Analysis of The Story of an Hour by Kate Chopin

Analysis of The Story of an Hour by Kate Chopin The Story of an Hour  by American author Kate Chopin is a mainstay of feminist literary study. Originally published in 1894, the story documents the complicated reaction of Louise Mallard upon learning of her husbands death. It is difficult to discuss The Story of an Hour without addressing the ironic ending. If you havent read the story yet, you might as well, as its only about 1,000 words. The Kate Chopin International Society is kind enough to provide a free, accurate version. At the Beginning, News That Will Devastate  Louise At the beginning of the story, Richards and Josephine believe they must break the news of Brently Mallards death to Louise Mallard as gently as possible. Josephine informs her in broken sentences; veiled hints that revealed in half concealing. Their assumption, not an unreasonable one, is that this unthinkable news will be devastating to Louise and will threaten  her weak heart. A Growing Awareness of Freedom Yet something even more unthinkable lurks in this story: Louises growing awareness of the freedom she will have without Brently. At first, she doesnt consciously allow herself to think about this freedom. The knowledge reaches her wordlessly and symbolically, via the open window through which she sees the open square in front of her house. The repetition of the word open emphasizes possibility and a lack of restrictions. Patches of Blue Sky Amid the Clouds The scene is full of energy  and hope. The trees are all aquiver with the new spring of life, the delicious breath of rain is in the air, sparrows are twittering, and Louise can hear someone singing a song in the distance. She can see patches of blue sky amid the clouds. She observes these patches of blue sky without registering what they might mean. Describing Louises gaze, Chopin writes, It was not a glance of reflection, but rather indicated a suspension of intelligent thought. If she had been thinking intelligently, social norms might have prevented her from such a heretical recognition. Instead, the world offers her veiled hints that she slowly pieces together without even realizing she is doing so. A Force Is Too Powerful to Oppose In fact, Louise resists the impending awareness, regarding it fearfully. As she begins to realize what it is, she strives to beat it back with her will. Yet its force is too powerful to oppose. This story can be uncomfortable to read because, on the surface, Louise seems to be glad that her husband has died. But that isnt quite accurate. She thinks of Brentlys kind, tender hands and the face that had never looked save with love upon her, and she recognizes that she has not finished weeping for him. Her Desire for Self-Determination But his death has made her see something she hasnt seen before and might likely never have seen if he had lived: her desire for self-determination. Once she allows herself to recognize her approaching freedom, she utters the word free over and over again, relishing it. Her fear and her uncomprehending stare are replaced by acceptance and excitement. She looks forward to years to come that would belong to her absolutely. She Would Live for Herself In one of the most important passages of the story, Chopin describes Louises vision of self-determination. Its not so much about getting rid of her husband as it is about being entirely in charge of her own life, body and soul. Chopin writes: There would be no one to live for her during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a will upon a fellow-creature. Note the phrase men and women. Louise never catalogs  any specific offenses Brently has committed against her; rather, the implication seems to be that marriage can be stifling for both parties. The Irony of Joy That Kills When Brently Mallard enters the house alive and well in the final scene, his appearance is utterly ordinary. He is a little travel-stained, composedly carrying his grip-sack and umbrella. His mundane appearance contrasts greatly with Louises feverish triumph and her walking down the stairs like a goddess of Victory. When the doctors determine that Louise died of heart disease of joy that kills, the reader immediately recognizes the irony. It seems clear that her shock was not joy over her husbands survival, but rather distress over losing her cherished, newfound freedom. Louise did briefly experience joy the joy of imagining herself in control of her own life. And it was the removal of that intense joy that led to her death.

Market Analysis Report

Market Analysis Report Market Analysis Report Market Analysis Report: What should You Know about It? Whether you are going to start new business, launch a new product or enter a new market, first of all, it is very important to make market analysis in order to find out the results of such actions. Other words, market analysis helps you forecast whether you will be successful or not. One should stress that your business future often depends on such study. That is why it is necessary for you to be able to make good market analysis. Thus, it becomes obvious why you have often to write different market analysis reports. What Is a Market Analysis Report? A market analysis report is the presentation of the results that you have obtained when studying a market situation. It should reflect the main steps that you took when study the problem. As a rule, a market analysis report should conta

Diversity in the Workplace Essay Example | Topics and Well Written Essays - 750 words

Diversity in the Workplace - Essay Example The main personal tools are self-awareness, metacommunication and flexibility. Metacommunication is one of the most valuable skills that a manager can possess is the ability to communicate effectively with others (Sonnenschein 95). Metacommunication reflects and folds back upon itself bringing more information to each conversant. Metacommunication is an active process that is particularly useful in understanding persons who come from different cultural contexts. Among individuals in an increasingly diverse society, there may be more than one understanding, more than one meaning of a single reality. Individuals who come from different cultural paradigms or different hierarchical positions may perceive the same situation differently and draw different meanings from it. The role and importance of metacommunication is to eliminate cultural and language differences. Self-awareness is another tool which helps managers to deal with diverse employees and lead them. It means: "be aware of those things in your personal background that might help you do or see, or prevent you from doing or seeing thing, important your organization" (Sonnenschein 30). In this case, managers should realize the influence of culture on behavior. Like time or distance, culture is one of those concepts we all know but find difficult to put into words. Self-awareness helps managers to respond effectively to behavior and actions of other employees, understand their motives and desires (Sonnenschein 32). Flexibility can be seen as a tool which helps leaders to manage diverse workforce and sustain positive organizational culture. 'Flexibility' can be seen as an ability to find the best solution in any situation in spite of personal interests or beliefs. For instance, today men's and women's roles have become more diffuse. The division of labor is less rigid and not necessarily gender-linked. The task of the manager is to perceive these changes and apply them into workforce (Sonnenschein 94-95). The organizational techniques are conflict management, socialization and training workshops. Conflict management is an effective technique which helps managers to avoid dissatisfaction and misunderstanding between employees. Clearly, if the parties can agree on mutual objectives then the problem is far easier to resolve than if they have conflicting objectless and personal agendas. The tools used to solve the conflict can be communication and listening, respect to position of others and account of cultural differences. These strategies help a manager to separate the people from the problem; focus on interests and not positions; search for solutions which can accommodate both interests; agree objective criteria. Developing a solution is more critical and complex than ever before. Managers should use benefits of conflicts to create positive culture and climate. Socialization involves understanding of such processes as family influence, personal experience, educational experiences, peer influences, media influences and critical incidents (Sonnenschein 31). For instance, the attributes that once were operative have become less significant in a more democratic and diverse society. Redefining fit no longer means using the broad attributes seeking a deeper sense of knowing and understanding one another. That is, the more we get to know who we all are as

Opportunity cost Essay Example | Topics and Well Written Essays - 500 words

Opportunity cost - Essay Example Opportunity cast can them be defined as the act of forfeiting acquisition of a product or a service for utilization while in the same breadth opting for another that according to the prevailing circumstances you believe can best satisfy your need. Opportunity cost then is reached by an individual after weighing all the options in a circumstance and opting for only one, in this sense, it can be appreciated that the opportunity cost comes with the aspect of choice and scarcity in equal measure. The concept of the opportunity cost is a culmination of the major economic problem which involves the ever limited resources in the society and that needs to satisfy the ever increasing unlimited demand for the products and services. Economists thus are faced with the problem of deciding what product to be produced in what quantity by the limited recourses available to satisfy an envisaged demand. Opportunity cost can also take the aspect of time; demand and supply is all dependants and is affected by the time and thus opportunity cost can be effectively applied in reference to time (Ojediran 114). The video clip that was view and summarized in this paper explains the sense of opportunity cost. It considers the opportunity cost of travelling from state collage to Florida during spring break engaging a bus and the other engaging a plane. In the in-depth explanation of how to calculate the opportunity cost, Dirk takes his class through an integrated determination of opportunity cost by using empirical figures to clearly and vividly connote the essence of opportunity cost. He asks the class to determine the variables that will be considered in when gauging the opportunity cost of travelling from state collage to Florida and he advanced two options; a plane and a bus. He gets the response from the students that cost of the journey with reference to the two

When we were Soldiers Essay Example for Free

When we were Soldiers Essay The Randall Wallace movie â€Å"When we were Soldiers† is a factual account of Vietnam War but with specific Hollywood aspects which one finds in majority of movies. The move takes you back to the year is 1965 and Lt. Col. Hal Moore leading the 1st Battalion of the 7th Cavalry. The battle takes place at the La Drang Valley called The Valley of Death. This film allows the viewer to see what fighting and the what the war zone was really like in Vietnam as they experience one of the most violent battles in U. S history. The film uses images in a very important way to convey historical truth as to what really happened at Vietnam. The film uses graphic images to portray what the battle scene was really like. It shows how the American troops were outnumbered and how they were fighting literally within feet of the enemy. The images in the movie that we seen are as close to as what it was really like, because there was a photographer there taking pictures during combat. The pictures that the photographer shot during battle helped us visualize what the battle scenes were really like and the pain and anguish that soldiers went through when fighting. The images of soldiers dying during combat and the reality of the battle helps to portray the bloodiness of the battle. Some black and white photographs of the actual battle scene in 1965 were in the film so that the viewer could see real images of the battle and what soldiers had to go through to survive the combat. One problem with most Hollywood films about war is that they make war seem more heroic than it actually is. The producers of this film managed to keep that false sense of wanting to fight in a war to a minimum. The images and the plot allow the viewer to really see what is going on in the battle. The producers show how gruesome the battle really was and the small heroism there actually was in a war. The grim fighting conditions that soldiers endured while fighting in Vietnam made many Americans want to stay out of war as it was a horrible place to be. This film had a couple of weak spots in the plot. One thing was that it never really talked about why we were going to Vietnam to fight in a war. It barely touched on the subject about the controversial issues that surrounded the United States into entering this war. The battle at La Drang Valley was one of the first battles in the Vietnam War, and the American public knew little about our position in Vietnam until this battle had taken place. When this battle broke out there was no hiding our position any longer. The American public would now know that we were at war with northern Vietnam. Another part of the plot that I thought was bad was the life on the home front. I feel as the producers used Hollywood at the home front a little too much. The films most dramatic scene involving the Armys failure to properly deliver the telegrams of regret is ruined by a number of wives crying through screen doors. Also when the husband comes home he rings the door bell to provide a false sense of sorrow only to see him standing there to greet his wife and family. This hurts the films authenticity but makes up for it when the battle scenes resume. Another part of the film that was poor was the timeline of events that happened. In the movie it seemed as if the battle only took a few days where in reality the battle took over a month. It is a little bit confusing because when it returns to the home front it seems that time is going by but, when on the combat zone it is like the battle took a couple of days and then everybody left to go home. In reality the battalion that the film was following left the combat zone to another battalion and they returned back to base. The film is important because it takes a look at the first battle of Vietnam and how under equipped, out numbered and ill informed our troops really were. When they first step foot onto the battle scene they undertake heavy fire from the enemy and realize that they may be in over their heads. They never suspected that they had such great numbers in their military. The amount of casualties was tremendous, after the first day of fighting thousands of bodies lay on the battle field.

Motives for British Imperialism in Africa Essays -- Imperialism Africa

Motives for British Imperialism in Africa Before the Europeans began the New Imperialism in Africa, very little was known about the inner parts of the continent. However, after some explorers delved deeper into the heart of Africa, the Europeans soon realized how economically important this area was, and how much they could profit from it. At the time, Britain had only small occupations of land in Africa, but after they realized that they could make money from the rich resources from the inner regions of Africa, they wanted to invade the African countries and take over. This led to the scramble and ultimately, the partition of Africa. During the Age of Imperialism, from 1870-1914, Britain was a major country, which proved to be true in the â€Å"carving up† and division of Africa. Britain was one of the strongest of the European countries, and had the power to take over much of the most valuable lands with the most rich and abundant supplies of raw materials and other resources. There were five main reasons for their imperialism. They were political and military interests, humanitarian and religious goals, ideological, exploratory, and lastly, but most importantly, economic interests. As for the political reasons, Britain simply wanted to remain competitive with other countries, such as Germany and France. At the time, the British had no allies, and the other countries such as France and Germany, were getting economically more stable. By taking over Africa, and setting up colonies, they would have allies and a sense of protection. Germany and France were also some of the bigger powers in Europe, and the British feared them because they needed to keep up with the competition of their rival countries. They were pretty much forced to practice imperialism because of the growing threat of Germany and France. The British continued to be imperialists until the beginning of World War 1, in 1914, because they feared that they might lose their empire. They conquered and added on many parts of Africa, such as Egypt, South Africa, Nigeria, the Suez Canal, etc†¦ In most cases, the reasons for this was that were able to colonize these people and gain alliances with them an d also to send out the message to other countries that they were still competitive. One prime example of this, was how Britain bought the Suez Canal into their own power. Fredinand de Lesseps, a Frenc... ...e from India. That was the underlying tenet of all British imperialism. Throughout history, the British have been a nation of sailors and businessmen. With the dawn of the imperial era, money began to equal power, and the wealth of the British elevated them to the top of the world. As Sir Walter Raleigh said, "Whosoever commands the sea commands the trade; whosoever commands the trade of the world commands the riches of the world, and consequently the world itself." India was where the riches of the world came from, the jewel in the crown of the British Empire. The British needed to dispel the threat of other Europeans in Africa to maintain control of India, and they did so efficiently. They quickly gained control of both the major sea routes to India and then turned their eyes to the rest of the continent. Whether the British were trying to foster public support or prevent another nation from becoming a threat, all British actions in Africa were directly or indirectly linked to India. The British were motivated by their desire to become powerful, and they skillfully combined enterprise and conquest to create a globe spanning empire centered around the wealth of India.

Negotiation and Dispute Resolution

CHAPTER ONE The Nature of Negotiation 4-2 Introduction Negotiation is something that everyone does, almost daily 4-3 Negotiations Negotiations occur for several reasons: †¢ To agree on how to share or divide a limited resource †¢ To create something new that neither party could attain on his or her own †¢ To resolve a problem or dispute between the parties 4-4 Approach to the Subject Most people think bargaining and negotiation mean the same thing; however, we will be distinctive about the way we use these two words: †¢ Bargaining: describes the competitive, win-lose situation †¢ Negotiation: refers to win-win situations such as hose that occur when parties try to find a mutually acceptable solution to a complex conflict 4-5 Three Important Themes 1. The definition of negotiation and the basic characteristics of negotiation situations 2. Interdependence, the relationship between people and groups that most often leads them to negotiate 3. Understanding the dy namics of conflict and conflict management processes which serve as a backdrop for different ways that people approach and manage negotiations 4-6 Characteristics of a Negotiation Situation †¢ There are two or more parties †¢ There is a conflict of needs and desires between two or more parties Parties negotiate because they think they can get a better deal than by simply accepting what the other side offers them †¢ Parties expect a â€Å"give-and-take† process 4-7 Characteristics of a Negotiation Situation †¢ Parties search for agreement rather than: – – – – Fight openly Capitulate Break off contact permanently Take their dispute to a third party †¢ Successful negotiation involves: – Management of tangibles (e. g. , the price or the terms of agreement) – Resolution of intangibles (the underlying psychological motivations) such as winning, losing, saving face 4-8 Interdependence In negotiation, parties need eac h other to achieve heir preferred outcomes or objectives †¢ This mutual dependency is called interdependence †¢ Interdependent goals are an important aspect of negotiation †¢ Win-lose: I win, you lose †¢ Win-win: Opportunities for both parties to gain 4-9 Interdependence †¢ Interdependent parties are characterized by interlocking goals †¢ Having interdependent goals does not mean that everyone wants or needs exactly the same thing †¢ A mix of convergent and conflicting goals characterizes many interdependent relationships 4-10 Types of Interdependence Affect Outcomes †¢ Interdependence and the structure of the situation hape processes and outcomes – Zero-sum or distributive – one winner – Non-zero-sum or integrative – a mutual gains situation 4-11 Alternatives Shape Interdependence †¢ Evaluating interdependence depends heavily on the alternatives to working together †¢ The desirability to work together is better for outcomes †¢ Best available alternative: BATNA (acronym for Best Alternative to a Negotiated Agreement) 4-12 Mutual Adjustment †¢ Continues throughout the negotiation as both parties act to influence the other †¢ One of the key causes of the changes that occur during a negotiation †¢ The effective negotiator needs to understand how eople will adjust and readjust and how the negotiations might twist and turn, based on one’s own moves and the other’s responses 4-13 Mutual Adjustment and Concession Making †¢ When one party agrees to make a change in his/her position, a concession has been made †¢ Concessions restrict the range of options †¢ When a concession is made, the bargaining range is further constrained 4-14 Two Dilemmas in Mutual Adjustment †¢ Dilemma of honesty – Concern about how much of the truth to tell the other party †¢ Dilemma of trust – Concern about how much should negotiators believe wh at the other party tells them 4-15Value Claiming and Value Creation †¢ Opportunities to â€Å"win† or share resources – Claiming value: result of zero-sum or distributive situations where the object is to gain largest piece of resource – Creating value: result of non-zero-sum or integrative situation where the object is to have both parties do well 4-16 Value Claiming and Value Creation †¢ Most actual negotiations are a combination of claiming and creating value processes – Negotiators must be able to recognize situations that require more of one approach than the other – Negotiators must be versatile in their comfort and use of both major strategic approaches Negotiator perceptions of situations tend to be biased toward seeing problems as more distributive/competitive than they really are 4-17 Value Claiming and Value Creation Value differences that exist between negotiators include: †¢ †¢ †¢ †¢ Differences in interes t Differences in judgments about the future Differences in risk tolerance Differences in time preferences 4-18 Conflict Conflict may be defined as a: â€Å"sharp disagreement or opposition† and includes â€Å"the perceived divergence of interest, or a belief that the parties' current aspirations cannot be achieved simultaneously† 4-19 Levels of Conflict Intrapersonal or intrapsychic conflict – Conflict that occurs within an individual †¢ We want an ice cream cone badly, but we know that ice cream is very fattening †¢ Interpersonal conflict – Conflict is between individuals †¢ Conflict between bosses and subordinates, spouses, siblings, roommates, etc. 4-20 Levels of Conflict †¢ Intragroup Conflict – Conflict is within a group †¢ Among team and committee members, within families, classes etc. †¢ Intergroup Conflict – Conflict can occur between organizations, warring nations, feuding families, or within splintered , fragmented communities – These negotiations are the most complex -21 Dysfunctions of Conflict 1. 2. 3. 4. 5. 6. 7. 8. Competitive, win-lose goals Misperception and bias Emotionality Decreased communication Blurred issues Rigid commitments Magnified differences, minimized similarities Escalation of conflict 4-22 Functions and Benefits of Conflict 1. Makes organizational members more aware and able to cope with problems through discussion. 2. Promises organizational change and adaptation. 3. Strengthens relationships and heightens morale. 4. Promotes awareness of self and others. 5. Enhances personal development. 6. Encourages psychological development—it helps eople become more accurate and realistic in their self-appraisals. 7. Can be stimulating and fun. 4-23 The Dual Concerns Model 4-24 Styles of Conflict Management 1. Contending – Actors pursue own outcomes strongly, show little concern for other party obtaining their desired outcomes 2. Yielding – A ctors show little interest in whether they attain own outcomes, but are quite interested in whether the other party attains their outcomes 3. Inaction – Actors show little interest in whether they attain own outcomes, and little concern about whether the other party obtains their outcomes 4-25 Styles of Conflict Management . Problem solving – Actors show high concern in obtaining own outcomes, as well as high concern for the other party obtaining their outcomes 5. Compromising – Actors show moderate concern in obtaining own outcomes, as well as moderate concern for the other party obtaining their outcomes CHAPTER TWO Strategy and Tactics of Distributive Bargaining 4-27 Three Reasons Negotiators Should Be Familiar with Distributive Bargaining 1. Independent situations require knowing how this works in order to do well 2. Need to know how to counter the effects of the strategies 3. Every situation has the potential to require kills at the â€Å"claiming-valueâ₠¬  stage 4-28 The Distributive Bargaining Situation †¢ Goals of one party are in fundamental,direct conflict to another party †¢ Resources are fixed and limited †¢ Maximizing one’s own share of resources is the goal for both parties 4-29 The Distributive Bargaining Situation Situation includes: †¢ Starting points (initial offers) †¢ Target points †¢ Resistance points (walkaway) †¢ Alternative outcomes 4-30 The Distributive Bargaining Situation Party A – Seller Walkaway Point Initial Offer Party B – Buyer Target Point Target Point Asking Price Walkaway Point 4-31 The Role of Alternatives to aNegotiated Agreement †¢ Alternatives give the negotiator power to walk away from the negotiation – If alternatives are attractive, negotiators can: †¢ Set their goals higher †¢ Make fewer concessions – If there are no attractive alternatives: †¢ Negotiators have much less bargaining power 4-32 The Distribut ive Bargaining Situation Party A – Seller Walkaway Point Target Point Alternative Initial Offer Party B – Buyer Asking Price Alternative Target Point Walkaway Point 4-33 Fundamental Strategies †¢ Push for settlement near opponent’s resistance point †¢ Get the other party to change their resistance point If settlement range is negative, either: – Get the other side to change their resistance point – Modify your own resistance point †¢ Convince the other party that the settlement is the best possible 4-34 Keys to the Strategies The keys to implementing any of the four strategies are: †¢ Discovering the other party’s resistance point †¢ Influencing the other party’s resistance point 4-35 Tactical Tasks of Negotiators †¢ Assess outcome values and the costs of termination for the other party †¢ Manage the other party’s impressions †¢ Modify the other party’s perceptions †¢ Manipula te the actual costs of delay or termination 4-36Assess the Other Party’s Target, Resistance Point, and Costs of Terminating Negotiations †¢ Indirectly – Determine information opponent used to set: †¢ Target †¢ Resistance points †¢ Directly – Opponent reveals the information 4-37 Manage the Other Party’s Impressions †¢ Screen your behavior: – Say and do as little as possible †¢ Direct action to alter impressions – Present facts that enhance one’s position 4-38 Modify the Other Party’s Perceptions †¢ Make outcomes appear less attractive †¢ Make the cost of obtaining goals appear higher †¢ Make demands and positions appear more or less attractive to the other party – whichever uits your needs 4-39 Manipulate the Actual Costs of Delay or Termination †¢ Plan disruptive action – Raise the costs of delay to the other party †¢ Form an alliance with outsiders – Involve (or threaten to involve) other parties who can influence the outcome in your favor †¢ Schedule manipulations – One party is usually more vulnerable to delaying than the other 4-40 Positions Taken During Negotiations †¢ Opening offers – Where will you start? †¢ Opening stance – What is your attitude? †¢ Competitive? Moderate? †¢ Initial concessions – Should any be made? If so, how large? 4-41 Positions Taken During Negotiations The role of concessions – Without them, there is either capitulation or deadlock †¢ Patterns of concession making – The pattern contains valuable information †¢ Final offers (making a commitment) – â€Å"This is all I can do† 4-42 Commitments: Tactical Considerations †¢ Establishing a commitment – Three properties: †¢ Finality †¢ Specificity †¢ Consequences †¢ Preventing the other party from committing prematurely – Their co mmitment reduces your flexibility 4-43 Ways to Create a Commitment †¢ †¢ †¢ †¢ Public pronouncement Linking with an outside base Increase the prominence of demands Reinforce the threat or promise 4-44 Commitments:Tactical Considerations †¢ Ways to abandon a committed position – – – – Plan a way out Let it die silently Restate the commitment in more general terms Minimize the damage to the relationship if the other backs off 4-45 Closing the Deal †¢ †¢ †¢ †¢ †¢ Provide alternatives (2 or 3 packages) Assume the close Split the difference Exploding offers Deal sweeteners 4-46 Dealing with Typical Hardball Tactics †¢ Four main options: – Ignore them – Discuss them – Respond in kind – Co-opt the other party (befriend them) 4-47 Typical Hardball Tactics †¢ Good Cop/Bad Cop †¢ Lowball/Highball †¢ Bogey (playing up an issue of little importance) The Nibble (asking fo r a number of small concessions to) 4-48 Typical Hardball Tactics †¢ †¢ †¢ †¢ Chicken Intimidation Aggressive Behavior Snow Job (overwhelm the other party with information) 4-49 Summary Negotiators need to: †¢ Set a clear target and resistance points †¢ Understand and work to improve their BATNA †¢ Start with good opening offer †¢ Make appropriate concessions †¢ Manage the commitment process CHAPTER THREE Strategy and Tactics of Integrative Negotiation 4-51 What Makes Integrative Negotiation Different? †¢ Focus on commonalties rather than differences †¢ Address needs and interests, not positions Commit to meeting the needs of all involved parties †¢ Exchange information and ideas †¢ Invent options for mutual gain †¢ Use objective criteria to set standards 4-52 Overview of the Integrative Negotiation Process †¢ Create a free flow of information †¢ Attempt to understand the other negotiator’s real n eeds and objectives †¢ Emphasize the commonalties between the parties and minimize the differences †¢ Search for solutions that meet the goals and objectives of both sides 4-53 Key Steps in the Integrative Negotiation Process †¢ Identify and define the problem †¢ Understand the problem fully – identify interests and needs on both sides Generate alternative solutions †¢ Evaluate and select among alternatives 4-54 Claiming and Creating Value 4-55 Identify and Define the Problem †¢ Define the problem in a way that is mutually acceptable to both sides †¢ State the problem with an eye toward practicality and comprehensiveness †¢ State the problem as a goal and identify the obstacles in attaining this goal †¢ Depersonalize the problem †¢ Separate the problem definition from the search for solutions 4-56 Understand the Problem Fully— Identify Interests and Needs †¢ Interests: the underlying concerns, needs, desires, or fe ars that motivate a negotiator Substantive interests relate to key issues in the negotiation – Process interests are related to the way the dispute is settled – Relationship interests indicate that one or both parties value their relationship – Interests in principle: doing what is fair, right, acceptable, ethical may be shared by the parties 4-57 Observations on Interests †¢ There is almost always more than one †¢ Parties can have different interests at stake †¢ Often stem from deeply rooted human needs or values †¢ Can change †¢ Numerous ways to surface interests †¢ Surfacing interests is not always easy or to one’s best advantage 4-58Generate Alternative Solutions †¢ Invent options by redefining the problem set: – – – – – – – – Compromise Logroll Modify the pie Expand the pie Find a bridge solution Cut the costs for compliance Non specific compensation Subordinat ion †¢ Generate options to the problem as a given: – Brainstorming – Surveys – Electronic brainstorming 4-59 Evaluate and Select Alternatives †¢ Narrow the range of solution options †¢ Evaluate solutions on: – Quality – Objective standards – Acceptability †¢ Agree to evaluation criteria in advance †¢ Be willing to justify personal preferences †¢ Be alert to the influence of intangibles in selecting options Use subgroups to evaluate complex options 4-60 Evaluate and Select Alternatives †¢ Take time to â€Å"cool off† †¢ Explore different ways to logroll †¢ Exploit differences in expectations and risk/time preferences †¢ Keep decisions tentative and conditional until a final proposal is complete †¢ Minimize formality, record keeping until final agreements are closed 4-61 Factors That Facilitate Successful Integrative Negotiation †¢ Some common objective or goal †¢ Faith in one’s own problem-solving ability †¢ A belief in the validity of one’s own position and the other’s perspective †¢ The motivation and commitment to work together -62 Factors That Facilitate Successful Integrative Negotiation †¢ Trust †¢ Clear and accurate communication †¢ An understanding of the dynamics of integrative negotiation CHAPTER FOUR Negotiation: Strategy and Planning 4-64 Goals – The Focus That Drives Negotiation Strategy †¢ Determining goals is the first step in the negotiation process †¢ Negotiators should specify goals and objectives clearly †¢ The goals set have direct and indirect effects on the negotiator’s strategy 4-65 The Direct and Indirect Effects of Goals on Strategy †¢ Direct effects – – – – Wishes are not goals Goals are often linked to the other party’s goalsThere are limits to what goals can be Effective goals must be concrete/specific †¢ Indirect effects – Forging an ongoing relationship 4-66 Strategy versus Tactics †¢ Strategy: The overall plan to achieve one’s goals in a negotiation †¢ Tactics: Short-term, adaptive moves designed to enact or pursue broad strategies – Tactics are subordinate to strategy – Tactics are driven by strategy †¢ Planning: The â€Å"action† component of the strategy process; i. e. how will I implement the strategy? 4-67 Approaches to Strategy †¢ Unilateral: One that is made without active involvement of the other party Bilateral: One that considers the impact of the other’s strategy on one’s own 4-68 The Dual Concerns Model Avoidance: Don’t negotiate Competition: I gain, ignore relationship Collaboration: I gain, you gain, enhance relationship Accommodation: I let you win, enhance relationship 4-69 Strategic Options †¢ Per the Dual Concerns Model, choice of strategy is reflected in the answers to two questio ns: – How much concern do I have in achieving my desired outcomes at stake in the negotiation? – How much concern do I have for the current and future quality of the relationship with the other party? 4-70 The Nonengagement Strategy:Avoidance †¢ If one is able to meet one’s needs without negotiating at all, it may make sense to use an avoidance strategy †¢ It simply may not be worth the time and effort to negotiate †¢ The decision to negotiate is closely related to the desirability of available alternatives 4-71 Active-Engagement Strategies †¢ Competition – distributive, win-lose bargaining †¢ Collaboration – integrative, win-win negotiation †¢ Accommodation – involves an imbalance of outcomes (â€Å"I lose, you win†) 4-72 Key Steps to an Ideal Negotiation Process 4-73 Key Steps to an Ideal Negotiation Process †¢ Preparation – What are the goals? How will I work with the other party? †¢ R elationship building – Understanding differences and similarities – Building commitment toward a mutually beneficial set of outcomes †¢ Information gathering – Learn what you need to know about the issues 4-74 Key Steps to an Ideal Negotiation Process †¢ Information using – Assemble your case †¢ Bidding – Each party states their â€Å"opening offer† – Each party engages in â€Å"give and take† †¢ Closing the deal – Build commitment †¢ Implementing the agreement 4-75 Getting Ready to Implement the Strategy: The Planning Process †¢ Define the issues †¢ Assemble the issues and define the bargaining ix – The bargaining mix is the combined list of issues †¢ Define your interests – Why you want what you want 4-76 Getting Ready to Implement the Strategy: The Planning Process †¢ Know your limits and alternatives †¢ Set your objectives (targets) and opening bids (whe re to start) – Target is the outcome realistically expected – Opening is the best that can be achieved †¢ Assess constituents and the social context of the negotiation 4-77 The Social Context of Negotiation: â€Å"Field† Analysis 4-78 Getting Ready to Implement the Strategy: The Planning Process †¢ Analyze the other party – Why do they want what they want? How can I present my case clearly and refute the other party’s arguments? †¢ Present the issues to the other party 4-79 Information Needed to Prepare Effectively for Engaging the Other Party †¢ †¢ †¢ †¢ †¢ Resources, issues, and bargaining mix Interests and needs Walkaway point and alternative(s) Targets and opening bids Constituents, social structure, and authority to make an agreement †¢ Reputation and negotiation style †¢ Likely strategy and tactics 4-80 Getting Ready to Implement the Strategy: The Planning Process †¢ Define the protocol t o be followed in the negotiation – – – – – – – What is the agenda? Who will be there?Where will the negotiation occur? What is the time period? What might be done if the negotiation fails? How will we keep track of what is agreed to? How do we know whether we have a good agreement? 4-81 Summary on the Planning Process â€Å"†¦ planning is the most critically important activity in negotiation. † CHAPTER FIVE Perception, Cognition, and Emotion 4-83 Perception, Cognition, and Emotion in Negotiation The basic building blocks of all social encounters are: †¢ Perception †¢ Cognition – Framing – Cognitive biases †¢ Emotion 4-84 Perception Perception is: †¢ The process by which individuals connect to their environment. A â€Å"sense-making† process 4-85 The Process of Perception The process of ascribing meaning to messages and events is strongly influenced by the perceiver’s current state of mind, role, and comprehension of earlier communications People interpret their environment in order to respond appropriately The complexity of environments makes it impossible to process all of the information People develop â€Å"shortcuts† to process information and these â€Å"shortcuts† can create perceptual errors 4-86 Perceptual Distortion †¢ Four major perceptual errors: – Stereotyping – Halo effects – Selective perception – Projection 4-87Stereotyping and Halo Effects †¢ Stereotyping: – Is a very common distortion – Occurs when an individual assigns attributes to another solely on the basis of the other’s membership in a particular social or demographic category †¢ Halo effects: – Are similar to stereotypes – Occur when an individual generalizes about a variety of attributes based on the knowledge of one attribute of an individual 4-88 Selective Perception and Projection â₠¬ ¢ Selective perception: – Perpetuates stereotypes or halo effects – The perceiver singles out information that supports a prior belief but filters out contrary information †¢ Projection: Arises out of a need to protect one’s own self-concept – People assign to others the characteristics or feelings that they possess themselves 4-89 Framing †¢ Frames: – Represent the subjective mechanism through which people evaluate and make sense out of situations – Lead people to pursue or avoid subsequent actions – Focus, shape and organize the world around us – Make sense of complex realities – Define a person, event or process – Impart meaning and significance 4-90 Types of Frames †¢ †¢ †¢ †¢ †¢ †¢ †¢ Substantive Outcome Aspiration Process Identity Characterization Loss-Gain 4-91 How Frames Work in Negotiation Negotiators can use more than one frame †¢ Mismatches in frames b etween parties are sources of conflict †¢ Parties negotiate differently depending on the frame †¢ Specific frames may be likely to be used with certain types of issues †¢ Particular types of frames may lead to particular types of agreements †¢ Parties are likely to assume a particular frame because of various factors 4-92 Interests, Rights, and Power Parties in conflict use one of three frames: †¢ Interests: people talk about their â€Å"positions† but often what is at stake is their underlying interests †¢ Rights: people may be concerned about who is right† – that is, who has legitimacy, who is correct, and what is fair †¢ Power: people may wish to resolve a conflict on the basis of who is stronger 4-93 The Frame of an Issue Changes as the Negotiation Evolves †¢ Negotiators tend to argue for stock issues or concerns that are raised every time the parties negotiate †¢ Each party attempts to make the best possible case for his or her preferred position or perspective †¢ Frames may define major shifts and transitions in a complex overall negotiation †¢ Multiple agenda items operate to shape issue development 4-94 Some Advice about Problem Framing for Negotiators Frames shape what the parties define as the key issues and how they talk about them †¢ Both parties have frames †¢ Frames are controllable, at least to some degree †¢ Conversations change and transform frames in ways negotiators may not be able to predict but may be able to control †¢ Certain frames are more likely than others to lead to certain types of processes and outcomes 4-95 Cognitive Biases in Negotiation †¢ Negotiators have a tendency to make systematic errors when they process information. These errors, collectively labeled cognitive biases, tend to impede negotiator performance. 4-96 Cognitive Biases †¢ †¢ †¢ †¢ †¢Irrational escalation of commitment Mythical fixed-pie be liefs Anchoring and adjustment Issue framing and risk Availability of information †¢ The winner’s curse †¢ Overconfidence †¢ The law of small numbers †¢ Self-serving biases †¢ Endowment effect †¢ Ignoring others’ cognitions †¢ Reactive devaluation 4-97 Irrational Escalation of Commitment and Mythical Fixed-Pie Beliefs †¢ Irrational escalation of commitment – Negotiators maintain commitment to a course of action even when that commitment constitutes irrational behavior †¢ Mythical fixed-pie beliefs – Negotiators assume that all negotiations (not just some) involve a fixed pie 4-98Anchoring and Adjustment and Issue Framing and Risk †¢ Anchoring and adjustment – The effect of the standard (anchor) against which subsequent adjustments (gains or losses) are measured – The anchor might be based on faulty or incomplete information, thus be misleading †¢ Issue framing and risk – Frames ca n lead people to seek, avoid, or be neutral about risk in decision making and negotiation 4-99 Availability of Information and the Winner’s Curse †¢ Availability of information – Operates when information that is presented in vivid or attention-getting ways becomes easy to recall. – Becomes central and critical in evaluating events and ptions †¢ The winner’s curse – The tendency to settle quickly on an item and then subsequently feel discomfort about a win that comes too easily 4-100 Overconfidence and the Law of Small Numbers †¢ Overconfidence – The tendency of negotiators to believe that their ability to be correct or accurate is greater than is actually true †¢ The law of small numbers – The tendency of people to draw conclusions from small sample sizes – The smaller sample, the greater the possibility that past lessons will be erroneously used to infer what will happen in the future 4-101 Self-Serving Bi ases and Endowment Effect †¢ Self-serving biases People often explain another person’s behavior by making attributions, either to the person or to the situation – There is a tendency to: †¢ Overestimate the role of personal or internal factors †¢ Underestimate the role of situational or external factors †¢ Endowment effect – The tendency to overvalue something you own or believe you possess 4-102 Ignoring Others’ Cognitions and Reactive Devaluation †¢ Ignoring others’ cognitions – Negotiators don’t bother to ask about the other party’s perceptions and thoughts – This leaves them to work with incomplete information, and thus produces faulty results †¢ Reactive devaluation The process of devaluing the other party’s concessions simply because the other party made them 4-103 Managing Misperceptions and Cognitive Biases in Negotiation The best advice that negotiators can follow is: †¢ Be aware of the negative aspects of these biases †¢ Discuss them in a structured manner within the team and with counterparts 4-104 Mood, Emotion, and Negotiation †¢ The distinction between mood and emotion is based on three characteristics: – Specificity – Intensity – Duration 4-105 Mood, Emotion, and Negotiation †¢ Negotiations create both positive and negative emotions †¢ Positive emotions generally have positive onsequences for negotiations – They are more likely to lead the parties toward more integrative processes – They create a positive attitude toward the other side – They promote persistence 4-106 Mood, Emotion, and Negotiation †¢ Aspects of the negotiation process can lead to positive emotions – Positive feelings result from fair procedures during negotiation – Positive feelings result from favorable social comparison 4-107 Mood, Emotion, and Negotiation †¢ Negative emotions generally h ave negative consequences for negotiations – They may lead parties to define the situation as competitive or distributive They may undermine a negotiator’s ability to analyze the situation accurately, which adversely affects individual outcomes – They may lead parties to escalate the conflict – They may lead parties to retaliate and may thwart integrative outcomes – Not all negative emotion has the same effect 4-108 Mood, Emotion, and Negotiation †¢ Aspects of the negotiation process can lead to negative emotions – Negative emotions may result from a competitive mind-set – Negative emotions may result from an impasse – Negative emotions may result from the prospect of beginning a negotiation †¢ Effects of positive and negative emotion Positive feelings may generate negative outcomes – Negative feelings may elicit beneficial outcomes †¢ Emotions can be used strategically as negotiation gambits CHAPTER SIX C ommunication 4-110 Communication in Negotiation Communication processes, both verbal and nonverbal, are critical to achieving negotiation goals and to resolving conflicts. 4-111 What is Communicated during Negotiation? †¢ †¢ †¢ †¢ Offers, counteroffers, and motives Information about alternatives Information about outcomes Social accounts – Explanations of mitigating circumstances – Explanations of exonerating circumstances Reframing explanations †¢ Communication about process 4-112 Communication in Negotiation: Three Key Questions †¢ Are negotiators consistent or adaptive? – Many negotiators prefer sticking with the familiar rather than venturing into improvisation †¢ Does it matter what is said early in the process? – What negotiators do in the first half of the process has a significant impact on their ability to generate integrative solutions with high joint gains †¢ Is more information always better? – Th ere is evidence that having more information does not automatically translate into better outcomes 4-113 How People Communicate n Negotiation †¢ Use of language operates at two levels: – Logical level (proposals, offers) – Pragmatic level (semantics, syntax, style) †¢ Use of nonverbal communication – Making eye contact – Adjusting body position – Nonverbally encouraging or discouraging what the other says 4-114 How People Communicate in Negotiation †¢ Selection of a communication channel – Communication is experienced differently when it occurs through different channels – People negotiate through a variety of communication media – by phone, in writing and increasingly through electronic channels or virtual negotiations Social bandwidth distinguishes one communication channel from another. †¢ the ability of a channel to carry and convey subtle social and relational cues from sender to receiver 4-115 How to I mprove Communication in Negotiation Three main techniques: 1. The use of questions 2. Listening 3. Role reversal 4-116 How to Improve Communication in Negotiation †¢ Use of questions: two basic categories – Manageable questions †¢ cause attention or prepare the other person’s thinking for further questions: – â€Å"May I ask you a question? † †¢ getting information – â€Å"How much will this cost? † †¢ generating thoughts â€Å"Do you have any suggestions for improving this? † 4-117 How to Improve Communication in Negotiation †¢ Use of questions: two basic categories – Unmanageable questions †¢ cause difficulty – â€Å"Where did you get that dumb idea? † †¢ give information – â€Å"Didn’t you know we couldn’t afford this? † †¢ bring the discussion to a false conclusion – â€Å"Don’t you think we have talked about this enough? † 4-118 How to Improve Communication in Negotiation †¢ Listening: three major forms 1. Passive listening: Receiving the message while providing no feedback to the sender 2. Acknowledgment: Receivers nod their heads, maintain eye ontact, or interject responses 3. Active listening: Receivers restate or paraphrase the sender’s message in their own language 4-119 How to Improve Communication in Negotiation †¢ Role reversal – – Negotiators understand the other party’s positions by actively arguing these positions until the other party is convinced that he or she is understood Impact and success of the role-reversal technique †¢ Research suggests that role reversal is a useful tool for improving communication and the accurate understanding and appreciation of the other party’s position 4-120 Special Communication Considerations at the Close of Negotiations Avoiding fatal mistakes – Keeping track of what you expect to happen – Systematically guarding yourself against self-serving expectations – Reviewing the lessons from feedback for similar decisions in the future †¢ Achieving closure – Avoid surrendering important information needlessly – Refrain from making â€Å"dumb remarks† CHAPTER SEVEN Finding and Using Negotiation Power 4-122 Why Is Power Important to Negotiators? Seeking power in negotiation arises from one of two perceptions: 1. The negotiator believes he or she currently has less power than the other party. 2. The negotiator believes he or she needs more power than the other party. -123 A Definition of Power †¢ â€Å"an actor†¦has power in a given situation (situational power) to the degree that he can satisfy the purposes (goals, desires, or wants) that he is attempting to fulfill in that situation† †¢ Two perspectives on power: – Power used to dominate and control the other– â€Å"power over† – Power used to work together with the other–â€Å"power with† 4-124 Major Sources of Power – How People Acquire Power †¢ †¢ †¢ †¢ †¢ Informational sources of power Personal sources of power Power based on position in an organization Relationship-based sources of power Contextual sources of power 4-125 Informational Sources of Power Information is the most common source of power – Derived from the negotiator’s ability to assemble and organize data to support his or her position, arguments, or desired outcomes – A tool to challenge the other party’s position or desired outcomes, or to undermine the effectiveness of the other’s negotiating arguments 4-126 Power Based on Personality and Individual Differences †¢ Personal orientation †¢ Cognitive orientation – Ideologies about power †¢ Motivational orientation – Specific motives to use power †¢ Disposition and skills – Orientation t o cooperation/competition †¢ Moral orientation – Philosophical orientation to power use -127 Power Based on Position in an Organization Two major sources of power in an organization: †¢ Legitimate power which is grounded in the title, duties, and responsibilities of a job description and â€Å"level† within an organization hierarchy †¢ Power based on the control of resources associated with that position 4-128 Power Based on Position in an Organization Two major sources of power in an organization: †¢ Legitimate power is derived from occupying a particular job, office, or position in an organizational hierarchy – Power resides in the title and responsibilities of the job itself and the â€Å"legitimacy† of the office holder Legitimate power is the foundation of our social structure and may be acquired by birth, election or appointment or promotion 4-129 Power Based on Resource Control †¢ People who control resources have the capac ity to give them to someone who will do what they want, and withhold them (or take them away) from someone who doesn’t do what they want. 4-130 Power Based on Resource Control †¢ Some of the most important resources: – – – – – – – Money Supplies Human capital Time Equipment Critical services Interpersonal support 4-131 Power Based on Relationships †¢ Goal interdependence – How parties view their goals †¢ Referent power Based on an appeal to common experiences, common past, common fate, or membership in the same groups. †¢ Networks – Power is derived from whatever flows through that particular location in the structure (usually information and resources) 4-132 An Organization Hierarchy 4-133 An Organizational Network Isolated Dyad Star Gatekeeper Liaison External Environment Linking Pin Isolate 4-134 Power Based on Relationships †¢ Key aspects of networks: – Tie strength †¢ An i ndication of the strength or quality of relationships with others – Tie content †¢ The resource that passes along the tie with the other person – Network structure The overall set of relationships within a social system 4-135 Power Based on Relationships Aspects of network structure that determine power include: †¢ †¢ †¢ †¢ †¢ Centrality Criticality and relevance Flexibility Visibility Membership in a coalition 4-136 Contextual Sources of Power Power is based in the context, situation or environment in which negotiations take place. †¢ BATNAs – An alternative deal that a negotiator might pursue if she or he does not come to agreement with the current other party †¢ Culture – Often contains implicit â€Å"rules† about use of power †¢ Agents, constituencies and external audiences All these parties can become actively involved in pressuring others 4-137 Dealing with Others Who Have More Power †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Never do an all-or-nothing deal Make the other party smaller Make yourself bigger Build momentum through doing deals in sequence Use the power of competition to leverage power Constrain yourself Good information is always a source of power Ask many questions to gain more information Do what you can to manage the process CHAPTER EIGHT Ethics in Negotiation 4-139 What Do We Mean by Ethics and Why Do They Matter in Negotiation? Ethics: †¢ Are broadly applied social standards for what is right r wrong in a particular situation, or a process for setting those standards †¢ Grow out of particular philosophies which – Define the nature of the world in which we live – Prescribe rules for living together 4-140 Resolving Moral Problems 4-141 Questions of Ethical Conduct that Arise in Negotiation †¢ Using ethically ambiguous tactics: It’s (mostly) all about the truth †¢ Identifying ethically ambig uous tactics and attitudes toward their use – What ethically ambiguous tactics are there? – Is it all right to use ethically ambiguous tactics? 4-142 Questions of Ethical Conduct that Arise in Negotiation †¢ Deception by omission versus commission

Hamlet vs. Beowulf Essay

How do the protagonists from Beowulf and Hamlet compare? Though both play a major role in an epic story, they share a few common viewpoints. The outcome of both stories is greatly influenced by the main character’s struggles in life. The situations that occur throughout these stories also impact the narratives. In addition, the various characters in each work influence the protagonists’ choices and lives. Each is involved in themes which can easily relate to those of modern day society, although Beowulf and Hamlet live in completely different times. Beowulf is the ideal warrior; he is a strong, fearless fighter and a fantastic leader who goes to immutable extremes to protect his people. When his country is threatened by what is thought to be an undefeatable beast named Grendel, Beowulf does the impossible and slays the monster. Hamlet, on the other hand, is not a leader like Beowulf whatsoever. Hamlet is not even a king or recognized as a leader. Hamlet’s father was murdered, and afterwards he simply wants to go back to school to learn. It is not until much thought and preparation that he makes it his mission to have his father’s revenge. If Beowulf was placed in the same situation, he would have instantly killed the man responsible for the murder. From the beginning of this epic poem, Beowulf is not loved as a child and is told he will never be a leader, thus giving him the motivation to become one of the greatest warriors ever. His only fear is failure, in battle and as a leader. He takes on such a large role as a warrior that his fellow countrymen do not see the need to ever prepare to fight because Beowulf is all the warrior they need. This ultimately results in much pain and struggle when Beowulf finds himself in need of assistance. Hamlet is as much of an introvert as Beowulf is an extrovert. Hamlet prefers to study instead of fight and learn over battle. Hamlet’s parents love him, but his mother is a shallow woman who marries his uncle solely to remain in a place of power. Horatio and Hamlet hold an odd relationship- Horatio is Hamlet’s servant, yet he is a close friend of Hamlet’s. There are many major events in both of these narratives, but one in each stands out. In Beowulf, at the beginning of the novel he is crowned king and viewed as the leader of all. This is a major event because it puts Beowulf in a position of undivided power which seems to eventually go to his head. Though he is an incredible leader, he believes that he does not and never will need any assistance, which ends up being fatal. In his final moments, Beowulf exclaims â€Å"To the everlasting Lord of All, to the King of Glory, I give thanks that I behold this treasure here in front of me, that I have been allowed to leave my people so well endowed on the day I die† (Beowulf, page 189). A major turning point in Hamlet is the scene where Hamlet speaks with his father’s ghost. Up until this point in the play, Hamlet seems at ease with his father’s death, but after he converses with the ghost he becomes ridden with revenge. This climax turns the entire context of the play from Hamlet wishing to attend school to Hamlet seeking revenge on his uncle which, similarly to Beowulf, leads to his death. Beowulf’s character is rather elaborate. At the beginning of the book, it is said â€Å"a boy-child was born to Shield, a cub in the yard, a comfort sent by God to the nation† (Beowulf, page 3). From the beginning, Beowulf is made out to be an undefeatable hero who will stop at nothing to protect his people from danger. It is easy to relate to Beowulf in the sense that he will always rise to people’s expectations and continue to exceed them, as supported by the text â€Å"then Halfdane’s son presented Beowulf with a gold standard as a victory gift†¦with customary grace bestowed upon Beowulf both sets of gifts† (Beowulf, page 69). But it eventually comes to a point where he simply cannot meet the expectations and is left dumbfounded. As Grendel’s mother returns to take her son’s claw, she is frightened as â€Å"The hell-dam was in panic, desperate to get out, in mortal terror the moment she was found, she had pounced and taken one of the retainers in a tight hold, then headed for the fen† (Beowulf, page 91). Even though the monster is scared and running away, Beowulf, simply out of pride, follows her to her home to battle. Hamlet has no leadership desire at the beginning of the play. He simply wants to study and learn while his dad rules the country. Then Claudius, his uncle, murders his dad and after an encounter with his father’s ghost, Hamlet’s personality changes; he becomes obsessed with restitution. This makes sense because anger is one of the strongest human emotions. It is an axiomatic emotion, referred to as â€Å"one of the seven deadly sins.† For Hamlet, this becomes a reality as getting revenge ultimately leads to his own death. A very popular quote, â€Å"More than kin, less than kind† (Hamlet, page 3) was originated in Hamlet when he mumbled it to his uncle, who becomes his stepfather. Beowulf and Hamlet, though composed by different authors and written in different forms, have struggles which parallel many in the world today. Both of the heroes are affected by emotions, the people around them, and the events that occur throughout each work. Beowulf lives in a very violent society where heinous violence is the norm; this compares to certain parts of the world today, such as the Mideast. He also exemplifies the good in good versus evil which most of the modern world still deals with today. Beowulf fought against monsters whereas people today fight against disease and terrorism. Hamlet’s obsession with revenge is not different from many living today. Although Christians are meant to forgive their neighbors, many find this difficult. We are supposed to learn from history, however, the past seems to repeat itself more often than not. Even though Hamlet and Beowulf live in different eras, their battles with violence, good versus evil, and revenge still hold true today.

What Exactly Is a Target School How to Find Yours

What Exactly Is a Target School How to Find Yours SAT / ACT Prep Online Guides and Tips If you have researched the college application process, you may have heard about the concept of a â€Å"target school.† What is a target school or college? Simply put, it's a college that you are likely- but not guaranteed- to be admitted to based on your qualifications. In this article, I'll define and explain the concept of a target school. Furthermore, I’ll discuss how to identify your target colleges and determine how many of these schools you should apply to. What Is a Target School? A target college is one in which your academic credentials make you competitive for admission.Your GPA, standardized test scores, and class rank fall within the average range for that particular school.You have a very reasonable chance of gaining admission to a target school, but there are no guarantees. Generally, you have about a 30%-80% chance of gaining admission to a target collegebased on your academic resume and the school’s acceptance rate. Schools to which you have less than a 30% chance of gaining admission are reach schools, and schools to which you have greater than an 80% chance of gaining admission are safetyschools. Because this range is relatively large, you can further divide your target collegesinto two categories: high target/borderline reach schools (30%-50% odds of admission) and low target/borderline safety schools (50%-80% odds of admission). Here are a couple of hypothetical examples to illustrate these concepts. Example #1 Claudia has a 3.9 weighted GPA, 610 Evidence-Based Reading and Writing and 690 Math SAT Scores, and she's interested in applying to the University of San Diego, a private Catholic college in San Diego, California. Claudia’s GPA is slightly higher than USD’s average GPA of 3.89, and her SAT score is also a bit higher than USD’s average of 630 Math score, although it's a little lower than its average 630 EBRW score. Furthermore, USD’s admission rate is 50%. Claudia would have a very reasonable chance of gaining admission to USD, but due to its relatively low acceptance rate, she shouldn’t be overly confident. USD would be a target school for Claudia. Example #2 Matt has a 3.5 weighted GPA and got a 23 on his ACT. Would the University of Oregon be a target collegefor Matt? Yes. The University of Oregon has an average GPA of 3.55 and an average ACT score of 25. Even though his GPA and ACT score are slightly below average for the University of Oregon, the University of Oregon’s acceptance rate is 83%.Matt’s credentials would make him a competitive applicant, and the University of Oregon would be a target school for Matt. For most public colleges, being an in-state or out-of-state student shouldn't have much impact on your odds of gaining admission. In recent years, though, there has been discussion that public universities have become more eager to admit out-of-state students. University of Oregon (Rick Obst/Flickr) Important Reminder Your GPA and standardized test scores are usually the two most important components of your application, but they’re not your only credentials that are considered when determining whether or not you gain admission. Colleges may also consider other factors like your recommendations, SAT Subject Test scores, the rigor of your course load, your personal essay, your extracurricular activities,anysubstantial obstacles you've had to overcome, and whether you’ll increase diversity on campus.Outside of your GPA and test scores, these other factors can strengthen your application. However, your GPA and standardized test scores are typically the most important factors, and they can help you easily determine your competitiveness for a particular school. How to Identify Your Target Schools Now that you understand the concept of a target college, I'll discuss how you should go about identifying your target colleges. Step 1: Create Your List of Dream Schools Initially, don’t worry too much about your odds of getting in when creating your list of dream schools. In my experience, most students are pretty realistic about where they stand. It's rare that a student with a 2.5 GPA will create a list of all Ivy League schools. If your initial list has too many reach schools, you can adjust it later. Learn how to choose a college, and research colleges extensively to determine the schools you want to go to.Use the best college search websites, college finders, and ranking lists to help you find the colleges that would be great for you. Seek advice from others. If possible, talk to your teachers, counselors, current college students and admissions representatives to help determine which colleges would be a good fit for you. After doing your research, I recommend having an initial list of 8-15 schools. You won’t necessarily be applying to all of these schools, but at this point, a list of fewer schools may not be giving you enough options, and if you have more schools, you probably haven’t done enough to narrow down your college search, and you may need to do more research. McmScience/Flickr Step 2: Determine Which of Schools From Your List Are on Target Use the PrepScholar database to help determine which of the schools from your list are target colleges.You can google â€Å"(name of school) prepscholar admissions requirements† to find a school profile for each college on your list.On the school profile, use the admissions calculator to get a rough idea of your chances of admission.The admissions calculator combines your GPA and standardized test scores with the admissions rate to approximate your chances of getting into the school. If, according to the admissions calculator, you have between a 30% and 80% chance of gaining admission, you should categorize the college as on target.If the school has less than a 15% acceptance rate, you should categorize the school as a reach regardless of your GPA and standardized test scores. The school is so selective that you can’t be confident that you’ll get in regardless of your academic credentials. What Should You Do If Your Dream Schools Are All Reach Schools? You should divide the list of schools you apply to between reach schools, target schools, and safety schools.You want to give yourself options and try to gain admission to competitive schools. Initially, some students, when they first identify their dream schools, select too many reach schools.Because your likelihood of gaining admission to reach schools is very low, you should identify less competitive schools that possess the attributes you like in your reach schools to apply to as well. For example, let’s assume that you have a 4.2 weighted GPA and got a 34 on your ACT. Your dream school is Harvard, primarily because you really want to go to a selective private college in the greater Boston area. Even though your GPA and ACT score would make you competitive for admission to Harvard, Harvard’s acceptance rate is only 4.6%. Therefore, regardless of your credentials, Harvard will be a reach for you. However, with your GPA and ACT score, some of your target colleges could be Tufts University and Boston College, both of which are selective private colleges in the greater Boston area.If you’re thorough in identifying why you like certain schools, that will be helpful for you if you need to find target schools. Pete Jelliffe/Flickr How Many Target Schools Should You Apply To? There’s no exact number of target collegesthat you should apply to.For most students, I recommend applying to about â…“ target schools,â…“reach schools, andâ…“safety schools. Generally, I think applying to 6-12 colleges is good to give yourself options without going overboard. Therefore, applying to about 2-5 target colleges is a reasonable number. Students who are extremely eager to go to selective colleges can apply to mostly reach and target schools. However, make sure you apply to at least a couple of safety schools to ensure you have choices given a worst-case scenario. If you're primarily interested in attending schools that qualify as safety schools for you, you don't have to apply to more than a couple of colleges. However, I do encourage you to at least consider more selective colleges before you finalize your list of schools. If you're deterred by the cost of private colleges or out-of-state public colleges, learn more about financial aid and scholarships that can enable you to afford any school that accepts you. Quick Review A target collegeis a school in which your credentials make you competitive for admission, and you have a decent chance of being accepted to that college (roughly 30%-80%). Identify target schools by doing extensive college research and knowing the traits that you like in your reach schools. Use the PrepScholar database to determine if a school is ontarget for you. What's Next? Even though Harvard is a reach school, learn how you can get into Harvard. Also, find out how to apply for college. When you apply to most colleges, you'll need to write a personal statement. Make sure you know how to write an exceptional college essay. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Email Marketing Analytics How to Measure and Report Important Metrics

Email Marketing Analytics How to Measure and Report Important Metrics Measuring email marketing and extracting actionable insights from your performance data doesn’t have to feel like rocket science. Once you know what to measure, how to set goals, and report progress, you can easily build a repeatable analytics process to refine your strategy. In this guide, you’ll learn: How to choose which email metrics matter most for your business. How to calculate and measure those data points (and understand what they mean). How to develop a simple email marketing analysis and reporting process. Now, let’s turn you into an analytics maestro. + Email Marketing = Success: , the industry’s top marketing management platform, now integrates with MailChimp and other popular email service providers. See how you can organize your email marketing here. in oneplace. Save 20 hrs this week alone and every weekafter. If youve ever kicked the tires on , nows the time to see what its reallylike. Schedule Your Demo Success! Your download should start shortly. Clean up the chaos with your editorial calendar! With , youll Save time with blogging, social, and email think HOURS every week Schedule your social posts in batches and increase your posting frequency super easily Get your sht together and hold yourself accountable to publishing like the boss you are! Now’s the perfect time to start your 14-day free trial to see for yourself! Start Your Free Trial

Should the drinking age be lowered to 18 Essay Example | Topics and Well Written Essays - 1250 words

Should the drinking age be lowered to 18 - Essay Example state public policies being properly enforced or having their intended effect: neighboring states may have differing policies, alcohol companies may lobby against strict enforcement, and the ubiquity of alcohol in contemporary society makes the acquisition of the substance almost too easy for underage drinkers. For much time, the solution to the rising occurrences of tragedies regarding alcohol-related deaths in younger adults has been to raise the MLDA to decrease both supply and demand to those most susceptible to alcohol’s deadly effects. However, as will be contended here, this is the wrong approach to take in trying to solve this grave problem. The solution lies not in changing actions, but in changing thoughts. Conceptually, all actions are the physical result of some mental process; actions are merely the effects where mental processes are the causes. By changing the mental processes that correspond to the physical actions, we can stop the problem at its roots. Moreover, unlike enforcing an artificially high standard of maturity in the form of an MLDA, changing perceptions and attitudes is something that can be controlled with time. In what follows, it shall be seen that the MLDA is not too high or too low, but is irrelevant to the present considerations. What must be changed is how youth treat alcohol, see its effects, and use it in a social setting. Concerning the prevalence of underage drinking in the United States, it is reported that almost 11% of all alcohol consumed is done so by youth, and a vast majority of these drinks are consumed in a â€Å"binge† fashion (Drinking in America: Myths, Realities, and Prevention Policy, 2005). Annually, this results in almost 150,000 emergency room visits by youths related to injuries and health problems related to alcohol use (Drug Abuse Warning Network, 2005: National Estimates of Drug-Related Emergency Department Visits). A 2007 survey found such figures as 45% of youth drank â€Å"some amount of alcohol†,

How the Media Affects Diet, Nutrition and Exercise Essay

How the Media Affects Diet, Nutrition and Exercise - Essay Example Many multidimensional models of messy eating (e.g., Garfinkel & Garner, 1982) count mass media under the heading of "sociocultural (risk) factors" without a huge deal of concentration to mechanisms of influence. In more detailed analyses media are interpreted as instruments of propaganda in the service of patriarchy and big business (Bordo, 1993; Wolf, 1991). Whatever theoretical harmony exists seems to revolve around two points. First, mass media both support and reveal body shapes, styles of clothing, and other images that signify ("embody") intricate themes of gender, race, class, beauty, identity, desire, success, and self-control in postindustrial societies (Bordo, 1993; Gordon, 1990; Kilbourne, 1994; Nichter & Nichter, 1991; Stice, 1994). ... nd research and the many complex effects being proposed, we examine the relation between mass media and messy eating by addressing some supposedly simple questions (after Harris, 1994): 1. What rationale is there to deduce that media help provide a "context" in which the mechanism and syndromes of messy eating thrive 2. Do content analyses prop up arguments about the nature and degree of messages that might add to messy eating 3. To what amount are females between the ages of 9 and 25, the population at risk for eating disorders, exposed to those mass media containing toxic messages 4. What is the status of the proof from association and tentative studies examining the effect of mass media or media images on that population 5. Which theories within the field of mass communication, developmental psychology, and social psychology might direct theory and research toward an understanding of media effects 6. What are the particular implications of existing work on mass media for research on the etiology of eating disorders The "mass media" are openly supported institutions and forms of communication that produce messages designed for a very huge, very assorted, and fundamentally unidentified audience (Gerbner, Gross, Morgan, & Signorielli, 1994; Harris, 1994). The messages serve many purposes, including entertainment, education, government, and, certainly, engagement of huge groups of people so that advertisers can sell them products. Children, adolescents, and adults interact with a wide variety of mass media, including television, music delivered by compact discs and radio, and telecommunications available through personal computers. In fact, books and articles about eating disorders in and of themselves constitute a form of mass media that may be