at this point in the book.While Henry and Victor were having breakfast the terrible news of William’s death occurred and they left immediately . When he arrives at his home, and he realizes that the monster must have killed his brother, although he has no evidence â€Å"I had given life to the dreadful being that had killed my own brother†. However, Frankenstein says nothing in court, and lets his good family friend Justine hang. This adds to his monstrous behavior due to his cowardice. Frankenstein goes away to the Alps, and seeks comfort in nature, and to get away from the trouble at home, â€Å"From he first time in weeks I felt something like happiness in my heart†. Frankenstein is perhaps showing selfishness by leaving his family alone in these troubled times. This again, can make us question who the real monster is. But Frankenstein’s joy didn’t least. ‘Rage' and ‘horror' is how Frankenstein describes his emotions, and this shows how unexpected and scared he is. During this scene, Frankenstein also describes the monster in an ugly way, ‘vile demon’ and ‘devil '. Next, Frankenstein exaggerates by saying â€Å"You dare come to me after what you have done? †.The creature is just trying to talk to Frankenstein â€Å"Stay still and listen to me†. They blame each other for what happened and they both have strong arguments against each other. This starts to show who the real monster is, and how it could possibly be Frankenstein. At this point, Shelley has made us reconsider who is more monstrous and the person acting more monstrously is Frankenstein, due to his attitude towards the monster, and rejecting the monster's story, at first. At this point in the book, we are made to feel sorry for the monster, because he has been rejected.Also, the only description of the monster has come from Frankenstein. Since this is the case the creature may not look as bad as suggested. The monster then tells his story to Frankenstein. It begins with both Frankenstein and society rejecting the monster and he ends up running away, and living in a fo rest. Here he learns to read, because he continues listening to the poor family next door. The feeling of sadness gets worse after finding and reading Frankenstein’s diary. After analyzing ‘the happy family’‘s life he was hoping that he could ‘speak with them one day’.However, when he tries to talk the blind man, his family walk in, and ‘saves’ the old man from the ‘monster’. The monster was ‘born’ good, but the abandonment of his creator and of society has made him be who he is. This perhaps makes us feel sorrier for the monster, and also really makes us question who the real monster is. Because of his loneliness the creature begs Frankenstein to ‘make’ another creature, so he won’t be alone anymore. Firstly Frankenstein refused the creatures deal, but in the end he accepted. Frankenstein collected all the equipment he needed and retired on an island, where no one could find him.The mo nster watched every step of Frankenstein’s work, but in the end Frankenstein ‘began to destroy his new creation’ because ‘he refused to bring more misery into the world’. The monster was devastated and threatened Frankenstein, â€Å"I shall be with you on your wedding night! †. Frankenstein thought that the creature was going to ‘kill’ him, but sadly the ‘monster’ was referring to Elizabeth, the person Frankenstein cared the most. While he was going back to Geneva to ‘meet with Henry’, he found out that the creature killed someone again†¦ This time it was Henry, his best friend.On his wedding night Victor was shocked to find Elizabeth dead, â€Å"He was pointing at the lifeless form of Elizabeth, a grin twisted on his vile face†. But ‘the news of Elizabeth’s death was more than his poor father could bear. It broke his heart and he died’. Because of hatred towards his creato r, and society, he gets ‘corrupted' and kills many of Frankenstein's family. The creature regretted that â€Å"he had destroyed his greatest enemy, and his greatest friend, and all the hater I have left is for myself’.Frankenstein dies. Captain Walton learned a lesson. Within Mary Shelley’s novel, Frankenstein, all three characters show monstrous behavior. I believe that a monster is not recognized and defined only by its physical appearance. I believe that Frankenstein's creation is not the true monster in this novel. But neither are Frankenstein or Walton. In my opinion society is the real monster, because they â€Å"Judge a book by its cover†, in other words society cares just about someone’s looks and not about how they really are.

Heritage alive at any cost essays

Heritage alive at any cost essays On September 11, 2001, the United States was attacked. No, another country didnt bomb our oil reserves, or unleash a fierce military raid on a certain city or state. Instead the incident was more like a hate crime. The purpose was pure evil. There was no military or economic gain, but instead a personal desire by a group to use violence. In the Websters dictionary Terrorism is defined as the unlawful use or threatened use of force or violence by a person or an organized group against people or property with the intention of intimidating or coercing societies or governments, often for ideological or political reasons. With this definition mind I dont believe anyone could argue that what happened on September 11, was a form of terrorism. This is not he first time though that United States has been a target of terrorism. Three years after September 11, 1999 life it is not the same. Traveling around the world I still feel the differents, and how affected everyone is some way or another. I personally did not know anyone who was the Twin Towers but I still was effected. When it happened I was going to high school. My first period teacher told me and I did not know it would be such a bid thing. That would change the world. When I watched it on television it seemed like a movie to me. I believe that America went through a real big hit that will either make it stronger or weaker. More than 3,000 people were killed. I learned two of the planes, loaded with fuel and passengers were flown at full speed into the twin towers of the World Trade Center in the financial district of New York City. The buildings burst into flame and then collapsed, killing thousands. A third terrorist crew smashed their plane into the Pentagon, headquarters of the U.S. military in Arlington, Virginia. The hijackers of the fourth a irliner apparently intended to hit another target in the Washington, D.C., area, but passengers o ...

How to Say No Without Feeling Guilty

How to Say No Without Feeling Guilty We’ve all been approached by someone asking for a favor. It could be at work, home, or even out with friends while painting the town red. It usually happens so unexpectedly that we feel pressured and compelled to say yes, regardless of what we currently have on our plate. Sometimes we’re happy to help. We like this person and this favor won’t interfere with our lives in a significant manner. Other times, even though it’s not in our best interest to say yes, we do so anyway because we want to avoid feeling  guilty.But why feel guilty?Before we advance to the how, let’s look at the why. It’s worth deconstructing why we feel guilty for saying no. Guilt is an emotion we feel when we have done something wrong. If you’ve truly wronged someone, guilt is an appropriate emotional reaction. But saying no is not an example of wronging someone.This person might have to seek alternatives to your help, but it’s hardly harmful to their overa ll well-being- especially if it’s a small favor. Saying no puts this person in a position where they simply have to get creative and recalibrate their direction. Besides, it’s highly unlikely you’re this person’s only hope.Another reason we feel guilty is because we’re nervous this person will resent us, or be angry. But this feeling is unreasonable. You need not look any further than yourself. Would you hold a grudge against someone denying you a favor? Most likely not. So, the same standard applies. All this fear of saying no is simply an emotional response to an unlikely reaction by the other party. Logically, it holds no merit.Now that we’ve dispelled this notion, let’s take a closer look at how we can actually say no.1. Offer an alternative solutionâ€Å"Sorry, I don’t have time to help you with building your cover letter, but here’s a link to an article on 5 resume tips to guarantee an interview.†It’s quick, easy, and you offer the person an alternative solution. Just make sure you’re doing this to help, not just because you feel guilty.2.   Show empathy when saying noYou want to show this person you truly understand their problem, but it simply isn’t something you can handle right now.â€Å"I know you really need someone to take care of your dog while you’re on vacation, and you worry he won’t get enough exercise, but my job really just takes up too much of my time right now.†Empathy is what connects us as human beings, so it’s important to convey this on some level.3.   Blame your responsibilitiesAs mentioned in the previous example, work is always a good excuse. In fact, very often it’s the truth. We all work a lot so it’s definitely not a stretch and it most likely won’t raise any eyebrows.4. Turn it into a complimentSpin this into an opportunity to flatter the requester. Everyone loves a good ego boost.†Å"I’m surprised you’re asking me for help on this, I personally think you have far better taste than I do, but I’m very flattered that you’re giving me the opportunity to help you.†And that’s when you drop the no bomb on them. Psychologically, you’re softening the blow while bolstering their ego. It’s a win-win.5.   Say no without apologizingSaying thank you instead of sorry makes a world of difference. Do not apologize or say sorry- that will only  make  the requester think you’re either lying or you feel guilty†¦especially if you keep emphasizing how sorry you are.If you say no in a positive manner, that will make it more likely that the requester will leave the interaction feeling positive and upbeat.So there ya have it. Make sure your no is quick and concise. Don’t drag your answer out for too long, otherwise it will make you look bad. It’s important to say no every now and again because somet imes we truly need the time for ourselves. There’s nothing wrong with that. We’ll conserve energy and time, and hopefully be able to help the next time around.Source:  BusinessInsider

Reflections Essay Example | Topics and Well Written Essays - 1000 words - 2

Reflections - Essay Example I do not own a car. I neither turn off my computer nor do I have any energy saving features. My diet is usually assorted meat, grains and vegetables that make me an Omnivore. I mostly obtain food from supermarkets. I occasionally select organic food. I usually have two large meals a day. These facts it leaves my food footprint at 100.7 global acres and the country average at 65.74 ga. I own a 4-bedroom house, which is built from concrete. Inside the house, I own a little furniture made from sustainably produced materials. I sometimes use cleaning products that are non-toxic. I often buy new furniture every one year. If everyone on the planet lived the way I do, we would need 6.02 Earths. This result is quite surprising and exaggerated. It clearly shows that I have a high consumption of global resources. This is not quite a good indication since I am using up the resources that I do not own and do not have. I believe the footprint of an individual in a less developed country has a smaller ecological count than mine. This calls for measures to be taken immediately since if this goes on I will be wasting resources that could have been shared by others. During the past week, I have had to cut down on food consumption to one large meal per day. I have developed a habit of switching off lights that are unused. In addition, I have learned to switch off electronic that are not in use. This has decreased the number of Earths required to 3.4. Ecological footprint analysis is an environmental accounting tool that estimates resource consumption. It also involves waste assimilation requirements of any population in terms of the corresponding productive land and water area. The following are waste materials I have thrown in the thrash can for the past one week: It is surprising how much garbage can accumulate with time. We do not realize it in day-to-day life. When my sister was an infant, we had to decide whether to

Write a reflective learning journal Essay Example | Topics and Well Written Essays - 1000 words - 1

Write a reflective learning journal - Essay Example Whilst the slowdown of last year can be expected to influence the luxury sales growth to raise upto 2.5% for the Chinese consumers, many insignificant players are however predicting the sales growth to increase by â€Å"double-digit rates†. Organizations have now decided to exploit this prevailing trend in China to the fullest and niche brand fashion, clothing and beauty retailers like Lane Crawford, Galeries Lafayette and 10 Corso Como have started running their outlets recently in the locations of the mainland China. The minor boutique brands are on the growing phase in both the e-commerce and the brick-and-mortar domains. The online outlets for individuality such as new social media websites and fashion blogs are reshaping the tastes of the Chinese consumers in the coming years and the retailers are presenting more personalized and special-edition products, as well as  Ã¢â‚¬Å"VIP  services†, to the Chinese market (Doran, 2014). These changes are the result of incr eased penetration of online shopping trends and enhanced visits of the Chinese customers to the foreign nations. Thus it can be stated that in the recent months, the changes in the taste and preference of the Chinese customers has affected the fashion and clothing trends of the population and as a result more and more foreign brands are entering the nation to serve those transformed fashion patterns. PETA  has recently acknowledged the fashion brands that are "kind to animals" in its 2nd yearly PETA-Approved Vegan Fashion Awards. The long time promoter  of cruelty-free fashion, Stella McCartney  is pleased to be counted among the â€Å"long-time the line-up†. The designer stated to Vogue, "PETA are always willing to put their necks on the line and always with a provocative sense of humor† (Miligan, 2014). McCartney is strictly against the usage of animal skin and fur in apparel designing. She herself never used animal skins in her accessory or clothing

OI wk 5 Essay Example | Topics and Well Written Essays - 500 words

OI wk 5 - Essay Example The company also targets schools and universities as a market for their products. Despite being a leader in soft drinks industry, the PepsiCo Company has been faced by stiff competition from other firms such as the Coca Cola Company. This has made it necessary for PepsiCo to adopt innovative strategies to ensure that their products continue to reach the desired market. This stems from the realization that it is important for the company to come up with innovative ways to reach the target market in a highly competitive market. The success of PepsiCo can be attributed to their ability to target new markets. PepsiCo has been known for its niche marketing. Market niche innovation refers to the ability of the company to open up new markets using the existing technology (Von Stamm, 2003). In earlier years the company targeted the black community as a market for their products. The company also targeted different communities and came up with strategies to reach this target markets. As a result of their innovative marketing, PepsiCo was able to raise sales in the targeted communities. At present the company continues to come up with more innovative ways to reach the desired market. These include a redesigning of the Pepsi cans to have a design that included more than 30 different backgrounds for each can. This is an example of the innovation that is carried out by PepsiCo to help in achieving growth and success. The PepsiCo Company is driven by the market share in reaching it niche market. This has made it easier for the Company to identify the proper channels of distributions for their products. To enable the Company to attain a larger market share, the company has developed distribution channels that allow it to reach its entire target market. The company has also expanded the distribution channels through globalization. In addition, the PepsiCo Company has reached to a wider market through the use of proper and targeted promotions. The company has also been able to

Policies for Child Protection

Policies for Child Protection Introduction and Overview The concept of children having specific rights is of comparatively recent origin. Traditional perceptions of society towards children have for centuries held them to be emotionally, physically and intellectually immature, incapable of looking after their own selves and inadequately equipped to make their own decisions (Bronfrenbrenner, 1979). With children furthermore being regarded as little more than possessions of parents, (with no personal rights of their own), the law has historically also granted unquestionable rights for chastisement and corporal punishment to parents (Bronfrenbrenner, 1979). The subservient status of children in British society even a hundred years ago can be gauged from the fact that whilst the prevalence of child cruelty was common knowledge in the 18th and 19th centuries, the Society for Prevention of Cruelty to Animals came into being, in 1840, practically half a century earlier than the creation of the National Society for Prevention of Cruelty to Children (Bronfrenbrenner, 1979). Such was the widespread social and political agreement on the rights of parents to do as they willed with their children. Even in the days of the industrial revolution the penalty for seriously harming an animal was far more severe than for causing grievous injury to a defenceless child (Bronfrenbrenner, 1979). Although preliminary work on enhancement of children’s rights started haltingly in 19th century Victorian England, the perceived need to take better care of children grew and received concrete legislative backing only in the first half of the 20th century (Maier, 1979). Initial work in the area however focussed primarily on health, safety and education of children, and stopped well short of intruding upon the foundational rights of parents, or the patriarchal rights of fathers with regard to ownership and control (Maier, 1979). Legislative inroads into the all encompassing rights of parents, vis-à  -vis their children, grew rapidly only after the Second World War, and resulted in (a) the rising legal authority of social workers to protect children, and (b) the establishment of rights of children for primary and secondary education, as well as for comprehensive health facilities (Prout, 2000). Whilst the interventionist policy of the British welfare state reached its apex during the late 1970s, (and was based upon the idea that the state had every right to step in for the protection of children, if those caring for them failed to do so), this approach was toned down significantly in the wake of the dismantling of the welfare infrastructure in the mid 1980s (Prout, 2000). The enactment of the Children’s Act 1989, in the wake of the 1987 Cleveland Report, (Therapy with Children) brought about a sea change in the practice of service delivery, and the state and agency relationship for social work practice was subsequently recast by New Labour into today’s working partnership approach (Prout, 2000). Partnership working, a process that is at the heart of current initiatives of service delivery in community and social work, involves, as per the Audit Commission of 1998, a â€Å"joint working arrangements where parties, (which) are otherwise independent bodies, †¦ agree to co-operate to achieve common goals, create a new organisational structure on process to achieve these goals, plan and implement a joint programme and share relevant information, tasks and rewards† (Aldgate Statham, 2001, p 36). Whilst partnership working in social work is not a brand new concept and was in fact taken up during the years of the welfare state, (in various urban and community development partnerships in the 1970s, as also in the regeneration partnerships in the 1980s), its use in service delivery became widespread only after New Labour, which had previously announced its intention of shifting from a culture of contracting to one of partnership, came to power in 1997 (Aldgate Statham, 2 001). The working partnership model for service delivery can be considered to be significantly different, both from the bureaucratic functioning of Old Labour and the market orientation of conservatives; it is based on trust and communication, rather than on command or on price mechanisms (Aldgate Statham, 2001). Debate over the growing authority of social workers with regard to the protection of children, especially in the context of their staying with their parents or being entrusted to care, reached significant proportions for the first time in 1975, in the case of seven year old Maria Caldwell, where the social worker misrepresented the actual position of the case to the court and forced the child to return to her natural parents, despite the child having formed close bonds with her foster parents (Bullock Others, 1993). With little heed having been paid to the wishes of the child, (who used to repeatedly run back to her foster home), the decision of the court, on the recommendation of the social worker, led to the tragic death of Maria. The conviction of her father for manslaughter was followed by public outrage and debate that resulted in the enactment of the Children Act 1975, which in turn called (a) for taking the feelings of children into account in care decisions and (b) for their right for representation by a court appointed social worker, rather than by the social services department of the local authority (Bullock Others, 1993). Whilst media and public debate continued to focus on the need for interdisciplinary working between health, education, social services, and the police, in issues relating to child protection, the next watershed occurred only in 1987 when 121 children in Cleveland were taken into care by social service authorities on concerns of physical and sexual abuse at their natural homes. With opinion on the issue being sharply divided with the social workers and the medical fraternity on one side and the media and the police on the other, the Cleveland Report, (prepared by a committee set up to specifically investigate the matter), commented adversely on the breakdown of communication between agencies and the dominant tendencies of agencies to act without considering the feelings of children; it also discussed the possibility that parents might well act against the interests of their children and recommended the need to involve children in the decision making process (Prout, 2003). The Children Act 1989, which was influenced by the findings of the Cleveland Report, caused a major shift in child care policy; away from state intervention in family life; towards partnership with families and caregivers; and with an emphasis on child intervention in decision making (Prout, 2003). Despite the introduction of such legal and policy safeguards, the tragic affair of young Victoria Climbie, who was abused, tortured, and ultimately killed, in April 2000, by her aunt and the man with whom she lived, under the eye of social service agencies, revealed that true partnership in working, and consideration of the wishes of the child, was yet to take place (Prout, 2003). Commentary The report that followed the death of Victoria Climbie was accompanied with the publication of a green paper called Every Child Matters, which focussed on four key themes, (a) increasing the focus on supporting families and carers, the most critical influence on children’s lives (b) ensuring necessary intervention takes place before children reach crisis point and protecting children from falling through the net, (c) addressing the underlying problems identified in the report into the death of Victoria Climbie, namely weak accountability and poor integration, and (d) ensuring that the people working with children are valued, rewarded and trained (Background to †¦, 2008). The green paper was followed by intense debate and consultation with people working in children’s services, parents, children, young people and other members of society, and led to the publication of Every Child Matters: the Next Steps, and the enactment of the Children Act 2004 (Background to †¦, 2008), steps that provided legislative support for developing more effective and accessible services directed around the needs of children, young people and families, and the use of partnership working in child protection, the focus of this essay. The rights of children in present day Britain are legally protected by laws that deal especially with the protection and well being of children, as well as by laws on health care, education, and social security (Prout, 2003). Children’s rights are protected by family law, education law and employment law. The United Nations Convention on Human Rights, ratified by the UK in 1991, not only gives children over 40 specific social, economic, cultural/civil and political rights, but also provides guidance on how governments should enumerate and protect these rights (Prout, 2003). Whilst the British legal framework provides a robust support system for safeguarding children’s rights, New Labour has, over the last decade also worked at establishing the concept of working in partnership by all bodies, schools, local authorities, medical relief agencies, carers, and parents, for protecting children; it is a concept that calls for active involvement of parents and consultation with children as well as for their participation in the decision making process (Milligan Stevens, 2006). With participation with children also being a key tenet of the United Nations Convention on the Rights of the Child, the practice of service delivery is shifting to include the views, opinions and experiences of children and young people in care, as well as in their natural homes (Milligan Stevens, 2006). This principle, that of enabling children to participate in the decision making process, however continues to be a topic of intense debate, with many individuals still remaining unconvinced of the ability of children to rise above their emotional predilections and take logical decisions. As the recent case of Baby P, the 17 year old infant who was tortured and murdered by her mother and her boyfriend in Haringey Council of North London shows, it clearly does not apply to children who are too young to express their feelings or to develop opinions. Whilst the benefits of allowing children to participate actively in decisions that concern their emotional and physical well being have been underlined time and again and indeed are integral to the modern partnership working model, it is difficult to apply the same yardstick, as is normal with adults, to all children (Milligan Stevens, 2006). The maturity and learning of children, child psychiatrists confirm, are strongly influenced by their life experiences, which include their natural home or care environments and their access to health services, as well as by care and learning programmes (Emond, 2003). A number of research studies reveal that the quality of early childhood life and programmes can significantly improve the ability of children to do well in education, work and in life; this being especially true of children who are experiencing disadvantage (Emond, 2003). Whilst such studies do point towards the existence of sharp differences in the abilities of children from diffe rent backgrounds to participate in decision making, such issues are accentuated for children in care or in disturbed domestic situations, because of the absence of the democratic process in their everyday lives (Emond, 2003). Extant research also points to the fact that notwithstanding governmental initiatives and instructions to social workers to involve children in decision making, the views of children or youth are seldom considered, not just by administrators but also by researchers. Two recent research exercises one by Berridge and Brodie, in 1998, and Thomas, in 2005, on children’s homes, whilst delving in depth on views of managers and social workers, give scant attention to the views of children (Stevens, 2006). Such attitudes, which are too ingrained to be removed by recent legislation, dampen cognitive evolution and the ability and confidence of children to participate in decision making. â€Å"Residential child care units may be seen as sites where these micro-political processes can be seen at work. Children in residential child care tend to be among the most powerless in social terms and reports of their opinions rarely contain their actual views† (Stevens, 2006). The extent to which children can participate, experts argue, can also be linked to the way they are perceived in society. Children in care are by and large perceived with ambivalence, either as possible victims who require to be taken care of, or as potential threats who need controlling; â€Å"one of the consequences of this ambivalence is that they are seen as passive recipients of services, and not as â€Å"active and creative actors, as a subject and citizen with potentials† (Stevens, 2006). Osborne and Bromfield (2007) concluded on the basis of an extensive study on children in care that the decision making facilities of such children can be affected in small and large ways by a multitude of developments. â€Å"Even small oversights can have a lasting and negative impact on the child or young person; for example, not being told why workers had moved on, or not being able to bring a pet to a new placement. Such occurrences can compound feelings of loss, grief, sadness and the feeling of being ‘different’ from other children and young people† (Osborne and Bromfield, 2007) A â€Å"CREATE† Foundation report (2004) found that children were also affected by negative care experiences that arose from systemic defects like the ones elaborated below: â€Å"(a) slow systemic procedures that prevented timely and adequate response, (b) court processes that did not adequately consult with children and young people, (c) lack of resources, support and training for carers and caseworkers, (d) inadequate early intervention strategies to support families to stay together and prevent entry into care (e) inadequate entry into care support, (f) inadequate support and preparation for young people preparing to leave car, and (g) inadequate post-care support.† (CREATE Foundation, 2004) Similar issues come up when children live in disturbed natural homes and feelings of insecurity and attachment could well make them cling on to oppressive natural parents or opt to remain in distressful conditions. Issues of culture and overall family environment also play a large part in shaping the response of children in disturbed homes, and partnership agencies and parents need to understand this phenomenon and respond accordingly. Children from ethnic backgrounds often face specific challenges on account of the different cultural environment of their homes, their inadequate English language skills, and the exclusion of their families from mainstream society. â€Å"There is apparent under-reporting of child sexual abuse in Britain’s Asian communities and a varied capacity amongst professionals to respond with cultural competence. Professional approaches originate in cultural contexts, which are often different from those of most British Asians. If the proportion of children and non-abusing carers from Asian communities who access relevant services is to increase, professionals need to develop better understandings of cultural imperatives which determine behaviour in those communities. Consultations with Asian women in Bradford reinforce the view that culturally competent practice and respectful dialogue are essential to the protection of children. They also highlight a number of recurring themes. Members of Asian communities are aware of child sexual abuse, they recognize that the issue needs to be addressed by all communities and they report that many of those affected within their own communities have found it difficult to acces s relevant services† (Gilligan, Akhtar, 2005). Decisions regarding removal of children from natural homes also need to take account of the influence of grandparents and fathers upon children and not be swayed totally by considerations of maternal ability and circumstance. With the role of grandparents in the lives of children reducing steadily, the role of fathers in child development, welfare and protection has never been more important. Fathers play critical roles in child development that often go much beyond that of providers of economic security, and incorporate nurturing, caring and supporting activities. Fathers play strong roles in (a) healthy child development in the home and school context, (b) creation of gender identity for both male and female children, (c) responsible sexuality and reduction of teen pregnancy, (d) emotional and social commitment, and (e) financial security. Whilst current service methodologies are women focussed, with social workers feeling more comfortable working with mothers, partnership working calls for much greater involvement of fathers, where possible, as well as consideration of the feelings of children about being separated from their fathers. â€Å"Mothers are the gate keepers to the father’s participation. Mothers have to believe that the family will benefit from the father’s participation. Furthermore, this discussion implies a systemic bias for excluding fathers. It is easier to manage the ongoing interactions over the course of a case by working only with one parent, the mother. In frontline practice, the potential for a compliant relationship with the mother takes precedence over a comprehensive working relationship with all the family.† (Father Involvement †¦, 2005) Mothers and social workers need to involve fathers as much as possible for partnership working to be more responsive towards child needs. Involvement of fathers by agencies could however lead to complications where relationships between parents are strained or in case of divorced and single mothers. Maternal grandparents can play significant roles in such conditions in creating conducive environments for protection and welfare of children and their involvement in partnership working could prove to be immensely beneficial. Conclusion The building of effective partnerships for protecting children is dependent upon involving all relevant agencies, namely the local authorities, social work agencies, schools, medical providers, police, community organisations, parents, and children. The recent episode, involving the horrific murder of the 17 month old child, known as Baby P, at the hands of her young mother and her boyfriend, despite the active engagement of social workers and medical practitioners, (Hyland, 2008) should not be seen as an aberration but as an indicator of the potential dangers faced by children in extremely different conditions and the individual and collective responsibilities that need to be exercised by all partnership members. The incident also reveals the vulnerability and limitations of methodologies that depend upon taking the opinion of children in cases where they are too young to express themselves. The extent of cooperation between social workers and parents also plays a critical role in the success of working partnerships. Whilst the barriers that come about because of cultural differences between social workers and members of Britain’s ethnic communities, especially from concepts of shame and honour, have already been elaborated earlier, barriers of class, income and education can also lead to lack of communication between social workers and parents and affect the appropriateness of decisions that concern child protection. In such cases, where unintended and invisible power differences work against the establishment of an equal working partnership, it is the paramount responsibility of social work agencies and social workers to build the foundation of a stable, democratic and equal working partnerships, take special pains to find out the wishes of affected children, and involve them as far as possible in the decision making process. The problems associated with knowing the wishes of children are complex; they differ from individual to individual, can be applied only to children over a certain age, and can even otherwise be solved only with patience, open mindedness, respect for children, and understanding. Working in partnership with parents for the protection of children, whilst a desirable objective, has numerous limitations and needs to be approached with care and caution. The adoption of a one shoe fits all approach in such cases is inherently fallible and can lead to horrific tragedy, as was evidenced by the Baby P tragedy, where the social workers kept the child with the mother despite numerous indicators of the dangers of doing so. Policy makers and social workers need to realise that all methodologies have their advantages and limitations. Social workers need to work with empathy; they need to scrutinise the working of all involved agencies, as well as parents, and refrain from being blinkered or authoritative in their approach, if they are to protect today’s beleaguered children from the fate that befell Maria Caldwell, Victoria Climbie, and Baby P. Words: 3290 References Ainsworth, F, (1997), Family-Centred Group Care: Model Building. Aldershot: Ashgate. Aldgate, J, Statham, J, (2001), The Children Act Now: Messages for Research. London: The Stationery Office. Background to Every Child Matters, (2008), Every Child Matters: Change for Children, Retrieved December 18, 2008 from www.everychildmatters.gov.uk/aims/background Badham, B, Wade, H, (2005), Hear by Right: Standards for the Active Involvement of Children and Young People. Swindon: NYA/LGA. Barber, J. G., Delfabbro, P. H., Cooper, L. (2001). The predictors of unsuccessful transition to foster care, Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(6), 785–790. Bowes, J. M. and Hayes, A. (2004), Contexts and Consequences: Impacts on Children, Families and Communities, in J. M. Bowes (ed) Children, Families and Communities: Contexts and Consequences, Melbourne: Oxford University Press. Bowlby, J. 1951 Maternal Care and Mental Health, London: World Health Organization. Bronfrenbrenner, U, (1979) The Ecology of Human Development, Cambridge, MA: Harvard University Press. Bullock, R, Little, M, Millham, S, (1993), Going Home, Aldershot: Dartmouth. Berridge, D, Brodie, I, (1998), Children’s Homes Revisited, London: Jessica Kingsley Publishers. Cashmore, J, (2004), Child Protection and Substitute Care: The Responsibility of Families, Community and State’, in J. M. Bowes (ed) Children, Families and Communities: Contexts and Consequences, Melbourne: Oxford University Press. Colton, M., Sanders, R. and Williams, M, (2001) An Introduction to Working with Children: a Guide for Social Workers, Houndmills: Palgrave. CREATE Foundation, (2004). In their own words: Experience of ACT children and young people in care. Canberra: Office of the Community Advocate, Delfabbro, P. H., Barber, J. G., Bentham, Y, (2002), Children’s satisfaction with out-of-home care in South Australia, Journal of Adolescence, 25, 523–533 DeLeon, P, (1997), Democracy and the Policy Sciences, New York: State University of New York Press. Dryzek, J. S, (1990), Discursive Democracy: Politics, Policy and Political Science. Cambridge: Cambridge University Press. Emond, R, (2003), Putting the Care into Residential Care: The Role of Young People, Journal of Social Work 3(3): 321-337. Father Involvement in Child Welfare, (2005), Jordan Institute for Families, 11, 1 Fulcher, L. C, (1985), Group Care Practice with Children, London: Tavistock. Gardner, H. (2004a). Perceptions of family: Complexities introduced by foster care. Part 1: Childhood perspectives. Journal of Family Studies, 10, 170–187. Gibbs, I, Sinclair, I, (1999), Treatment and Treatment Outcomes in Children’s Homes, Child and Family Social Work, 4: 1-8 Gilbertson, R., Barber, J. G, (2002), Obstacles to involving children and young people in foster care research, Child and Family Social Work, 7, 253–258. Gilligan, P Akhtar, S, (2005), Cultural Barriers to the Disclosure of Child Sexual Abuse in Asian Communities: Listening to What Women Say, British Journal of Social Work, 36(8):1361-1377 Hyland, J, (2008), The tragic death of Baby P, WsWs, Retrieved December 18, 2008 from http://www.wsws.org/articles/2008/dec2008/baby-d04.shtml Maier, H, (1979), The Core of Care: Essential Ingredients for the Development of Children at Home or away from Home, Child Care Quarterly 8(4): 161-173. Milligan, I, Stevens, I, (2006) Residential Child Care: Collaborative Practice, London: Sage. Milner, J. (2001), Women and Social Work, Basingstoke: Palgrave. O’Neill, C, (2004), I remember the first time I went into Foster care—It’s a long story†¦ Children, permanent parents, and other supportive adults talk about the experience of moving from one family to another. Journal of Family Studies, 10, 205–219. Osborne, A Bromfield, L, (2007), Participation of children and young people in care in decisions affecting their lives, Australian Institute of Studies, 6 Prout, A, (2000), Children’s Participation: Control and Self-Realisation in British Late Modernity, Children and Society, 14(4): 304-315. Sinclair, R, (1998), Involving Children in the Planning of their Care, Child and Family Social Work 3: 137-142. Stevens, I, (2006), Consulting Youth about Residential Care Environments in Scotland, Children, Youth and Environments 16(2): 51-74. Retrieved December 18, 2008 from http://www.colorado.edu/journals/cye Thomas, N, (2005), Has Anything Really Changed? Managers’ Views of Looked after Children’s Participation from 1997-2004, Adoption and Fostering, 29(1): 67-77. United Nations Convention on the Rights of the Child, full text version. Retrieved on December 18, 2008 from www.unicef.at/kinderrechte/download/crceng.pdf Ward, H, Skuse, T Munro, E.R, (2005), The Best of Times, the Worst of Times: Young People’s Views of Care and Accommodation, Adoption and Fostering, 29(1): 8-17.

Spinster Essay -- Literary Analysis, Sylvia Plath

In the poem â€Å"Spinster† by Sylvia Plath, a girl and her lover take a walk through the woods on a spring day. As they are walking, the lover attempts to make romantic gestures towards the girl, which frightens her. The girl’s physical withdrawal from spring and her act of embracing winter is a metaphor for her fear of love and longing for the predictability and control that is not found in love. While on their walk through the woods, the disorganization that the girl feels emphasizes the girl’s discomfort in embracing unpredictable feelings such as love. The speaker’s choice to begin the poem with the word â€Å"now† implies that this scene of the girl walking with a lover in the woods is not new and it has been seen before (1). The feelings of the girl throughout the poem are reoccurring ones and not just ones of this particular scene. The repetition of her actions further highlights the depth of her fear of love because she is so terrified by the idea of love that she cannot overcome her fear. The description of the girl as â€Å"particular† reveals the speaker’s critical tone as the word describes her as picky and peculiar (1). This foreshadows that the girl is unlike others in her actions. The speaker includes that the walk is occurring in â€Å"April† in order to illustrate that the time they are taking the walk is ideal (2). I nstead of seeing the setting of April as the perfect time to walk, the girl becomes â€Å"struck/By the bird’s irregular babel and the leaves’ litter† (4-6). The girl is irritated by all of the disorganization that is present in spring and love. The girl is unable to control the sound of the birds or the growth of the plants. Nature, like love, happens on its own. This reflects how she feels about love because she is also ... ...self (29-30). The word â€Å"love[‘s]† ability to stand alone on its own line expresses the great threat that love has to the girl. The other words that describe the threats of the man are harsh but grouped together. Love is such a great threat that it carries the weight of all of those threats combined by consuming an entire line. This again enforces the girl’s fear of love, as she believes it has the ability to completely ruin her. The girl’s fear of love causes her to long for control. The title of this poem, â€Å"Spinster,† highlights the speaker’s highly critical tone of the girl. While the girl may not be an old lonely woman yet, the continuation of her actions of withdrawal will cause her to be alone forever. The metaphor used in this poem as spring representing love and winter representing control is perfect because spring is variable while winter is monotonous.

Dimensions Of Negotiation

Negotiation has been an intensely studied and researched topic in the fields of business, politics and psychology since past many years. The importance of negotiation stems from the fact that it is an inter-personal process of communication that involves the principle of direct approach to individuals. With increasing recognition of communication as a premier engaging strategy in conflict resolution and ensuring smooth organizational affairs, a critical parameter for success and growth in today’s environment, negotiation has gained considerable emphasis and focus.Although negotiation is a part of communication strategy, today it has emerged as an independent communication system with its own processes and life cycle. The major dimension of negotiation include, negotiation as a process of conflict management, negotiation as a inter-personal process, architecting the process of negotiation, and third party negotiation. Among these , the two major dimensions of negotiation are co nflict management and third party intervention.Negotiation and conflict management . Negotiation, as a part of managing conflict, requires interested parties to trade proposals for settlement that include, out of court settlements, business contracts, collective bargaining contract etc (Womack, 1990, 32). As Womack further elaborates, generally the process of negotiation proceeds through motives that are both competitive and cooperative.The approach of communication in the entire process of negotiation is concerned with the messages that are transferred among negotiators and the concerned parties. Communication intervenes in the process of negotiation through its both verbal and nonverbal forms and constitutes the entire base on which the goals and terms of the bargain are negotiated. Communication plays the central role in not only developing the relationship among the parties in conflict, but also in determining its direction.It is also central in every form of bargaining process, whether the bargaining is done for organizational form of conflict management, involves conflict resolution, negotiation on legal agreements or for negotiation in inter-group an intra group conflict. The entire role of communication in negotiation processes and strategies is quite vast and it ranges from defining the conflict issues, selection and implementation of strategies to presenting and defending the viable alternatives and finally helping in reaching on a solution (Womack, 1990, 35).In several studies on communication research, especially those involving game theory, communication was not considered central to the process of negotiation. Experiments showed that even when bargainers and negotiators resorted to communication, it was more for threatening than cooperating and collaborating. Womack quotes Deutsch (1969) to inform that back in 60s communication was considered as an unreliable approach in settling conflicts through negotiations.Moreover, there were fears that poor communication forms could result in misinformation, errors and possible negative outcomes. There was an additional perception that owing to competitive natures of negotiations, effective and open channels of communication were not possible. Some of these findings hold valid in disputes, particularly that are distributive in nature and concern with business and marketing segment, it has been nonetheless observed that where the goal is to achieve integrated goals, a problem solving approach works in excellent way.Womack (1990) further cites Lewicki, Weiss and Lewin, (1988), Fisher and Uri (1981), Lewicki and Litterer (1985) and Walton and Mckersie (1965) to state that negotiator resort to using multiple formal and informal communication channels to redefine the issues, present analysis of causes that offer difficulties in resolving the conflict and finally, through sharing of information and assessment of needs, help to identify the complete range of possible alternatives and solutio ns that are acceptable to mutual interests and needs of each party in the deal.These approaches lead to negotiation strategies that involve greater participation by conflicting parties, positively contributing to the increased chances of success in reaching settlement through more alternate solution.Some of the communication strategies adopted during negotiations on the group and organization levels in managing conflict include use of fantasy themes, interpretive themes, and stories and rituals that provide scapegoats to the involved parties and give them external reasons to come out with excuses, reasons and justifications to accommodate each other’s behavior, thereby preventing the chances of negotiations being stalled (Womack, 42).It is of first importance that a mediator should present a completely neutral and unbiased image before the conflicting parties to win their confidence and trust in the ability of mediator to help in achieving possible outcome in conflict. The co mmunication skills of mediators should present them as individuals free of gender, racial or ethnic biases. Along with this, successful mediation also requires listening skills on part of the mediator. It helps mediator to understand the current position of each party in the conflict as well inspire them with confidence in the neutrality of the mediator.