How conflict leads to disputes and the need for resolution Essay

How conflict leads to disputes and the need for resolution - Essay Example Several other factors also determine the most appropriate resolution method to be applied. For example, the nature of the conflict, the issues at stake, the cultural sensibilities of the people involved, the economic costs, etc are all factors to be considered. Once a general assessment of the conflict is made then steps can be taken toward reaching a solution. This can involve peaceful negotiations or mediations between the concerned parties. In case of conflict between two nations, nonviolent approaches such as diplomacy should be first considered before resorting to force. When it comes to conflict resolution in a business situation, the first choice action will be legal advocacy, which involves informing the stakeholders of the legal implications of various courses of action. In the realm of the academia, scholarly seminars and other pedagogic approaches are best suited for conflict resolution. Sometimes, a combination of various approaches is the most effective. For instance, in interpersonal conflicts, elements of personal counseling sessions alongside legal briefings is more likely to lead to amicable resolutions. In recent years, conflicts have arisen between environment protection groups and business corporations, primarily due to the tendency of the latter to externalize ‘costs and risks’. This has resulted in social activism and such international public forums such as the World Social Forum, World Economic Forum, etc are platforms for debating, contemplating and settling various disputes. Sometimes conflicts can arise between different ethnic and religious groups. Resolving such disputes would require a broad political framework. Hence, we can conclude by saying that â€Å"conflict resolution† is an integral aspect of all well-thought out processes in the realm of politics, business, society or family. Finding a mutually agreeable solution to a given conflict

The Role of the Government on Tobacco Use Essay Example for Free

The Role of the Government on Tobacco Use Essay The article, â€Å"If It’s Good For Philip Morris, Can It Also Be Good for Public Health?,† which was written by business columnist Joe Nocera and published in the New York Times, basically explores the realities concerning the government, particularly the Food and Drug Administration, and the regulation of tobacco use. According to the article, although tobacco company executives themselves, notably Steve Parrish, senior vice-president of Philip Morris have openly supported the regulation of tobacco use, it appears that the move lacks a concerted effort from the government. Moreover, it is also apparent that tobacco executives like Parrish have their personal business agendas in advocating tobacco regulation. In general, it is safe to assume that the public is more than aware about the dangers and health risks associated with tobacco smoking such as lung cancer, emphysema, and various heart diseases, among others. However, it is interesting to note that despite the various campaigns against tobacco smoking and other educational advertisements about it, there are still millions of people around the world who smoke. In fact, based on the article, in 2005, Philip Morris USA alone hauled in $4.6 billion in profits. In this regard, it is quite obvious that the government’s main role is to somehow regulate tobacco use so that smokers will not suffer its deadly effects. However, this is easier said that done. According to the article, while there have been several initiatives to regulate tobacco use in the past, such as the ban on all cigarette advertisements, it seems to fall short when it comes to the actual implementation. The first plausible reason behind this is that the regulation would mean decrease in profits for tobacco companies, which in turn, would affect tobacco factory workers. And considering the global financial crisis, loss of jobs is not a logical option even though it’s for the benefit of the public’s health. In short, while the government’s duty in tobacco use is clear, it is virtually powerless to make any strong moves that would fulfill their role. The tobacco executives, on the other hand, may show that they support tobacco regulation, but their true motives are unclear. After all, they are still businessmen and it would not be surprising if their actions are simply meant to earn additional profits. References Nocera, J. (2006). If It’s Good For Philip Morris, Can It Also Be Good for Public Health? The New York Times. Retrieved April 17, 2009 from http://www.nytimes.com/2006/06/18/magazine/18tobacco.html?pagewanted=3_r=1.

Why a sense of identity is important

Why a sense of identity is important There are many definitions of resilience but most have similar components. Gilligans (2000) definition states a set of qualities that helps a person to withstand many of the negative effects of adversity. Bearing in mind what has happened to them, a resilient child does better than he or she ought to do is one of the more straightforward. Critically, most authors consider that resilience is a mixture of nature and nurture. Attributes that some children are born with, such as good intellectual ability and a placid, cheerful temperament, are associated with resilience. Children who are born prematurely and/or with disabilities, who cry and cannot be comforted, who cannot sleep or who will not accept being held are more vulnerable to adversity and may be less likely to be resilient. The term resilience is used to describe why some people struggle hard to cope with life experiences while others survive with self-esteem, identity and their level of wellbeing intact. The concept of resilience has been used to refer to: a positive outcome despite the experience of adversity; continued positive or effective functioning in adverse circumstances; or recovery after a significant trauma. (Masten quoted in Schoon, 2006, p. 7) Johnston-Wilder and Collins quote: What constitutes adversity, adverse conditions and trauma varies among individuals and between cultures. Like adults, children vary considerably as to what they find easy, hard or impossible to deal with. When children are exposed to a stimulus that might offer a threat to self-image or self-esteem, they respond differently. (Johnston-Wilder and Collins, 2008 pg 54) Very little distresses parent/carers more than witnessing their children struggle to cope with lifes difficulties. Trouble, whatever its form or source, holds the potential of engendering negative emotions in children and exhausting their coping resources. If the trouble is serious or long lasting, it may reduce a childs chances of attaining life enhancing goals and experiencing sustained episodes of emotionally invigorating pleasure. It may also move a child on a course of maladaptive functioning. Parent/carers typically devote considerable energy trying to eliminate the source of difficulty or control. However, the government initiatives such as Every Child Matters: Change for Children (DfES, 2004) attempt to address the issue of identity and self-esteem, stressing the importance of supporting all childrens social and emotional development. Such support needs to be based on an understanding of identity formation, which involves a consideration of definitions of identity and of the complexity of the term. John Bowlbys theory of attachment argued that a childs emotional bond to their familial caregiver was a biological response that ensured survival. The quality of attachment, he quotes, has implications for the childs capacity to form trusting relationships. To put Bowlbys theory into practice, Pound states the main positive outcomes of good attachment experiences in the early years seem to be social ones: †¢ Self confidence †¢ Efficacy †¢ Self-esteem †¢ The capacity to care for others and to be cared for. (Pound, 2008, pg 44 and 45) Consequently, the attachment theory suggests that childrens self-esteem is profoundly affected by the quality of early relationships between children and their parents, carers or significant others. Knowledge of attachment and separation behaviours can be useful in supporting children who show unusual signs of stress in unfamiliar social situations, such as the transition to school (Barrett and Trevitt, 1991). Critcially both, Johnston-Wilder and Collins quote: But even exponents of attachment theory recognise that attachment history is only partially useful in predicting some outcomes for children, and even these would not be uniquely predicted by attachment history. Practitioners need to use a range of theories and knowledge to understand the behaviour of children with whom they work and be tolerant of individual differences and needs. There can, however, be pressures on such tolerance: schools, for example, often justify their exclusion policies with reference to the need to educa te all children and keep them safe from harm. (Johnston-Wilder and Collins, 2008 pg 44) Valerie Daniels quotes Being able to communicate is a real asset when working with children. Body language says a lot. What you say, what, the way you behave, even to the other adults in the room makes a very real impact on children. But if at all possible try and be as natural as possible with children. (Open University, 2008) The UNICEF document, An Overview of Child Well-being in Rich Countries provided an overview of the state of childhood in the majority of economically advanced nations of the world. The document states The UK ranked in the bottom third of the country rankings for five of the six dimensions reviewed. While the country ranked higher in the educational well-being dimension, the UK lags behind in terms of relative poverty and deprivation, quality of childrens relationships with their parents and peers, child health and safety, behaviour and risk-taking and subjective well-being. (UNICEF: 2007, pg Report Card 7). Critically, there is still considerable work to be done, to enhance all dimensions of child welfare, despite increased government investments in improving childrens services over the past 10 years. Daniel Coleman quotes critically, parents/carers are asked to attend emotional needs of their children and are prompted to train themselves to handle their interpersonal relations wisely. It is critical, that as a parent/carer, they should know about origin of their emotions, functioning of their brain and positive usage of their feelings. Critically, they need to control their emotions while making decisions; otherwise they have the capability to hijack their rationality. Many may face different situations and make spur of the moment decisions, followed by their emotions. Decisions may not be logical even though they may have sharp logics (Coleman, 1996). Consequently, responsibility for school readiness lies not with the child, but with the parent/carers who care for them and the educational systems. Parent/Carers therefore, need to attend to the emotional needs of their children and prompted to train themselves to handle their own interpersonal relations wisely. Foley and Leverett , quote There are a number of aspects of emotional literacy that may usefully be grouped, such as recognising your own emotional state, managing your own emotions, recognising others emotions, being able to be explicit about feelings, and being able to talk about talking. These skills and understandings are important components with which to build and sustain relationships with others. Here a child describes how, in her school, a simple bully box can encourage children to communicate worries and feelings (Foley and Leverett, 2008 pg 17) This work complements existing national initiatives to promote social and emotional well-being. It should be considered in the context of the Social and Emotional Aspects of Learning (SEAL) programme and related community-based initiatives. SEAL supports childrens social, emotional and behavioural skills. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. It looks at helping children develop skills such as understanding anothers point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries. These initiatives stress the importance of such programmes to enable children to participate fully in the development to ensure their views are heard. However, a growing body of research indicates how identity formation is an important indicator of feelings of wellbeing and self-worth (Canino et al., 2004; Rapee et al., 2006). Our individual perception of, and how we value, ourselves is linked to our behaviour and social performance. This process becomes important to all who work with children because identity formation and feelings of wellbeing are strongly linked to life experiences and success (Kernis, 1995). Poor self-esteem is associated with anxiety development among young children (Canino et al., 2004; Rapee et al., 2006), identity conflict (Kendall and Kessler, 2002) and, in extreme cases, psychiatric distress and disorder (Burns and Rapee, 2006). The United Nations Convention on the Rights of the Child (United Nations, 1989), including the participation rights of the child, and so incorporates a dimension solely based on childrens own sense of wellbeing. International measurements and comparisons such as these should give an indication of a countrys strengths and weaknesses and of what is achievable; childrens wellbeing in rich countries is, in reality, policy-susceptible. It would appear that the UK has rather more weaknesses than strengths; the UK, at the time of writing, was in the bottom third of the rankings for five of the six dimensions of childrens wellbeing in the UNICEF report. Critically, practitioners face a dilemma around needing to both accept and change childrens perceptions of themselves in order to promote their wellbeing. Developing resilience is also of vital importance if children are to face up to and cope successfully with the challenges that come their way. Consequently, Susan Rodger states Youth Inclusion Project was developed to encourage young people with disabilities to access mainstream clubs and groups. I think its important they attend clubs like everybody else. They should be allowed to have that sense of belonging in these organisations without having to have their mum perhaps going along with them. (Open University, 2008). Lorraine states: If you see her body language, when she walks in, and shes walking up high and her shoulders are back and shes walking in and she thinks shes the bees knees. And shes saying bye to her brothers and you know, theyre quite high because they think its great that their sisters doing the same things as an y other girls and thats really important for their self-esteem too. It speaks volumes. I think its a struggle to get a child like Vanessa involved in just normal activities, usually because of peoples attitudes, because that attitude can be based on fear, it can be based on ignorance, it can be based on a whole variety of reasons, but it was a struggle. I mean like most things with a child with disability, to actually get to the point baseline almost, where other parents are, you know, starting off from, is a struggle. So it wasnt easy because not all the Guide groups in Stirling wanted to take her. (Open University, 2008). Other important issues are: what working effectively with others means; how the relevant skills develop; how children can be enabled to make choices about fitting in; where things may go wrong; and how positive intervention strategies can be applied. Nicola Fry quotes Children need to development their sense of responsibility not just to others but themselves. If I am talking to a group of children we all have to respect that  a particular  child has the right to be listened too and views taken seriously, then that child must realise that applies to the other children too and it then becomes his responsibility to listen.. and so on. (Open University, 2010). Critically, Identity is a complex term and process and consequently influenced by a myriad of social factors, an identity develops and evolves as a life story. Identity formation begins prior to birth and is influenced by social context, interpersonal relationships and the social construction of meaning. An understanding of the complexity and fluidity of identity development can help us to question ascribed labels, which may create barriers for children and between children. This provides practitioners working with children with a methodological instrument that urges them to examine the importance of the whole child and the whole child in context. Childrens wellbeing is connected to finding out about themselves and who they want to be. In the light of a childs right to preserve his or her identity (United Nations Convention on the Rights of the Child, United Nations, 1989), practitioners have a responsibility to ensure that the children with whom they work can develop an identity in an atmosphere that challenges discrimination and prejudice. Consequently, adults need to know the children with whom they work, to work to build positive relationships with them and between children themselves, understanding and respecting their individual and emerging frames of reference. As professionals who work with families, our willingness to talk openly about identity and to help foster a positive sense of self in children can make an enormous difference in affirming the rich diversity of our human community and helping children make bridges across cultures and traditions. Children need to be treated as individuals; one size fits all responses are not helpful. Remember that communication of your interest and concern in the child is essential; it is often the little things where, for instance, you have gone the extra mile beyond the call of duty, where you have bought something the child particularly treasures or you have just been there to listen and comfort, that matter and are remembered. Residential workers who have a determined resilience perspective will often make a positive and long lasting difference to looked after childrens lives.

A Comparison of Fate in The Stranger (The Outsider) and Myth of Sisyphus :: comparison compare contrast essays

Fate in The Stranger (The Outsider) and Myth of Sisyphus  Ã‚   In his works, The Stranger (The Outsider) and Myth of Sisyphus,   Camus addresses the consciousness of Meursault and Sisyphus through their fate. Sisyphus knows his fate. He to Because he has the opportunity and does rationalize his fate, he has consciousness. As the rock rolls back down, he is able to look back upon his life and analyze it. Nothing could be more existentialist. Sartre’s Garcin wants to meet his fate face to face. So, Sisyphus, embodies this desire of Garcin, and is thus a hero to him. Similarly, Charles Dickens’ scrooge has the unique opportunity to become an observer to his fate in the past, present and future. While Camus’ Meursault does not care about his past, he expresses the same feelings as scrooge and Garcin in their desire to confront their fate. Indeed, this is why they are every man and Sisyphus is our hero - he has and will always confront his fate. He has the conscious power to contemplate and control his fate. Therefore, if we know that everyone faces death as their fate, consciousness equals the ability to deal with ones fate. If we know our fate, do our lives hold meaning? Meursault remarks, â€Å"Nothing, nothing mattered, and I know why.† He knows he will be executed by a society in which he cannot exist, but he resigns and thereby assures himself that the middle is meaningless. Before his arrest, he knew he would die. Perhaps this knowledge justifies his living moment to moment. His statement compares to Beckett’s Vladimir when he laments, â€Å"Nothing happens, nobody comes, nobody goes, it is awful!† Both Meursault and Vladimir understand their insurmountable fate, but Meursault desires to confront it. This reveals Meursault to have the heroic qualities of Sisyphus. So, what Vladimir recognizes, Meursault confronts, and Sisyphus transcends. Sisyphus conquers his fate in spite of his immortality. Camus addresses the consciousness of Meursault and Sisyphus through their fate. By the ability to recognize his past, Sisyphus shows how Meursault lacks unhappiness. Meursault has nothing with which to compare the pleasure he feels instantly, so he is at the least continually content and possibly perpetually happy. Conversely, Sisyphus understands his past yet chooses not to compare his past to the present or his known future. When the priest asks Meursault if he would prefer a different life to his own, he remarks he wants a life â€Å"where I could remember this one.

Lies in Huck Finn Essay

â€Å"That book was written by Mr. Mark Twain, and he told the truth, mainly. There as things which he stretched but mainly he told the truth† (1). These are the first lines and the first lies in The Adventures of Huckleberry Finn, so from the beginning, the lack of truth is a major theme in the novel. Mark Twain justified the lying in different levels. Some of the lies are vicious and self-serving and these lies were mostly told by the King and Duke while other lies were childish and harmless which was mostly told by Jim. The â€Å"bad† characters in the novel tended to spew out lies on a daily basis. The king and Duke tell lies without pausing and transform lying into an art form. They are automatically dubbed villains for their lies because unlike Huck, they tell their lies for self-gain. They are ruthless men who will do practically anything to get what they want. They make up fraudulent names in order to get special treatment from Huck and Jim and lower them to slaves. The Duke claims he is a descendant of the â€Å"Duke of Bridgewater† (100). When the king hears this, he decides he too would take the same path as the Duke so he can be treated as royalty as well, so he spins his own tale that he is the long lost King of France, â€Å"Dauphin. They lied to escape work and although Jim believes them, Huck just goes along with it so he would not anger them. In addition to this, they also deceive numerous towns with their faux imitation of â€Å"The Royal Nonesuch† for financial gain. Their lies sped past the road of immorality to downright evil when they lied to two girl who recently lost their uncle in order to steal their money and leave the two girls broke and without a house or a family. The king and the Duke lie only for the satisfaction of appeasing their materialistic desires. Although the Duke and King lied for their own greedy satisfaction, Jim lied harmlessly. After Tom and Huck played a prank on him, Jim lies to all the other slaves about how he hat got take from his head and put on a tree branch when he was asleep. He tells them a fabricated story of spirits visiting him and achieves celebrity status among the slaves. He also tells them about his hairball which can supposedly tell the future, although only he can tell what it is saying and the customer must pay Jim first for it to work. Even though his lies are self-serving, unlike the Duke and King’s, they harm no one. Mark Twain painted the art of lying in two different lights in this novel. In one light, it is evil and self-serving and whoever uses it is considered a vile villain, while in the other light, it is deceitful and sly and whoever uses it is considered a child who does not know wrong or right. He proves that there is no black and white: lying is bad or good. Lying can be innocent, and lying can be dangerous; it depends who you are and how you decide to use it.

What is the Average Salary by Age in the United States

What is the Average Salary by Age in the United States What is the average salary by age in the United States? How much do people your age typically make? Are you above, below, or at the average percentile? According to the study conducted by CreditRepair.com, age does have a correlation to earning potential. The  average salary by age is highest for people ages 35-44, followed by ages 45-54. However, age is not the only factor that determines salary. The data below suggests that race is the largest factor in determining how much money you make, followed by gender. In 3 out of 5 age groups, Asians outperform all other races. Conversely, men outperform women in every age group.This suggests age  definitely plays a role but it is often influenced by other factors.That being said, let’s take a further look at how age, race, gender play a role in determining salary potentialSource: [BusinessInsider]