Negotiation Skills

Effective negotiation skills are becoming increasingly important for today’s global business. A lot of time is spent negotiating in a global setting as companies and individuals conduct business. This paper will attempt to critically assess the significance of cross cultural negotiation skills for the success of international mergers and alliances. To begin with let the definition of negotiation be deduced. Daniels, Radebaugh and Sullivan (2004) identify negotiation as a sequence of actions in which two or more parties address demands, initiate, conduct or terminate operations in a foreign country. Gulbro and Herbig (1995) define it as the process by which at least two parties try to reach an agreement on matters of mutual interest. In order to be successful in such a diverse and complex business environment, negotiators must be globally aware and have a frame of reference that goes beyond a country or region and encompasses the world (Fowler, 2005). International executives attempt to negotiate for an optimal solution minimizing conflicts and maximizing gains. According to Martin et al. 1999) a clear negotiation strategy is the most important factor for successful international business relationships. Cross cultural negotiation skills are vital in today’s business. It is not just about closing deals but it also involves looking at all factors that can influence the proceedings. Cross cultural negotiation skills not only shows the people involved how to start from a strong position and find common ground with others, but also provides practical techniques for to use when talking and bargaining during business ( Kozicki, 2005). People from other countries and cultures do things differently. For alliances and mergers to succeed, these cultural differences must be taken into account when negotiating to reach a deal that will last and bring benefits to both sides. Therefore as these people play an essential role for the success of merging companies, it is crucial to have an understanding of different national and organisational cultures. Cross culture is an integral art of the overall corporate culture of the firm, which is applicable for all international alliance and merging partners (Luo,1999). Negotiation skills bring added challenges that help the international negotiator to understand how partners from other cultures view negotiation and how they think it should be handled (Michal, 2005). Although there may be much commonality between members of both sides it should not be assumed that people have the same benefits, values or priorities as each other. Nowadays, businesses of all sizes search for internat ional partnership. The increasingly global business environment requires the approach to the negotiation process from the global business person’s point of view as the process can be complex and difficult but will create huge opportunities to develop and increase success in avoiding barriers and failures in international mergers and alliances. As one partner better understands that the other partner may see things differently, they will be less likely to make negative assumptions and more likely to make progress when negotiating. Nations tend to lead a national character that influences the type of goals and process the society pursues in negotiations and this is why specifying and understanding cultural differences is vital in order to perform successfully in inter-cultural communication (Copeland, 1996). In addition, for international mergers and alliances to succeed, it is important for both sides to agree that no one approach is better than another. Lack of cross- cultural skills can cause difference in problem-solving and decision making and this can easily lead to misunderstanding. Therefore it is important for everyone involved in the proceedings to be able to use a range of decision making and problem solving techniques. Nonetheless, companies from other countries run into problems which stem from cultural differences and this leads to difficulties between negotiating parties. Negotiators from cultures that place a high importance on punctuality and schedules are more prone to set deadlines and then make concessions at the last minute to meet the schedules than are negotiators from cultures that place less importance on punctuality and schedules. They may underestimate the importance their counterparts place on the negotiations if their counterpart arrives late and do not adhere to schedules due to lack of cultural awareness (Daniels et al, 2004). Furthermore, one counterpart may understand and be adaptive to the other’s culture. Therefore it is important for both parties to have some cross-cultural knowledge as this will determine at the start whether they will follow some form of adjustment. The choice of response should be highly dependent on how well both sides understand each other’s culture. Cross-cultural negotiation skills provide people with increased knowledge which means people have the opportunity to progress at international level. For alliances and mergers to work, there must be collaboration between the two parties for the betterment of both. Kanter, (1998) argues that communication is important to achieving synergy between partners. It is harder to derive the benefits of cooperation and easier for rivalries to escalate when there is no relationship history to draw upon. Stereotypes are a pitfall when attempting to create an international merger or alliance. National stereotypes prejudice groups in the absence of evidence and should be avoided at all times. An entire culture cannot be relegated to one or two commonly held attributes. Culture is a very complex issue encompassing a plethora of subjects. A group’s customs, belief systems, values and behaviour must be understood in order to fully realise a successful partnership in a business context. A key component of successful international negotiation is effective ross-cultural communication. This requires that negotiators understand not only the written and oral language of their counterparts, but also other components of culturally different communication styles (Cullen and Parboteeah, 2005). In essence, it requires an understanding of the more subtle, nonverbal aspects of communication as they play a vital role in understanding the communication process. Cross-cultural communication proble ms can arise in any given situation, even huge co-operations can fall into this problem. For example, when the U. S. car manufacturer Chrysler merged with the German Daimler – Benz Company in 1998, problems arose out of their different decision-making processes. Chrysler was accustomed to making quick, high–profile decisions while Daimler – Benz, with their hierarchical system, were used to a slow, cautious business model with little need for public pronouncements. Cultural difficulties occurred between the more easy-going and more flexible style of Chrysler and the well structured and bureaucratic style of Daimler-Benz. All of this was as a result of the different working styles, decision making and communication processes within the company (Shelton, 2003). The incompatibility of the two different cultural aspects was realised too late and became very difficult to be overcome. In the end it was no merger of equals but one company dominating over the other. This case shows the different aspects of the need for cross- cultural awareness as its importance must be considered in cross-border alliance and merger processes in order to become global players. Negotiation involves clear communication which involves important skills such as understanding, speaking and listening. It is not possible to have one skill without the others. Negotiation is most effective when people are able to clearly identify and discuss their source of disagreement and misunderstanding. Very different cultural attributes were evident when the French Pharmaceutical company Rhone- Poulenc merged with the U. S. Company Rouer. Not only did the Americans take issue with the French people’s lax attitude owards time-keeping and punctuality, they also had to deal with their propensity to express their emotions. Emotional outbursts such as crying or shouting were commonplace in the French company as they are not considered shameful; on the contrary, the French idiom ‘soupe au lait’, used to describe such outbursts, is believed to aliviate stress, allow them to vent anger and present them from bearing grudges (Dornberg, 1999). Perhaps the best example where cross-cultural negotiation skills were used effectively is in the case of Colgate Toothpaste Company. In 1985, the U. S. Colgate Palmolive Cooperation bought Hong Kong based Hawley & Hazel Chemical Company. Hawley & Hazel’s Toothpaste, ‘Darkie’ had a 70% market share in Asia and it featured a smiley man in ‘black face’ and a top hat resembling a minstrel or Al Jolson. This image presented no protests in Asia since the association with the image was with brilliant smiles. However, Colgate knew the connotations of the name and image of the toothpaste would be offensive to many U. S. minority groups and therefore had to enter into lengthy negotiations with the Hong Kong Company with a view to changing the name and image of the toothpaste. In order to give customers in Asia time to get accustomed to the new name and image, changes were brought in generally over a year long time frame. Eventually the product was called ‘Darlie’ and the image replaced by a racially-ambiguous smiling character in a tuxedo and top hat (Morrison and Conaway, 2004). In all these examples, the negotiation skills in a cross-cultural context were successful as the negotiators took into account cultural differences, while allowing for compromise to take place. Negotiators were undoubtedly familiar with Hofstede’s models of value systems and used his suggested five fundamental dimensions to national culture: Hierarchy, ambiguity, individualism, achievement- orientation and long-term orientation to their advantage. Negotiation skills are essential in determining the terms under which a company may enter and operate in a foreign country. International negotiations occur largely between parties whose cultures, educational backgrounds, and expectations differ, it may be difficult for negotiators to understand each other’s sentiments and present convincing arguments. Negotiation skills offer negotiators a means of anticipating responses and planning an approach to the actual bargaining (Daniels, et al 2004). The key to effective alliances and mergers is skillful management of relations from the initial handshake onward. In cross-cultural alliances and mergers there is great challenge because each party brings different cultural schemata to the table through which they interpret events. For example, the French dislike being rushed into discussions, they prefer to examine various options in decisions and negotiations are likely to be in French unless they occur outside France. Punctuality is expected and they tend to be formal in their negotiations and do not move quickly to expressions of goodwill until the relationship has existed for some time. Negotiation skills call for creative thinking that goes beyond the poorly thought out compromise such as those arrived at when there is a rush to solve before an effort is made to comprehend. A deep understanding of the true and often manifested nature of the underlying challenge is required if a long term solution is sought. Many conflicts that on the surface seem to be purely about resources, often have significant components related to issues of participation, face saving and relationships. For negotiation to work in international mergers and alliances, people need to be able to share their needs and fears with each other. Negotiation skills include being well prepared, showing patience, maintaining integrity, avoiding the presumption of evil, controlling emotions, understanding the role of time pressures, breaking down bigger issues into smaller ones, avoiding threats and manipulation tactics, focusing first on the problem rather than on the solution, seeking for interest-based decisions and rejecting weak solutions (Richard, 1999). All of these help one way or another when thinking through challenging or difficult business situations and also play a huge role in successful negotiation. The skills help negotiators to learn about other people’s preferences and also make their own clear. As logic is not the only thing that prevails in bargaining efforts it gives people time to work out essential problems especially when dealing with someone of a dissimilar culture and additional time may be needed to work out an agreement (Brett, 1998). In some cases emotional outbursts tend to escalate rather than solve a conflict. This can be extremely difficult for some people to hide their emotions and this can permit negative emotions which can take control of some negotiators due to lack of skill. Business partners negotiate through life and while there may be no easy answers that will fit every negotiation need, there are many important skills that will help to become more effective. Without the relevant skills negotiation will not prosper in the absence of cooperative decision-making as it will suffer absence of commitment and participation from the individual’s part. Limited knowledge of either the alliance or merger partners’ languages or cultures puts them at a disadvantage. They may hold power by maintaining a percentage of shares of the venture, but in reality many lose power through ignorance. Skilled negotiators spend twice as much time asking questions as opposed to average negotiators. They probe to clarify issues and understand underlying drivers and reasons for the stance a given party has taken. Talented negotiators also try to understand what the other side wants so they can develop a solution that satisfies all parties. Skilled negotiators also make many more positive comments than average ones (Hayman, 2007). This emphasises and builds on the good in the negotiation to make it easier to deal with other issues. Without any knowledge of the other party’s culture they may not have any idea of what the other side wants and therefore, it is vital to explore more options to test limits. These skills help to think about how the partner should be approached, what can be given away, and what must remain non-negotiable and all is due to tolerance for differences in culture and outlook. No matter how many companies want to merge or become an alliance, success rests upon skillful management from the beginning and without this relationship between the business partners will suffer from poor initial planning, mismatched expectations, poor communications, inequitable power distribution and inadequate negotiation potential and decline can be quite rapid. Success rests in accepting the other partner despite differences in values, beliefs, educational experiences, ethnic backgrounds or perspectives. The skills involved permit partners to examine a problem from all sides, and to promote understanding and interest in the other without necessarily agreeing to one party’s viewpoint. Genuine interest in contributions help to build trust and this provides a foundation for continuing relationship and also eases future efforts to solve problems ( Herbig and Kramer,1991). The negotiation skills allow everyone involved in the business to make suggestions openly without fear of criticism and is accepted. All negotiations are completed by consensus and a negotiated solution is reached when every partner has given up something to gain common benefits. A hypothetical example of a skilled negotiator dealing with another in a foreign country could be that they both have identical proposals and packages. If one has no knowledge of cross-culture believing the proposal will speak for itself and the other party has the knowledge which involves the culture, beliefs, values, etiquette and approaches to business, meetings and negotiations the latter will most likely succeed over the rival. This is so because it is likely they would have endeared themselves more to the host negotiation team and would be able to tailor their approach to the negotiations in a way that maximises the potential of a positive outcome. It is very important to know the commonest basic components of our counterparty’s culture. It is assign of respect and a way to build trust and credibility as well as advantage that can help us to choose the right strategies and tactics during the negotiation. It is not possible to learn another culture in detail but when something is learnt especially at short notice the best that can be done is to try to identify principal influences that the foreign culture may have on making the deal (Salacuse, 1991). Apart from adopting the other side’s culture to adjust to the business environment, difficulty in finding common ground, focusing on common professional cultures may be the initiation of business relations. The skills needed to approach negotiation differs across cultures, for instance the Japanese will negotiate in teams and decisions will be based upon consensual agreement while in Asia decisions are usually made by the most senior figure and in Germany, decisions can take a long time due to the need to analyse information and statistics in great depth. Clearly there are factors that need to be considered when approaching cross-cultural negotiation. Through having the skills, business personnel are given the appropriate knowledge that can help them prepare them effectively and this will help succeed in maximising their potential. CONCLUSION In an increasing global business environment, cultural misunderstandings may sabotage even the simplest negotiation therefore, cross-cultural negotiation skills are an essential, highly accessible resource for navigating boundaries for the success of international mergers and alliances (Brett, 2001). It helps to understand how people from different countries behave and conduct business, also to close deals that create value, resolve disputes to preserve relationships, and make decisions that get implemented around the world. Cultural negotiating skills are necessary for managing in multinational network organisations. Managers heading abroad to negotiate a deal, businessmen relocating to foreign countries, multicultural teams within large organisations and individuals involved in international merger and alliance activities are those who will benefit having the skills to negotiate and acquire knowledge and development that are indispensable in today’s global business world. If there is no knowledge of cross-cultural negotiations involved, a great deal of difficulty in understanding the findings of cross-cultural experiments concerning co-operation and conflict will arise because the partner or partner’s identity is not clear to the subjects in the business (Smith and Bond, 1993). Negotiation is a specific type of interaction that should be known to partners and professionals. For mergers and alliances to succeed those involved must also recognise that cultural differences can lead to different behaviours and assumptions at work and that these can sometimes cause misunderstandings or delay. Despite their risks, mergers and acquisitions are becoming increasingly common events as a result of rapid globalization and it is important for those involved to aim to develop levels of cultural awareness and understanding within organisations so that their clients can operate more effectively and profitably within the global market place. Negotiation helps to put things in context, gives a broader perspective, and increases the likelihood that an agreement that comports well with the interests of constituents will be reached. In addition, careful attention should be paid to the interests of other parties in the negotiation process. This can help to craft a solution that makes for a successful negotiation (Cohen, 2002). Finally, everyone must do their best to learn about the cultures of their negotiating partners as this drives decisions and the more they comprehend in their strategy and tactics, the greater the likelihood that the agreement they reach will provide their negotiation partner something to bring back to whomever they consider the powers that be. Negotiators need to be well prepared for the beginning, collecting information from possible sources, clarifying their objectives, and setting their limits. During the negotiation, the relationship orientation is most important. An appropriate emphasis on time should be considered. At the end of the negotiation, consensus is the most important consideration. The success of international business relationships depends on effective business negotiation. If negotiators are well prepared, understanding how to achieve international business negotiation outcomes and the factors relevant to the process will allow negotiators to be more successful. Word count 3,185

The 5-Minute Rule for 100 Argumentative Essay Topics with Samples

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Global Warming And Climate Change - 860 Words

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Curriculum-based Pedagogy Free Essays

string(258) " was the best and that the teaching strategies and unit lessons covered all the things that students are expected to learn\? Moreover, the curriculum was designed by curriculum experts who were knowledgeable about student learning and effective instruction\." Every educator across levels has their own understanding and views about curriculum and pedagogy and these may be based from personal and theoretical knowledge and from their own experiences both as a student and educator. An educator in the conduct of his or her profession in actual practice would be guided by his or her perspective on what curriculum is and should be. Curriculum studies and development had become abstract and highly theoretical and curriculum inquiry is a difficult and perplexing area of study which many educators are not comfortable with. We will write a custom essay sample on Curriculum-based Pedagogy or any similar topic only for you Order Now However, the beauty of curriculum inquiry is that it enables educators to come to terms with their own beliefs and interpretation of curriculum. The exercise can be quite painful and revealing to educators as it makes them realize their biases and preconceived notion on what education should be and how lacking or adequate their approaches and philosophies are. It is in this context that I begin the process of self-reflection on my own beliefs and perspective on curriculum-based pedagogy and the theories and personalities that have influenced me as an educator. I do not intend to justify my beliefs or educational philosophies but rather I attempt to expound on what I think are effective practices and curriculum theories that I have embraced in my profession as an educator. I know that theories are not infallible and some may generate more questions and criticisms than answers but I do believe that it is still a good practice to anchor one’s beliefs in a certain theory or perspective as it provides a guide and substance to what I do as educator. In this paper, I try to make sense of my own realities and how it has affected my work and my personal life. There are two kinds of educators, those who follow curriculums strictly and those who adopt curriculums to their own realities and learning environment (Eisner, 1998). I would like to think that I belong to the latter. I had always thought of curriculum as a guide, as a framework and as an evaluative tool in how I conduct my teaching. I do not adhere to a specific curriculum nor do I force curriculum to a learning environment if it is not suited. I have nothing against those who use curriculum religiously because I have seen it to be effective in some schools however, in a diverse learning environment, one has to adopt and adjust the curriculum to meet the needs of all learners. I still see this approach as curriculum-based because I follow the instructional models that the curriculum provides; the changes I make are still based on the given curricula and basically teach the same thing and arrive at the same learning goals but in a slightly more appropriate way for my set of learners. I may not always interpret and apply the lessons and approaches provided for by the curriculum accurately, but I always see to it that every lesson is a learning experience for my students. There are different reasons for adhering to a curriculum approach, one can be an implementer, a developer or a maker and the choice would be dictated by one’s personal experience and perspective. I view education as a complete process that mirrors life and teaches students the skills and knowledge that they need to live this life. On the other hand, I also acknowledge the great impact of learner characteristics to the effectiveness of education, thus, curriculum-based pedagogy should not be viewed as a narrow and constricting approach to instruction but as a democratic and deliberate artistry that will lead to a more practical and appropriate learning process (Feden Vogel, 2003). I know of some educators who had adhered to the curriculum they had been trained to use and apply for the longest time, they were experts in that certain curriculum and have produced learning and knowledge for their students to absorb and assimilate, but they had refused to learn anything else. I don’t blame them, comfort and familiarity is a much safer terrain than change and innovation. At a certain point in my profession, I had also gravitated towards curriculum fidelity wherein I did everything by the book and relied on what curriculum experts deemed as true and correct and most effective. However, when one immerses oneself in the filed and puts the curriculum to practice, it is a different story. There were instances when I was left hanging and felt inadequate about my teaching even when I did everything that was asked by the curriculum, I thought I was not being a good teacher, I took me some time to realize that the curriculum I was using was not meeting the needs of my students. The curriculum was not at fault, nor was my teaching the problem, the problem was that I restricted my creativity and artistry in interpreting the guides given by the curriculum; I was not confident in my own abilities but relied on what was prescribed and suggested. The obsession with following curriculum guides, lessons and content led me to become a curriculum transmitter. I was focusing on what was in the book, in the unit lessons and had very few attempts at augmenting the lessons through additional research or innovative strategies. The lessons I was teaching was only based on the prescribed textbook and I followed it unit by unit even though I noticed that some units were not relevant or applicable and that some units were not in the right order of presentation. I thought I was being a good teacher by following closely what was demanded of me based on the curriculum. My principal and supervisor approved of my teaching and the system that I followed, it was in those times when curriculum was the be all and end all of pedagogy. Why would it not be, when it was assumed that the prescribed curriculum was the best and that the teaching strategies and unit lessons covered all the things that students are expected to learn? Moreover, the curriculum was designed by curriculum experts who were knowledgeable about student learning and effective instruction. You read "Curriculum-based Pedagogy" in category "Papers" As I gained experience as a teacher, I begun to notice things, that sometimes the content covered in the curriculum was not developmentally appropriate because students were not absorbing it, that sometimes the lessons were too long for something that was easy and sometimes it was too short for a difficult concept. It was at this point that I became more aware of my students needs and how the prescribed curriculum was not really bringing out the desired learning from the students. I started slowly, at first I felt guilty about skipping some units but then I found out that the amount of learning students gained was not affected by the skipped units. I also tried little by little to introduce new information from other books or materials and made use of different strategies in presenting the lessons and student became more interested, in the past I was labeled as a boring teacher, but when I made the changes, I became a little popular and students started greeting me in the hallways. But I did get in trouble for those changes, my principal was alarmed at why my previously quiet classes were becoming noisy, and why were my lesson plans not in accordance with the content in the book. I was told to revert to my old teaching strategies and to continue using the prescribed textbook only. And as I was an obedient teacher then, I did as I was told, however the seed was planted. I was wondering whether other schools followed the curriculum closely and whether there was some other way of teaching the same content. This is when I decided to find answers to my questions and I pursued higher education to augment my knowledge and understanding of educational practices and curriculum. I guess I have gone back to school full of idealism and the hope of finding the answers to my questions. When I went back to school I was eager to prove my supervisors wrong and that I was correct. It was only when I had started reading the course materials and the papers given to us in class did I realize that curriculum-based pedagogy is more than an approach, more than a theoretical concept. At first I had difficulty reconciling the fact that there are a number of curriculums that different schools adhered to and that effectiveness is often measured in terms of student outcomes and achievement of learning goals. At best the course was an eye opener, but sadly after two courses I decided to go back to teaching full time. I thought that I could better apply my curriculum perspective in real classrooms and students than simply learning it in class. I decided to become a curriculum developer in the sense that I would try to adjust and modify the curriculum I was working with. I guess I was too adamant for my own good, because I found myself half-baked, wondering whether the strategies I was using was correct or not and not knowing how to derive feedback from my colleagues or my students on the quality of my teaching. I found myself using one strategy after another that often left my students confused instead of gaining understanding. I begun to read about curriculum theorists and I was enlightened by their conceptions of what curriculum should be and how it is applied in actual teaching. However, some were too theoretical for me, it was too abstract and complex that naturally I gravitated towards the theories that were more practical, more realistic and more applicable to my present reality as a teacher. But I knew that whatever practical understanding I have of those curriculum theories, I was sorely lacking in the theoretical aspect and could not distinguish one from the other. Thus, I knew I had to go back to school, this time with a more open mind and a desire to learn. In the next part of the paper, I will outline the different perspectives of the curriculum theorists and educational figures that have impacted my own professional life as an educator and how they contributed to my own conception of deliberate artistry. John Dewey and the Social Curriculum John Dewey is one of the pioneers of curriculum development and in his pedagogic creed he outlined the nature of education and what its subject content should be (Dewey,1897). I read Dewey’s creed as part of our course readings and I readily found his perspective to appeal to my own sense of educational focus. Dewey argued that children develop through social interaction and the social environment that the child is situated in. Thus, to him education should reflect the social life of the child, he pointed out that schooling should be a life itself and not as a preparation for future life (Dewey,1897). I think what Dewey was arguing was for educators to make their lessons and instructions mirror reality and actual life relationships and processes instead of some abstractions. It is very easy for us to teach mathematical concepts and relationships in algebra and trigonometry without placing those relationships in actual experiences or realities. In this case, the teacher should be able to make the connections between algebraic relationships to objects and concepts that are real to the student. Who would have ever thought that mathematical concepts could be used to predict the number of baseball homeruns? Math becomes more real to the student when it is explained in terms of baseball, a sport that most students play or know about and are very real to them. Dewey also said that there are two aspects of education, psychological and social, wherein the intellect and development of the child’s psychological processes serves as the starting point for which education and learning should be based (Dewey,1897). Dewey recognized that the child in the course of his or her development has the capacity to make sense of his or her social interactions and will learn from it. The sociological aspect of education is to place into context the psychological attributes of the child and to ascribe meaning to his or her capacities in relation to his or her social reality. It is important for both the psychological and sociological aspect of education to be aligned as it would benefit the child and lead to optimum learning. For example, providing psychological stimulation without social meaning will result to superficial learning while focusing on the sociological without considering the psychological would result to developmentally inappropriate content and instruction. In this respect, Dewey advocated that education for it to be effective; it should be cognizant of both the intellect and development of the child and the social environment of the child. It makes perfect sense to me that Dewey strived to communicate such practice because we now know that learning and instruction must be synchronized and aligned for effective learning to occur, but he was ahead of his time. At present, the curriculum standards of most states dictate that at a certain grade level and age, a child must be able to master and learn a set of skills and information that are appropriate for their age. However, what is problematic about these so called standards is that it does not take into account the variation of human development; some children develop faster while others appear to lag behind. On the other hand, children who do not perform at par with the given standards are labeled slow learners or have learning disability which strip them from their self-confidence and diminishes their self-worth. In an age where we know more about cognitive development than ever before, we fail at incorporating that knowledge to the social institution that is responsible for educating our children and our future. Dewey was correct when he said that education should be focus on the total development of the child or student in relation to his or her social activities. But this is easier said than done, when accountability issues and achievement scores dominate the educational system, it is very difficult to honor Dewey’s recommendations. Dewey postulated a curriculum that would allow for the social development of the child, for schools to become social institutions and for educational content to become the social life of the child (Dewey,1897). In this way, the child becomes more in touch with his or her nature and the social context in which he or she engages in a daily basis and which constitutes his or her life. This would imply that lessons taught should be through the experiences of the child. For example, a kindergarten teacher who wishes to introduce her students to counting and numbers would be more effective if she uses blocks, balls or candies that children are familiar with and have come across it through their social interaction. On the other hand, it would not make sense to teach a historical event to students without connecting it to their present realities. For example, if I teach children about some ancient civilization and not connect it to the present realities in our society and culture, then I would have failed to impart to them information that had mattered and that would have shaped their own learning. In terms of curriculum content, Dewey had said that every lesson, concept and skill should be taught in the view of the social activities of the child. He had identified a number of subject matters that should be taught to children and this includes the arts, literature, language, culture and science as it encompasses the essence of human life. However, he cautioned on the mere teaching of science as an objective subject as it limits the experience of students in terms of how social lie is shaped by scientific developments. Dewey also stressed the importance of literature and language studies as the expression and cultivation of life experiences (Dewey,1897). It is important to study literature as it provides children with an unrestrictive medium of self expression as well as an understanding of the social realities of the past and the present. Language should not be taught only as a series of sounds, phonetics words or even grammar but as a form of communicating and the medium wherein knowledge is transmitted, ideas are shared and emotions are expressed. The problem with being too curriculum oriented is that we tend to rely on what is prescribed and live out our own creativity. Language instruction should first focus on the expression of experiences, the learning of grammar rules, tenses and subject-verb-agreement would then follow because the student has found that language is an effective agent of expressing ideas and experiences. In the classroom, this would mean that importance should be placed on developing students’ language skills such as speaking and then motivating them to become more effective communicators through the learning of correct grammar and pronunciation. How to cite Curriculum-based Pedagogy, Papers

Scope and Integration Innovation Ideas

Question: Describe about the Scope and Integration for Innovation Ideas. Answer: Introduction The IT development project is very useful for forming new and innovative ideas in the field of technology (Burke 2013). The IT projects require a huge amount of management skills and they have wide area of scope and integration planning. The projects serve as the benefits for the involved stakeholders and company or organization. However, it provides the chances for building better projects in future. The development of the technology is based on the aspects of principles of science and engineering (Herrenkohl Lee and Hawkins 2012). The scope of any project that is carried on by any organization has a crucial objective for bringing values to the organization in terms of finance strength and market position. In this assignment, one IT project would be analyzed for understanding the role of technological development and its importance in the completion of project. The project selected for the project is HaRFest project and the organization involved in this project is Centre for Process Innovation or CPI based in UK (The Centre for Process Innovation 2016). The first part of the assignment would briefly provide the overview of the project and involved parties and explain whether the objectives of the HaRFest project had been met. Hence, the report would decipher the uses, objectives, scope and benefits of the project. Overview of the project Centre for Process Innovation is based in UK and they deal in application of engineering and science for the development of technology (The Centre for Process Innovation 2016). They enable its clients for the development, scaling up and prototyping the processes and products of future generation. The applications of Centre for Process Innovation are: Process and Product Development Pilot and Fabrication production Demonstration, prototyping and scaling up Feedstock, fuel and materials analysis Business support and funding Process assessment and manufacturing Funding and business support Centre for process innovation has initiated and finished a project for the time duration of 18 months (CPI. 2016). Tim Marsden was the project manager of HaRFest project of Centre for Process Innovation. They have developed and scaled up the print harvesting energy device for large scale of market. The project had been funded partially by Innovate UK and the remaining funds have been raised by the companies involved. The project had been completed by the year 2016, September. The printing device proposed would harvest the energy for generating the printout using the device technology. The device would extract energy from the peripherals devices like mobile phone for extracting their stored power for powering the minute sensors present in the device. The Centre for Process Innovation had formed the project HaRFest with the help of collaboration with the PragmaticIC Printing. They had secured 18 million pound for their project from different private firms including the likes of Avery D ennison (Mallick 2015). Some other partners for the project were the Cambridge University, Welsh Centre for Coating and Printing, and EPSRC. The benefit from the project would be that it would provide the development of electronic packaging functionality. The device had used the technology of near field communication (NFC) for drawing the energy from the nearby peripherals (Sharma, Gusain and Kumar 2013). The resulting harvesting tool houses in print antenna along with available passive and energetic additives and includes an arrangement of regulation capacitors. It is possible for tuning the device to a resonant frequency for maximizing the electricity output produced. In absence of the tools for harvesting, it may not be viable to integrate the revealed electronic potential into lean substrates. The packaging is suitable with the requirement for lesser supple batteries and power from thicker substrates (Khan and Zaki 2012). This next technology of published digital capability allows the product designers with the process of embedding the electronics into their designs, generating revolutionary components which might be low value, smarter, and lightweight. The gadgets that harvest flexible energy have a primary function to play in high cost industries consisting of pharmaceuticals and it requires clever wrapping that carries published sensors are required (Cope, Paczkowski and Parsel 2014). The NFC technology allows producers to enhance supply chain tracking and prevent imitation and offers clients with utilization directions, exceptional warranty and shelf life evaluation. The capability programs for encouraging emblem loyalty are used for serving inside the FMCG zone, incorporating shifting or irregular images into interactive proportional marketing and clever packaging, and assisting the gathering of loyalty factors. Evaluation of the Projects Objectives The HaRFest project of Centre for Process Innovation had been made for making the devices that can draw energy from the nearby devices. The objectives of the project can be classified into following points: Development of Technology: The Centre for Process Innovation had the primary aim for innovating and improving the technology of printing devices (Lichtenthaler and Ernst 2012). The printing devices implied the use of NFC or near field communication technology for making their project device. According to Page (2014), the nearby devices must have NFC feature installed in them (most of the smart phones have NFC configured in them). The devices worked properly and it has formed a base for Centre for Process Innovation for initiating further projects and development. Investments from the Investors: The project managers and the team had an objective for drawing more investors to the project (Sharma 2015). They had invested and gave the project support for completing it within a span of 18 months in exchange of benefit of values from the profit obtained. According to Page (2014), Avery Dennison, Cambridge University, Welsh Centre for Coating and Printing, and EPSRC were some of the partners of Centre for Process Innovation for the project HaRFest. Market gain: The device developed from the project would result in increasing the market capture by the Centre for Process Innovation (LeBaron 2013). The device had been utilized at the point of sales by various companies for making their sales operations more efficient. Hence the objective of gaining the market by Centre for Process Innovation had been fulfilled. Justification of the resources expended in the project The resources are very crucial for any project development and progress. The project of HaRFest would require both technical support and man power for completing the project successfully. The resources used for the project are the use of scientific and engineering principles, skills of man for designing the device. The different resources used in the project are: Financial Support and Gain: The most important support or resource for the project is the financial support (Sanders et al. 2016). All the equipments and parts used for the development of the device would have to be bought. The investors have put their money on the project for making sure that the project is being completed as per their expectation (Lock 2014). The project had yielded the investors with the benefit of returns for the investment made by them. Equipments: The development of the device would require the use of many technical types of equipment (Singla and Gupta 2016). The technical projects of HaRFest required the use of some technological equipment along with the principles. The resources used had made the device so compact that it can be used at different markets and business processes (Lock 2014). The operations of the point of sale have been made easy and compact for the companies using the technology. Stakeholders Analysis for HaRFest project According to Kent and Zunker (2015), the various stakeholders for the HaRFest project are customers (organizations for whom the project devices were actually made), Sponsors (Investors and partners of Centre for Process Innovation in the project), Executive committee (in charge of the accounts and budget of the project), Developing team (Designer, developer, tester and coder for the device), project manager (manager who had the responsibility for managing the project), and external stakeholders (government and state agencies who would price and pass the project). Contribution of the Stakeholders Stakeholder Contribution of the Stakeholder Customers or clients The organizations for which the project devices were actually made can be termed as customers or clients. They are responsible for finally using the device and providing the ultimate benefit to Centre for Process Innovation (Kent and Zunker 2015). The investments in the project are returned to the investors with the money got from these customers and clients. Sponsors They are the investors and partners of Centre for Process Innovation in the project. Avery Dennison, Cambridge University, Welsh Centre for Coating and Printing, and EPSRC were some of the partners of Centre for Process Innovation for the project HaRFest. They had invested the money for supporting the project. Executive committee They are the team that is responsible for forming the budget of the project and making necessary financial decisions for the project (Ingabire et al. 2016). The executive team along with project managers form strategies and plans for the project functioning. Developing team The developing team is responsible for the main part of the project. They would build the device that would extract the power from the nearby peripherals. The team consists of designer, developer, tester and coder that would be responsible for forming, building, redesigning and testing of the devices. Project Manager The project manager for the HaRFest project is Tim Marsden and he is responsible for the planning, designing, and coordinating of the project (Bal et al. 2013). The manager would have to monitor all the activities of the project for making sure that the project is completed in allocated time. External Stakeholders The external stakeholders are the government and state agencies that are responsible for market approval of the project. They would finally sign the amendments for the release of the device in the market. Table 1: Contribution of the stakeholders for the project (Source: Ingabire et al. 2016, pp-188) The stakeholders for the project of HaRFest in Centre for Process Innovation had implied effective communication plan for channelizing their views and requirements to the other stakeholders. They had formed and engaged in the project for making sure that the project has been completed in the time and budget allocated to them. Interview for understanding the Expectations of the stakeholders The individual stakeholders have individual expectation from the project and the same scenario is true for the HaRFest project (Davies and White 2012). The Centre for Process Innovation had formed the project for building a device that can extract the power from the nearby devices with the help of NFC technology. However, all the stakeholders have common expectation from the project and it is gaining of the maximum profit from the sales of the device. Question: What are your expectations from the project? Customers: My expectations from the project are that the device would reduce the cost of operations and provide simple and easy way for their operations. Question: What are your expectations from the project? Sponsors: My expectations from the project are that the project will return the investment as soon as possible along with generation of profits. Question: What are your expectations from the project? Executive Committee: My expectations from the project is for completing the project within the budget and decreasing the project costs and expenses for gaining more profits. Question: What are your expectations from the project? Developing team: My expectation from the project is building the device without any errors or flaws. Question: What are your expectations from the project? Project Manager: My expectation from the project is to yield maximum profit and name in the market of developing technology. Post project Stakeholder Interview and meeting schedule Interview Questionnaire for the project manager: Question Answer Rate the overall success of the project (from 1 to 10) Were all the resources were properly used? Yes/No How well the other stakeholders (sponsors and client) were engaged in the project operations? Fully engaged/Partially engaged/not engaged How well the scope was managed with the methodology used? Well/Ok/bad How well the project life cycle was integrated? Good/Average/Bad Any issue faced while completing the project life cycle and operations.. Interview Questionnaire for the project sponsor: Question Answer Rate the overall success of the project (from 1 to 10) Were all the resources provided by you were properly used? Yes/No How well the other stakeholders (managers and client) were engaged in the project operations? Fully engaged/Partially engaged/not engaged How well the scope was managed with the methodology used? Well/Ok/bad How well the project life cycle was integrated? Good/Average/Bad Any issue with your resources while completing the project life cycle and operations.. Interview Questionnaire for the project client: Question Answer Rate the overall satisfaction from the outcome (from 1 to 10) Were all of your requirements were properly used? Yes/No How well the other stakeholders (sponsors and managers) were engaged in the project operations? Fully engaged/Partially engaged/not engaged How well you find the methodology used appropriate? Well/Ok/bad How well the project life cycle was integrated? Good/Average/Bad Any issue faced with the deliverables from the project. Meeting Schedule for the project Meeting Schedule Project Name: PROJECT HARFEST Date: 12th January, 2017 Start Time: 11.00am Place: Community Hall End Time: 13.00am Meeting objectives: Gathering of the various stakeholders and talking about the project experience using the post project questionnaire Roles of Person Involved Project Manger: Coordinator Team Leader: Speaker Attendees: Managers, Team Members, Sponsors, Auditors, IT team and other Stakeholders Agenda of the Meeting 1. Introduction (information sharing) Duration: 20 min 2. Asking each stakeholders to share their view point Duration: 45 min 3. Discussing about opinions on future prospects Duration: 35 min 4. Concluding the meeting and thanking everyone who came Duration: 20 min Open Innovation model for scope planning and management Centre for Process Innovation had used the process of Open Innovation Modeling for their development projects (West and Bogers 2014). They have defined the project scope by understanding the requirements of the project and making sure that the goals of the project is reached, resources are utilized efficiently, and the project is completed in the allocated budget and schedule. The scope management in the project of HaRFest had been done for managing the operations of the project with the developed scope (Olsson 2015). In this project the scope of the project has been managed successfully as the investment of the project was managed (approx 18 million Pounds) and the time duration was of 18 months. Project Life cycle of HaRFest project The project life cycle of HaRFest project includes the processes of initiation, planning, executing, reviewing and closure (Phillips 2013). The project life cycle for HaRFest has been explained below: Initiation: The project had been initiated with the idea of forming a device that would extract the power from the nearby devices using the NFC technology and would act best at the point of sale. Centre for Process Innovation had initiated the project with the aim of developing the prevalent technology. Plan: The project managers, executive committee and design team altogether had formed the process of planning for the project processes (Phillips 2013). The plan was helpful for making the operations of the project in a systematic and simple way. Execution: This step had made for executing the planned process for the project. Each and every step of the project plan is executed in a synchronized way for completing the project successfully. Review: The project was reviewed on the basis of test results of the prototype made for the device. The review was used for detecting any errors and flaws in the system and it is useful for understanding how the customers would react to the developed devices or system. Closure: The closure of the project had been done by making a report on the project (Ghaffari, Sheikhahmadi and Safakish 2014). It would help the organization for supporting them in their future projects. Technological demands affecting the budget The project of Print innovators complete 'HaRFest' project of Centre for Process Innovation (CPI) had to suffer rise in the budget due to the technical demands of the project. The main challenge for the Centre for Process Innovation was implying the technology of near field communication for synthesizing the power from nearby sources (Parks, Bansal and Zilberman 2016). They had to keep the production to a scalable volume so that the company can alter their productivity as per the customers demands. The company had to be dependent on the market for supporting the flow of the device sales and investments returns. However, the project consisted of expertise in the printing technology, electronic devices, logic circuitry, and integration techniques. All these requirements resulted in increasing the overall costing and expense of the device manufacturing. The sensors were used for extracting the power from the nearby devices and peripherals. These sensors were also not cheap for buying an d implementing (Ghaffari, Sheikhahmadi and Safakish 2014). Hence, the prototype testing also consumed resources for validating the successful implementation of the device technology. Conclusion The report had been made for understanding the development of the scope and integration of the project. The HaRFest project of Centre for Process Innovation had been made for making the devices that can draw energy from the nearby devices. The objectives of the project are development of technology, getting investments from the investors, and market gain for the technological development. It can be concluded from the stakeholders analysis that the various stakeholders for the HaRFest project such as customers, sponsors, executive committee, developing team, project manager, and external stakeholders play an important and crucial role for the project completion and development. The individual stakeholders have individual expectation from the project such as reduction in their cost of operations, providing simple and easy way for their operations, returning the investment as soon as possible along with generation of profits, completing the project within the budget and decreasing the project costs and expenses, building the device without any errors or flaws, and yielding maximum profit and name in the market of developing technology. The project managers and the team had coordinated the complete life cycle of the project for developing the device successfully. Hence it can be said that the overall life cycle was completed and it provided the opportunity for developing new and innovative technology in this project. References Bal, M., Bryde, D., Fearon, D. and Ochieng, E., 2013. Stakeholder engagement: Achieving sustainability in the construction sector.Sustainability,5(2), pp.695-710. Burke, R., 2013. Project management: planning and control techniques.New Jersey, USA. Cope, W.B., Paczkowski, L.W. and Parsel, W.M., Sprint Communications Company LP, 2014.Multiple secure elements in mobile electronic device with near field communication capability. U.S. Patent 8,712,407. CPI. (2016).About CPI - CPI. [online] Available at: https://www.uk-cpi.com/about/ [Accessed 1 Nov. 2016]. Davies, A.L. and White, R.M., 2012. Collaboration in natural resource governance: reconciling stakeholder expectations in deer management in Scotland.Journal of environmental management,112, pp.160-169. Downie, J., 2015.Stakeholder Expectations of Interpreters: A Multi-Site, Multi-Method Approach(Doctoral dissertation, PhD Thesis. Heriot-Watt University). Ghaffari, M., Sheikhahmadi, F. and Safakish, G., 2014. Modeling and risk analysis of virtual project team through project life cycle with fuzzy approach.Computers Industrial Engineering,72, pp.98-105. Herrenkohl, T.I., Lee, J. and Hawkins, J.D., 2012. Risk versus direct protective factors and youth violence: Seattle Social Development Project.American journal of preventive medicine,43(2), pp.S41-S56. Ingabire, C.M., Kateera, F., Hakizimana, E., Rulisa, A., Van Den Borne, B., Muvunyi, C., Nieuwold, I., Koenraadt, C.J., Mutesa, L., Van Vugt, M. and Alaii, J., 2016. Stakeholder Engagement in Community-based Malaria Studies in a Defined Setting in the Eastern Province, Rwanda.Mediterranean Journal of Social Sciences,7(2 S1), p.188. Kent, P. and Zunker, T., 2015. A stakeholder analysis of employee disclosures in annual reports.Accounting Finance. Khan, D. and Zaki, M.J., 2012. Pods and seeds characteristics within a pod crop of an Amaltas tree (Cassia fistula L.: Caesalpiniaceae). I: Insect infestation, number of seeds per pod, and the packaging cost.Int. J. Biol. Biotech,9(1-2), pp.31-50. LeBaron, B., 2013.The impact of heterogeneous gain learning in an agent-based financial market. Technical report, International Business School, Brandeis University. Lichtenthaler, U. and Ernst, H., 2012. RETRACTED: Integrated knowledge exploitation: The complementarity of product development and technology licensing.Strategic Management Journal,33(5), pp.513-534. Lock, M.D., 2014.The essentials of project management. Ashgate Publishing, Ltd.. Mallick, A., 2015. Critical evaluation of overall business operation of Paxar Bangladesh Ltd: A subsidiary of Avery Dennison Corporation. Olsson, N.O., 2015. Scope Reductions as Tool for Cost Control in Construction Projects: An Ex-Post Analysis of Scope Reduction Options.International Journal of Risk and Contingency Management (IJRCM),4(4), pp.1-16. Page, T., 2014. Technological Diffusion of Near Field Communication (NFC).i-manager's Journal on Mobile Applications and Technologies,1(3), p.1. Parks, M., Bansal, S. and Zilberman, D., 2016. Fit-risk in Development Projects: Role of Demonstration in Technology Adoption. Phillips, J., 2013.PMP, Project Management Professional (Certification Study Guides). McGraw-Hill Osborne Media. Sanders, R.L., Shapley, A.E., Kriek, M., Reddy, N.A., Freeman, W.R., Coil, A.L., Siana, B., Mobasher, B., Shivaei, I., Price, S.H. and De Groot, L., 2016. THE MOSDEF SURVEY: DETECTION OF [O III] 4363 AND THE DIRECT-METHOD OXYGEN ABUNDANCE OF A STAR-FORMING GALAXY AT z= 3.08 Based on data obtained at the WM Keck Observatory, which is operated as a scientific partnership among the California Institute of Technology, the University of California, and NASA, and was made possible by the generous financial support of the WM Keck Foundation.The Astrophysical Journal Letters,825(2), p.L23. Sharma, N., 2015. An Appraisal of Security Investments by Indian Investors: A comparative analysis of Public Sector Private Sector Investors.Academic Discourse,4(1), pp.51-62. Sharma, V., Gusain, P. and Kumar, P., 2013. Near field communication.Department of Computer Science Engineering Tulas Institute, The Engineering and Management College, Dehradun, Uttarakhand,248001. Singla, A. and Gupta, P.K., 2016. COST AND PRODUCTIVITY ANALYSIS OF EQUIPMENTS FOR FLEXIBLE PAVEMENT-A CASE STUDY. The Centre for Process Innovation. (2016).The Centre for Process Innovation - At CPI we help our customers to develop, prove, prototype and scale up new products and processes quickly and efficiently with minimal risk. [online] Available at: https://www.uk-cpi.com/ [Accessed 1 Nov. 2016]. West, J. and Bogers, M., 2014. Leveraging external sources of innovation: a review of research on open innovation.Journal of Product Innovation Management,31(4), pp.814-831.

Legalization of Abortion in Ecuador Essay Example

Legalization of Abortion in Ecuador Paper Abortion refers to the termination of pregnancy by natural or deliberate causes.  This termination of pregnancy constitutes an important choice to a woman that  has been raped and is pregnant: it does not only look after her life but also  guarantees a healthy recovery. For instance, the United Kingdom maintains its  laws of a legal abortion until the 24 weeks of pregnancy as long two registered  and official doctors agree based on the terms of the British 1967 Abortion Act. Following that example of that first-world country, a woman must have the  right to practice abortion when the continuance of the pregnancy would  involve risk to the life of the pregnant woman, or of injury to the physical  or mental health of the pregnant woman or any existing children of her  family, greater than if the pregnancy were terminated. Said this in other  terms, women must have the right to make abortions when raped. We will write a custom essay sample on Legalization of Abortion in Ecuador specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Legalization of Abortion in Ecuador specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Legalization of Abortion in Ecuador specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The first reason for this is that most laws or opinions against  legalizing abortion in Ecuador literally kills women. No matter how many  laws might be passed against abortion, they will not stop raped women from  making them in secret, without medical care and in truly dangerous  circumstances. According to statistics, of the 46 million abortions  occurring worldwide each year, 26 million take place in countries where  abortion is prohibited by law (Rosenbaum, 2012).