Neogiation Assignment Example | Topics and Well Written Essays - 250 words

Neogiation - Assignment Example It is therefore correct to say that the refusal of the union to hear the proposals was not done in good faith. The section that I rely upon in this matter is article XXXIV section 2 of the Collective Bargaining Agreement. The section is clear about the 30 days notice to be given by the party intending to make the modifications. It further states that a conference is to be held 10 days before the expiration of the agreement. In this case, the agreement was expiring on June 15 2009 and the conference was held on 1 June 2009, 14 days before the expiration. The word shall, denotes that it was necessary for the communication to be done on the first day, but the action by the union was meant to bar the same from taking place. In fact, during the day, suggestions to the same effect had been made in the meeting. To avoid the conflict that arose, it would have been better is the employer had allowed for negotiations. This was a collective bargaining agreement and one party should not have seemed like the one imposing terms on the other. The employer should also have been clear on its intention and not waiting until 4:30 Pm to make a formal proposal. What is important is the intention of the

Executive Compensation Essay Example | Topics and Well Written Essays - 1750 words

Executive Compensation - Essay Example There is an ongoing public indignation over the idea that there are executives who are rewarded handsomely in firms that are experiencing financial losses, facilities closure and employee dislocations in the form of cuts in pay and benefits and forced terminations. At a time when the public is looking for someone or something to blame, is it correct to cap the current executive compensation in the US? This paper will explore this possibility and its impact on American capitalism, whether such a move would be beneficial or harmful to the economy. In the United States, the capitalistic system rewards high risks with high rewards and that executives are paid astronomical amounts for their skills and capabilities. The executive compensation in the US consist the total rewards received by the top-level executives of a corporation. These high-ranking officers include the chief executive officer (CEO), the chief operations officer (COO), the chief financial officer (CFO), as well as the other executives who hold the highest level of management in a firm. The total rewards, meanwhile, is generally consisted of salaries, bonuses, incentive payments, deferred compensation plans, stock options, and the direct provision of goods and services. The stock option for executives could surpass the worth the direct cash payments such as salaries and bonuses. Additional perks may include packages that consist housing, personal staff, transportation and other personal expenses of the top executives, which are normally shouldered by employees. A ccording to Alan Greenspan (2007), the former chairman of the US Federal reserve: A [US] CEO’s compensation has, on average, been tied closely to the market value of his or her firm†¦ CEO compensation at such large US corporations reportedly rose by 10 percent annually between 1993 and 2006, triple the 3.1 percent annual increase of earnings of private-company production or nonsupervisory workers. (p.

How the Concepts of Cultural Identity and Representation Essay

How the Concepts of Cultural Identity and Representation - Essay Example Punk is a subculture movement that emerged in the 1970s and the 1980s by the appearance of punk bands such as The Sex Pistols, The Ramones and The Talking Heads. Before analyzing punk culture it is important that we define the concepts of cultural identity and representation so that we are able to use them coherently in our understanding of a brand of music that has been so often misunderstood. Cultural identity is referred to as self-definition with reference to a knowledge tradition or a set of ideas and practices that are shared or widely prevalent in a delineated population. When comparing cultural identity and collective identity, the construct of cultural identity may not conform to that of collective identity. In some instances, Kitayama and Cohen (2007) observe, both cultural and collective identity can represent the same thing; cultural can be regarded as a group when a particular knowledge tradition is completely shared in the designated group. However, even the most widely distributed culture is rarely followed completely by all members of the designated group. Even though cultural identity and collective identity may fail to equate, there is a strong line between cultural identification and collective identification. The degree of identification is associated with how much the individual relates himself to his or her identity. People who relate themselves strongly to a knowledge tradition or culture regard this cultural identity to be an integral component of their self-definition.

Ethical Issues of companies Essay Example | Topics and Well Written Essays - 1500 words

Ethical Issues of companies - Essay Example In simple words, there is more harm than gain from whistle-blowing in the current setting. As a result, this action is wrong under the utilitarianism framework. This framework states that only those actions should be taken which gives greater good to the society than the costs. In this case, there are more costs associated with the action than the benefits and hence I should be passive and let how things move on until I decide to whistle blow, which is not an option at the moment. If we look at the risks associated with whistle blowing, they are loss of jobs for employees, company's reputation at stake, my job in jeopardy and the chance that the company may lose market share against the major competitor. The gains from the action will be people would be aware about Delectable's nonexistent quality control and this can lead them into making a better choice. However, weighing the two options, one feels that there are greater risks than gains and hence I should not whistle blow. A2) the attitude of workers is purely materialistic at the moment. They are paid on piece rate and hence they want to produce as much goods as possible while ignoring the quality of what they manufacture. The policy of quality control won't be effective in the current company's culture as workers are just trying to make more goods as they are paid on the basis of how much they produce and because quality control may hinder the speed of their work, the policy won't be as effective as it will be in other settings. There are a lot of issues that the management needs to readdress looking at the attitudes of workers and supervisors on the factory floor. First of all, the management needs to incorporate in people that the workers should respect the people from higher level of hierarchy instead of blocking their work. This can be done by the management by showing them their authority and by firing those people who do not cooperate with the top brass. The main pressure is that the workers a re not willing to cooperate and the situation can only improve if either the authority is delegated to the quality control department or the management itself fires or threaten people who are hindering the efforts of the quality control department. PART B B1) The government and state faced a major challenge in the form of underfunding to deal with the health and safety issue. There is hardly any possibility that the current staff of 60 can see 16000 food businesses in Georgia. Similarly, Delectable employs thousands of people and government will be threatened to take any action against the company as it would mean loss of jobs and unemployment. However, government can counter the problem by staffing more people in order to keep check and balance on most of the businesses in the state. The government should try to encourage people and organizations to fund FDA by telling them it would improve the general condition of the food businesses in the country and ensure that their offerings are hygienic and comply with quality and control standards. Government can also encourage the businesses to act in a socially responsible way. This can be done by giving tax holidays to company where there is no quality cases recorded reported against the compa ny. The government can also levy stricter rules on food businesses which could levy harsh penalties on these business and can ask them disclose the quality and contr

You Sherlock Holmes are now knighted Essay Example for Free

You Sherlock Holmes are now knighted Essay He also thought that I was the best detective in Europe. I took him into my study. We both sat down in the study and he said that he was no other than the king of bohemia, my heart started to go a little faster. (But when I was I detective I took cocaine to sharpen my mind and also to carm me down! ) I asked him what his problem was and what he wanted me to do. The king told me he wanted me to get him a picture that Irene Adler had. I wondered silently, the importance of the picture, so I asked him out right The very words he said were that Irene was going to make this picture of him and her, public. If Irene Adler were to make this picture public, then the king of Bohemia would be ruined. The king then went away, I needed to research Irene Adler. So I looked up Irene Adler in my index. My index told me that she was pretty, very popular and she has a very quiet social life, I thought she is only a woman what is the worst that she can do? I was very determined to get the picture because if I were to get this picture then I would get a large bag of gold and a enormous amount of money. Watson and I had now found out a little more about Irene Adler. But for now we needed to get the picture she had in he hands. I went to Briony lodge in a hansom cab. (Which was where Irene Adler was. ) I was there outside Irene Adlers house. I waited for about half an hour, but nothing happened. Then there was some one came out of the house. The person who come out was of briony lodge was Godfrey Norton. Godfrey and Irene went on to the church. Just as they were setting off to the church I could remember hearing Irene screaming twenty sovereigns if you get to the church in twenty minutes. I didnt know what to do, should I look around Irene Adlers house or should I follow them to the church. I had come to my decision. I followed them to the church. I arrived at the church. To my surprise Godfrey Norton had seen me lurking at the back of the church. Godfrey said to me come on we need another person to witness this wedding or else it wont be legal. Now that I had now seen Irene Adler I needed to get the all-important picture that she had. But I thought where would she have the picture hidden? Watson and I tried to guess where Irenes most important place was. I decided that her house would be the safest place for Irene to hide the all-important picture. Watson and I needed to come up with a way to get into her house. I sat down with Watson and I began to tell Watson my Machiavellian plan. First Watson threw a rocket, so that Irene would go to the picture thinking it was fire. While all of this was going on, Holmes in his clergyman disguise would follow Irene to the picture! That was our plan but would it work? All we needed to do now was to but the plan into action. Watson and I went over to Irene Adlers house, to my astonishment there was a fight out side Irenes house. I went to protect Irene from the tussel. I survived, and then went on into Irenes house. I was in the house where the picture of the king was. I waited for a little while then gave the signal for Watson to throw the smoke rocket into the house. Watson threw the rocket into the house, when the rocket entered the fire alarm went off. I followed the beautiful Irene Adler. I was correct in thinking that she would go to the picture. I went home to tell Watson I knew where the picture was! The following day the king came back to my house and demanded me to get the picture. I told the king that Irene Adler was married and that she would not even hesitate to make the picture public. After the case I received a letter; the letter informed me that Irene was working against Watson and me. I then thought that Irene was a lot smarter than I had anticipated. As a result of my work, the king was grateful and rewarded me with jewels. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

Success of Henry VII in strengthening the financial position of the Crown Essay Example for Free

Success of Henry VII in strengthening the financial position of the Crown Essay Crown lands were the kings estates. There were many ways in which Henry increased the yield of his crown lands. * Henry gained a lot of land from the Battle of Bosworth by naming himself king before the day of the battle therefore making all his opponents traitors and had the right to attain them all. * He gained a lot of land partly by good fortune from York and Lancaster. * Henry was not as generous as pass kings e.g. Edward IV, and kept most of his lands to himself but with the exception with some people like his mother, his uncle Jasper. * Used escheats, which were a right for the king to have lands passed to him when men died without heirs. * Skilful workers that helped Henry increase yield of lands e.g. Duchy of Lancaster and Sir Reginald Bray. Effectiveness of policy. Income from crown lands was increased by 30 % generally during his reign and with the help of Sir Reginald Bray the annual income of à ¯Ã‚ ¿Ã‚ ½650 increased 10 fold. Custom duties. Theses were levied on wool, leather, cloth and wine. It was a fee, which was needed to be paid for trading. Edward IV increased his income by increasing trade and cutting down on embezzlement at all levels. Henry did the same and followed what Edward IV did. Effectiveness of policy. The average annual receipts were à ¯Ã‚ ¿Ã‚ ½33,000 for the first 10 years of the reign and à ¯Ã‚ ¿Ã‚ ½40,000 thereafter, so there was not a great deal of raised income. Feudal dues. Feudal dues were paid be people who held land from the king in return for military service. Feudal dues included: * Wardship, in which the king took control in the estates of minors until they came an age. * Livery, the payment to recover lands out of wardship. * Marriage, right of crown to arrange marriages for unmarried heirs/heiresses. * Relief, payment made so that the crown recognised inheritance of land rather then reclaiming it to the throne. Effectiveness of policy. Initially the proceeds from wardship and marriage were small, amounting to only à ¯Ã‚ ¿Ã‚ ½350 in 1487, but after 1503 a special officer was appointed to supervise them and by 1507 the annual income was à ¯Ã‚ ¿Ã‚ ½6,000 a massive increase. Revenue through the operation of the judicial system. As monarch, Henry was head of the judicial system and was therefore entitled to its profits. Henry made the most of this by doing a number of things. * Fines: Henry was eager to exact fines rather then imprisonment or execution to increase his incomes. * Attainders: Method of punishment whereby the profits from the attained persons lands go to the crown. Effectiveness of policy. There were a lot of attainders e.g. Sir William Stanley had to payà ¯Ã‚ ¿Ã‚ ½9,000 and thenà ¯Ã‚ ¿Ã‚ ½1,000 p.a. for his treason in 1495. The highest passed was 51, total of 140, a third reversed. Parliamentary grants. Extraordinary revenue was money which came to the crow on particular occasions and therefore with no regularity. It arose from the obligation of the kings subjects to help him when the national interest was threatened. It was received, by the king requesting for the parliamentary consent. The usual type of tax levied was a national assessment. Effectiveness of policy. Parliamentary grants were less successful as they restricted Henrys freedom of action in return for money. By 1485 the taxes raised had ossified into a fixed sum of about à ¯Ã‚ ¿Ã‚ ½29,000. Loans and benevolences. The king could rely on loans from his richer subjects in times of emergency by request, and was almost virtually impossible to decline. Effectiveness of policy. It was effective in the way it was quite successful as Henry had only asked modest amounts of money from his subjects and had always repaid back, probably to lessen the risk of rebellion of some sort. Feudal obligations. As feudal overlord Henry could demand money from his subjects for special occasions e.g. the knighting of his eldest son, marriage of his eldest daughter. Effectiveness of policy. Anyone who earned more then à ¯Ã‚ ¿Ã‚ ½40 p.a. had to become a knight, along with the financial burdens that it entailed in military service. So this would have made a lot of money to add to the kings income from the financial burdens. Clerical dues and other income from the church. Convocation usually offered money when the king was requesting it from the parliament grant e.g. in 1489 when à ¯Ã‚ ¿Ã‚ ½25,000 was raised for the French war. Effectiveness of policy. Due to a rash of deaths amongst the bishops in the last years of the reign, Henry received over à ¯Ã‚ ¿Ã‚ ½6,000 per annum in this way.

Developing Self-Assessment Skills in Nursing

Developing Self-Assessment Skills in Nursing Self-assessment is the way in which individuals reflect on past experiences and events in order to facilitate learning, and to develop and maintain skills and knowledge, in order to evaluate whether individual competencies are compliant with relevant codes of conduct by profession. Models within the literature on the process of self-assessment also use the term ‘reflection’ to describe such activity, whereby self-assessment / reflection method is seen to involve ‘returning to an experience, describing it and attending to thoughts and feelings.’ (Platzer, Blake Snelling, 1997;193) For nursing and other healthcare professionals (HCPs) in particular, self-assessment is a medium in which theory can be assessed during practice, and to tap into the personal knowledge resource of HCP’s ‘embedded in the practices and know how of expert clinicians. (Brenner, 1984;4) The cognitive processes involved within self-assessment activity are described within the literature as complex, involving high order cognitive capacities; making influences, generalizations; memory, analogies; emotional evaluation and problem solving (Moore, 1998). Analysing ones performance is thus described in terms of a professional development tool, whereby gaps in knowledge as well as areas of expertise may be identified, and form the focus of further training, and/or activities at work in line with Department of Health initiatives for continuing professional development. Self-assessment within clinical practice for nurses thus needs to be taught and coached, and may occur in a number of ways. Models of reflection and self-assessment documented describe the need for use of written records of practice within self-assessment, such as through reflective diaries (Platzer, Blake Snelling, 1997) which can be used as the basis for discussion during group-working projects and in one-to-one coaching sessions between mentors and student nurses for example. The use of reflection through self-assessment has been suggested as particularly relevant to nurses due to the nature of their work – the need to respond to individual requirements and needs of patients, and to avoid rigid routines of caring acts that can lead to performing duties on ‘autopilot’ (Cox, 1994) Self-assessment is thus suggested to prevent complacency or caring through pattern / ritual from occurring, by reflecting on ones practices to allow nurses to provide individualized patient care. Self-assessment practices may be taken by nurses during a number of reflection opportunties; critical incident techniques (Clamp, 1980; Flannagan, 1954) reviews of case studies and personal experiences or practice reviews (Wilshaw Bohannan, 2003) The reflection process thus enables learning for nurses through initiating discussion and thought in regards to comparing actions taken against suggested best practice. Self-assessment is becoming increasingly incorporated learning programmes for nurses, as well as receiving focus throughout careers in order to enable continuing professional development. Self-assessment of ones own competencies are thus predominantly portrayed in a positive light and emphasis given to associated advantages. One of the major benefits of incorporating self-assessment into both education and professional development, is the way in which theory and learning can be translated into more applied methods, and by increasing the relevance of taught theory, help students and new nurses to apply what they have learnt in the classroom into their patient care through evaluating learning in the context of their own experiences. Reflection and self-assessment throughout a career can also allow nurses to develop this initial knowledge base by incorporating future experiences to widen personal knowledge resource to continue to grow professionally. Benefits of the use of self-assessments can also be seen in the way in which they can allow more accurate evaluation of the training programmes used to educate nurses. Research indicates that the commonly used questionnaire technique to investigate students perceptions and evaluations of training can be influenced by a range of external factors that often make such ratings highly unreliable; like / dislike of the tutor, and the aesthetics of the learning environment are two such factors (Hicks Henessey, 2001), and are thus likely to contribute little to analyzing the true efficacy of the training undergone. Considerations should however be taken when using self-assessment for a number of reasons. Firstly the depth of evaluation and use of reflections will depend on the level of importance that an individual will place on their own knowledge and assessment abilities. It has been reported that many HCPs place little value on their own personal knowledge favoring only research based knowledge – thus underutilizing their own resource (Platzer, Blake Snelling, 1997) and so may subsequently place little value or effort into the process of self-assessment meaning learning outcome will be limited. The reliability of the cognitions underlying self-assessment techniques can also put into question the usefulness of the results for learning – memory for recounting events can be affected by anxiety (Newell, 1992), whilst others may feel under scrutiny and look to justify or rationalise actions (Wilshaw Bohannan, 2003) rather than reflect and learn from outcomes. This highlights the w ay in which self-assessment is only truly useable in environments that are not operating within a blame culture where personal evaluation would otherwise be inhibited. Lastly it is also reported that the coaching experience and ability of mentors to teach self-assessment techniques exerts a strong influence on the outcome in ability to complete self-assessment tasks for their students, and therefore the ability of coaches will have a positive or negative impact for students (Arvidsson,2005) The Nursing and Midwifery Council(NMC) openly supports the use of a self-assessment system as a means for nurses to identify ‘shortfalls’ in their skills, by rating their own performance. Self-assessment should be thus used to identify gaps in nurse’s abilities and so highlight key training needs, acting in what the NMC call an ‘early warning system’ capacity against poor standards (Duffin, 2004). Although not compulsory, self-assessment is seen as a way for nurses to contemplate critical areas within their clinical environment (information for clients on treatment, nurse/client relationships professional accountability: Duffin, 2004) that staff shortages and time pressures may otherwise push to the sideline, with the assessment of these factors proposed to help nurses to work within the NMC Code of Professional Conduct, and protect staff against misconduct charges, by providing a practical route of translating codes of contact guidelines into action s and evaluating the effectiveness of these actions. The use of self-assessment procedures with nurses is already covered in some detail within learning and training courses for those new to the profession of nursing. In early training, mentors are used to facilitate the start of a journey of growth from knowledge (Price, 2005), through the ability to reflect on ones own actions, and feelings towards those experiences individually or in group work during nursing education (Platzer, Blake Snelling 1997) Self-assessment as a tool for learning is also actively encouraged within the continuing professional development initiatives set by the Department of Health which now stipulates the need for post-basic education for all HCP’s, and from the NMC’s own code of conduct which places great importance on the identification of skill-shortfalls through self-assessment alongside other identification means, in order to ensure patients are receiving the best care possible, from skilled and well trained nursing professionals. REFERENCES Arvidsson, B (2005) ‘Factors influencing nurse supervisor competence: a critical incident analysis study’ Journal of Nursing Management Vol. 13, 3 Clamp, C (1980) ‘Learning through critical incidents’ Nursing Times 1755-1758 Crawford, M (1998) ‘Development through self-assessment: strategies used during clinical nursing placements’ Journal of Advanced Nursing Vol. 27, 1 Duffin, C (2004) NMC system to give early warning of skills shortfall’ Nursing Standard Vol. 19, 5 p7 Flannagan, (1954) cited in Wilshaw, G Bohannon, N (2003) ‘Reflective practice and team teaching in mental health care.’ Nursing Standard Vol. 17, 50 p33-37 Hek, G ‘Developing self evaluation skills: a pragmatic research-based approach for complex areas of nursing’ Nurse Researcher Vol.11, 2 p73-82 Hicks, C Hennessy, D (2001) ‘An alternative technique for evaluating the effectiveness of continuing professional development courses for healthcare professionals: a pilot study with practice nurses’ Journal of Nursing Management Vol. 9 p39-49 Moore, P (1998) ‘Development of professional practice research training fellowships: occasional papers’ Health Professions Wales Morrison, J (2005) ‘ABC of learning and teaching in medicine’ British Medical Journal 326 (7385) p385-387 Newell (1992) cited in Platzer, H. Blake, D Snelling, J (1997) ‘A review of research into the use of groups and discussion to promote reflective practice in nursing’ Research in compulsory Education Vol. 2, 2 Platzer, H. Blake, D Snelling, J (1997) ‘A review of research into the use of groups and discussion to promote reflective practice in nursing’ Research in compulsory Education Vol. 2, 2 Price, B (2005) ‘Self-assessment and reflection in nurse education’ Nursing Standard Vol. 19, 29 p33-37 Wilshaw, G Bohannon, N (2003) ‘Reflective practice and team teaching in mental health care.’ Nursing Standard Vol. 17, 50 p33-37