Childhood setting in enacting the rights of children

Childhood setting in enacting the rights of children One basic human rights principle laid down in the Universal Declaration of Human Rights, 1948 is that all human beings are born free and equal in dignity and rights (Article 1 UDHR). However, specifically vulnerable groups such as women, indigenous people, and children have been assigned special protection by the UN legal framework (Steiner Alston, 2000). The UN Convention for the Rights of the Child (UNCROC), 1989 remind us that children, whilst retaining their entitlement to the full range of human rights, are often marginalised or excluded, and represent a special case required additional safeguards (DCI, 1995). In this 21st century, the status of children in Australia needs to be improved nationally and internationally for economic and political success in the future (Nyland, 1999). Teachers and caregivers have opportunities to incorporate rights education into any part of their program that creates openings for teaching children about rights (Waters, 1998). In this essay, I will discuss the role of early childhood settings in enacting and promoting the children rights envisaged in the UNCROC and in making these rights available to Australian children. Childrens Rights: Setting Standards Legal conceptions of children The adoption of the Convention on the Rights of the Child marked a fundamental shift away from past conceptions of children and childhood to a new one. Until then, the law had seen a child as property the property of the father to be dealt with and disposed of as he saw fit (Hart Pavlovic, 1991). However a conceptual shift took place during the 19th century, based on the perception of children as vulnerable and so in need of protection from poverty, the voices of industrialization, immigration and urban living. In addition, to being considered property, the child began to be considered as a resource to society (Hart Pavlovic, 1991). The human rights movement of the 20th century, previously focused for adult rights was extended to children (Hart Pavlovic, 1991) though children were still seen as vulnerable and in need of protection but this status was subsumed in a broader understanding of children as full human beings with all the human rights and fundamental freedoms that all human beings have. Their need for protection was transformed into a right to protection. Now children are considered as rights-holders (CRC GC7, 2005) like adults. The UN Convention on the Rights of the Child, 1989 The UN Convention on the Rights of the Child is the universal statement of this new conception of rights-holders. The United Nations General Assembly on Nov 20, 1989 adopted the UN Convention on the Rights of the Child (UNCROC). In 1990 Australia ratified the UNCROC and to date 191 countries have ratified the Convention, while USA and Somalia have become signatories. The Convention is the most full and complete international legal document on childrens rights, covering their protection, growth and wellbeing (Alston, 1991). The Convention deals with child-specific needs and rights, and requires that states act in the best interests of the child (Nyland, 1999). The objective of the Convention is to protect children from discrimination, neglect, abuse and to promote childrens rights and serves as a focus point and a useful tool for civil society and individual people (Nyland, 1999). The widespread ratification of UNCROC by the international community has made it a powerful catalyst for action on behalf of young children and has gradually become embedded within the policies and practices of all who works with children. According to Arnold (2004) The CRC has more signatories than any other international convention, and it is important for us to recognize the legal implications of this achievement in how we position our work (p.4). The effect of the Convention for Children in Australia From the ratification of the UNCROC in 1990 by Australia until the present, we can say that the Convention has realised neither the brightest hopes of its supporters nor the most terrible fears of its opponents. The ratification of an international instrument by Australia, such as the Convention, does not ipso facto make that instrument part of domestic law hence the UNCROC is not part of Australian domestic law. Therefore, it has not revolutionised public policy making for children, nevertheless it has led to many very significant initiatives and reforms. Thus for the purpose of human rights and equal opportunity, the Convention has been affirmed an international instrument relating to human rights and freedoms (Alderson, 2000). Consequently, the Convention has provided the legal and conceptual basis for the establishment of childrens commissioners in most Australian jurisdictions. Childrens rights and early childhood settings Early childhood, the period from birth to 6-8 years, is a significant and unique time in the life of every individual. Children mainly stay at home, schools and recreational institutions in their everyday lives during these years (Rasmusen, 2004). These environments have been created by adults therefore adults play a powerful and unique role in building quality early childhood practice. Quality experiences for each child are supported and ensured by the experience, qualification and competencies of adults, in addition to their capacity to reflect upon their role (Wyatt, 2004). This challenging and vital role in the life of the young child needs to be appropriately supported, resourced, and valued. Therefore, quality early childhood care and education must value and support the role of parents as well as that of the staff (Thorpe Thomson, 2003). The best interest of the child is promoted by the open, honest and respectful partnership with parents. Basing early childhood services on childrens rights Childrens rights are relevant to early childhood education and care. The Convention on the Rights of the Child is directed towards the well-being of every child and the full development of every child to her or his full potential (Butler, 1993), and early childhood education and care settings share that direction and commitment. The Convention states that the first objective of education is the development of the childs personality, talents and mental and physical abilities to their fullest potential (Art. 29 (1)). Quality Early childhood education and care contributes to the full personal development of children. Early childhood institutions contribute to implementation of the requirements of the Convention in relation to the childs right to the highest attainable standard of health care (Art. 24), the right to education (Art. 28), the right to protection from exploitation, abuse and neglect (Art. 19), the right to play and recreational activities appropriate to the age of the child and to participate in cultural life (Art. 31). Institutions also have particular regard for the specific needs and rights of particular groups of children specified in the Convention: refugee and asylum seeker children (Art. 22), children with disability (Art. 24), children of ethnic and religious minorities and indigenous children (Art. 30), children placed in alternative care (Art. 20), children who are the victims of abuse and neglect (Art. 39) (Alderson, 2000). In Australia, the importance of childrens rights to early childhood care and education is recognised in many of the key documents that express the values and goals of the sector. The first commitment to children in its Code of Ethics is to act in the best interests of the child and the second commitment is a more general one, to respect the rights of children as enshrined in the UNCROC and commit to advocating for these rights (ECA Code of Ethics, 2006). Its policy positions are based on principles that reflect adherence and commitment to the Convention on the Rights of the Child (ECA position statement consulting with young children). Childrens rights issues for early childhood institutions Early childhood education and care institutions address childrens immediate needs and well-being, that is, childrens lives as children (Rasmusen, 2004). They provide children with opportunities for learning, play and socialisation. They provide the foundations for literacy, numeracy, later learning, and future life opportunities. They also focus for addressing the rights of particular groups of children such as indigenous children, refugee and immigrant children, and children with disabilities. The way childrens rights are interpreted and acted upon in early childhood institutions has some cultural/social implications (Nyland, 1999). For example, when children interact in the complex cultural environment of a day care setting that can provides us with insights into how they construct their views of the world and culture. Therefore as adults we should observe children very closely in order to understand what they are trying to tell us about their surroundings. Mostly caregivers support childrens developmental activities on observed activities that focus mainly on the individual child and areas of development and divide children into developmental areas which is a problem because one area or dimension can not exist by itself. Therefore practitioners should be motivated to plan for the different areas of development and therefore move away from play-based curriculum since tasks are developed to aid a particular area of development and overlook or neglect the ideal of whole child (Nyland, 1999). Another constraint of current mode of recording children behavioural observation is that we record observed behaviour meaning something already has been done by a child (Nyland, 1999) so we look at the child of yesterday and not at the child potential in upcoming future. In a child care centre caregivers can create an environment focusing on strengthening childrens development in a more holistic way, which will give to the caregivers a better understanding of the physical and social settings of children from where they belong. In the child care centre the caregivers can also identify culturally regulated customs (Nyland, 1999). The adult/caregivers role in these developmental areas/physical and social settings is one of scaffolding the child experiences through an environment that is carefully considered in relation to three metaphorical zones (Cole, 1996) i.e. zone of free movement (ZFM), the zone of promoted activity (ZPA) and the zone of proximal development (ZPD) (Valsiner, 1987). ZFM is understood as the childs access to the environment, objects, events and ways of acting (Cole, 1996). ZPA covers a childs particular action, or response which encouraged him/her to give by a more competent member of the culture or from the same physical environmen t (Nyland, 1999). But when the ZPA is matched to the childs present development state which guides further development then it is referred as ZPD (Cole, 1996). For better understanding of the role of early childhood settings for the protection of children rights, the caregivers role is more important and dynamic since s/he can use the metaphorical zones as guide for designing and providing space, objects and interactions. The caregiver own role can be deliberately designed for enhancing the perceived developmental potential in an articulated cultured environment. The cultural activity where development is most likely to occur in a cultured environment is known as leading activity and such activities can be accomplished through manipulation for infants and spontaneous play for children (Bodrova Leong, 1996). At one hand the role of caregiver demonstrates a childs competence for understanding changes and on the other hand the early childhood setting as a learning environment. Such an approach moves away from the straitjacket of areas of development and affords the child a voice while giving the caregiver a more meaningful role within the relationship (Nyland, 1999). Early childhood workers as leaders in childrens rights advocacy Early childhood educators have a vital role in advocating childrens rights by taking a proactive approach for recognizing their rights and responding appropriately to policies and systems which adversely affect childrens rights. Child advocacy emphasizes on giving due status to children, increasing their self-determination and the responsiveness and accountability of institutions affecting them (Melton, 1987). We (caregivers), then are needed as advocates for childrens well-being and not only advocates but leaders in advocacy. The basis of our advocacy should be childrens rights, as recognised in the UN Convention on the Rights of the Child. Why we? Because as early childhood professionals, we have responsibilities and opportunities that require we to be advocates. Our responsibilities come from our role as workers with children. We know them and their needs well (Nyland, 1999). We know what promotes their development and their happiness. We know the importance of services for them being of the highest quality. We also know the consequences of children not receiving the services and support they need for their full development and the consequences of poor quality services. Advocacy cannot be left to others when we have so much expertise and experience. Since children cannot look after their own interest and grossly disadvantaged in protecting their interest, rights and freedoms, therefore, they need advocates (Australia. LRC. HREOC, 1998). Conclusion The legal obligations of the Australian government under the UN Convention on the Rights of the Child are still to be realised, almost 20 years after its ratification. We can move beyond frustration, anxiety and despair and embrace the possibility of hope if we are willing to do so. Children have few choices. We adults and professionals have many. The challenge is to choose to place ourselves at their service and in the service of their rights. Children have the ability to construct their own images and now it is up to society to help them realize these images. The early childhood practices, like child study, provide a strategy for listening to the very young. A belief in childrens rights and an understanding of childrens strength and competence can be used as a basis for improving the quality of childrens daily lives (Nyland, 1999). By this our early childhood institutions would provide to the children with opportunities for learning, play and socialisation. So the emerging vision is one of an actively participating and socially competent young child. This young child is ecologically situated: within family and caregiving environments; in relationship with peers; as part of a community; and as a member of society. This young child is to be considered holistically: as a being whose emotional, social physical and cognitive capacities are evolving in various social and cultural settings (CRC GC7, 2005). Therefore require us to reconsider young, active, participant children in the broadest possible sense, both as individuals and as a constituency.

Principles of Modern Finance Sample Midterm

Principles of Modern Finance Spring 2013 Sample Midterm February 22, 2012 Instructions †¢ You have 1 hour and 40 minutes. †¢ The exam is out of 25 points. †¢ There are 22 multiple-choice questions. 19 questions are worth one point, 3 questions are worth two points and are marked as such. †¢ If you get stuck, move on and come back later. 1 1. A stock is expected to pay a dividend of $10 next year, and this dividend is expected to grow by 5% each year thereafter. What should the price of the stock be if instruments of similar risk are paying 12%? (a) $83. 33 (b) $142. 86 (c) $150 (d) $200 2. A project has the following cash? ows: Year 0 1 2 Cash? w +12000 ? 7080 ? 6654 The IRR of these cash? ows is 9%. Assets of similar risk pay 5%. Should you accept this project? (a) Yes (b) No 3. I am considering buying a Greek government bond that promises to pay $1210 in two years’ time. However, there is a possibility that the Greek government will default between now an d the promised payment. If the government does default, the bond will only pay $500. The probability of default is 0. 5. What should the price of the bond be if instruments of similar risk are paying 10%? (a) $1000 (b) $706. 62 (c) $413. 22 (d) $303. 68 4. I am enrolled in a 2-year MBA program, and have just started classes.To pay the tuition and living expenses, I borrow $50,000 per year (paid at the start of the year). The interest rate on the loan is 5%. I am certain to get a job at the end of the two years of study. That job will be guaranteed for ten years (from the date I start work), at a constant salary which will be paid at the end of each year of work. There are no taxes. I estimate that I will be able to save 1/4 of my income, whatever my income is. What is the minimum salary the job must have to allow me to pay o? my loans within ten years? (2pts) 2 (a) $43,050 (b) $50,000 (c) $55,752 (d) $61,339 5. A credit card company o? rs me a card with 20% APR, compounded daily. I make purchases of $3,000 on the card, and allow interest to accrue on those purchases for a year. Assuming each year has 365 days, the amount I will have to pay back is: (a) $3,315 (b) $3,600 (c) $3,664 (d) $3,901. 30 Answer the next two questions with reference to this information: Analysts argue that two things can happen over the next year: the economy can continue as it is or it can go into recession. The returns of two stocks: General Electric (GE) and Cisco (CSCO) in each possible state are given below: State Return on GE Continue as-is 15 Recession ? 5 Return on CSCO 5 -1 The analysts estimate the probability of continuing as-is to be 0. 8 , and the probability of a recession to be 0. 2. 6. What is the expected return on a portfolio which is 120% in GE and ? 20% in CSCO? (a) 10. 04% (b) 8% (c) 2. 55% (d) 0% 7. What is the variance of CSCO? (a) 1. 96%2 (b) 5. 76%2 (c) 13%2 (d) 23. 04%2 3 8. Alice can get a one-year loan at 5% at her bank, while no bank is willing to give Brad a one-year loan for less than 10%. Brad has just had surgery, and must pay the hospital $10,000 immediately, but he has no money today, though he will have money in one year. So Alice o? rs Brad a proposal: she will borrow $10,000 from her bank for one year on her own account, and Brad will repay this loan. In addition, he will pay Alice a sum of money today. What is the maximum amount that Brad should be willing to pay Alice up-front under this arrangement? Alice is not willing to consider borrowing more than $10,000. (2pts) (a) $454. 54 (b) $377. 18 (c) $476. 19 (d) $500 9. The risk-free interest rate today is 7%. One year ago, you bought an asset which is risk-free and would pay $100 two years from the date of purchase. The risk-free interest rate on the date of purchase was 10%. You sell the asset today.What is the rate of return (HPR) that you made? (a) 13% (b) 10% (c) 7% (d) 15% 10. The correlation between Alcoa (AA) and American Express (AXP) is 0. 3. You want to form a portf olio, investing 50% in each stock. What is the variance of your portfolio’s return? You have the following information: AA AXP 10 12 8 16 Expected return Standard deviation of return (a) 85. 76%2 (b) 99. 2%2 (c) 121%2 (d) 144%2 11. If you can get an 8% return (annual e? ective) on a ten year CD from your local bank, would it be wise to invest in a 10 year bond which promises to make a single payment of $1000 at the end of its life? Assume both are equally risky). This bond costs $475 now and will pay $1000 in ten years. 4 (a) Yes, the bond is better. (b) No, the bond is worse. (c) Can’t tell from information given 12. You are given the following information about portfolios of two risky assets, A and B: Weight in A Weight in B Std. dev. of portfolio 0 1 12 0. 5 0. 5 14 1 0 16 What is the covariance between A and B? (a) 192%2 (b) 168%2 (c) 224%2 (d) Cannot be determined 13. A ? rm in a well-functioning capital market has the following projects available. The risk-free r ate is 10%. Which should it invest in? NPV IRR X 10 15% Y 0. 3% Z -5 22% OCC 22% 5% 6% (a) X only (b) Z only (c) X and Y (d) X and Z (e) All three 5 14. You are considering investing in a bond. This bond costs $300 now and pays $550 in ten years. What is the IRR of this investment? (a) 1. 06% (b) 6. 25% (c) 8. 33% (d) 9. 01% Answer the next two questions using the following information: A project has the following expected cash ? ows. Year 0 1 2 Expected cash? ow ? 370 814 ? 447. 7 The IRR of these cash ? ows is 10%. 15. Which of the NPV functions on the following page best describes this project? (2pts) (a) Graph A (b) Graph B (c) Graph C (d) Graph D 16.Given your answer to the previous question, what is the range of discount rates for which you should accept this project? (a) 10% only (b) Greater than 10% (c) Less than 10% (d) Always accept, except at 10% (e) Always reject 6 NPV NPV 10% Discount rate 10% Discount rate Graph A Graph B NPV NPV 10% Discount rate 10% Discount rate Gra ph C Graph D 7 Answer the next six questions using the following information: Boeing is a very pro? table aeroplane manufacturer. It is considering building a facility to manufacture 747s on 10,000 acres in the Nevada desert. It is not considering any other sites.To encourage Boeing to set up the facility, the local chamber of commerce has bought the land and has o? ered to rent it to Boeing at a rent of zero dollars per year. Assume that this â€Å"gift† has no tax implications for Boeing. If Boeing were to try to rent the land in the open market, the rent would be $1,500 per acre per year, payable at the end of each year. Building the factory will cost Boeing $800M (800 million dollars), of which $200M is payable today and $600M will be need to be paid as soon as the factory begins production. It will take one year to build the factory and start production.The IRS says that the $800M cost can be depreciated (straight-line to zero) over the ? rst twenty years in which the fa ctory produces aeroplanes. However, Boeing expects that the demand for the 747 will eventually dry up, and so they plan to scrap the plant after the ? rst ten years of production. They expect the scrap will be sold for $100M. Boeing expects the facility to produce and sell three Boeing 747 aeroplanes a year, with the ? rst batch ready by the end of year 2. Raw materials cost $100M per plane, and labour costs will be $120M a year. Labour costs will be paid at the end of the year in which they are incurred.Raw material will be paid for one year late (i. e. , raw material costs incurred in year 2 will be paid at the end of year 3). Sales will be paid for two years late. Inventory is always 0. The price Boeing will receive for each plane is uncertain. It might be as high as $500M, or as low as $200M. Most likely, the price will be $400M. On average, the price they expect to receive is $350M. Boeing’s corporate o? ce is located in Chicago. Currently the CEO and his sta? make 120 ? ights a year in the corporate jet. Each ? ight costs $200,000. If the Nevada facility is built, the CEO will have to make ten more ? ghts a year, starting in the ? rst year of production, with the cost per ? ight being the same. The cost of the ? ights is incurred at the end of year in which the ? ights are made. The salary of the CEO will remain ? xed at $12m per year. However, the corporate o? ce has decided to allocate $1m per year of this cost to the Nevada project, should it be built, starting at the end of year 2. This allocation has no tax implications. Boeing has another project which they wanted to start today. This project has a single after-tax cash in? ow of $20 million one year after it is started (and no other in? ws or out? ows). Building the factory in Nevada will occupy executive time, and mean that Boeing will have to delay starting this project until the Nevada factory begins production. Taxes are expected to be 30%. The discount rate is 8%. 8 17. When calculatin g cash ? ows for NPV, the revenue in the income statement at the end of each year of production will be (a) $600M (b) $1050M (c) $1200M (d) $1500M 18. The expected cash ? ow the ? rm obtains from scrapping the plant after ten years of production is (a) $70M (b) $90M (c) $100M (d) $190M (e) $280M 19.The cost that you will show in the income statement for each year of production will be: (a) $420M (b) $422M (c) $423M (d) $438M 20. What is the working capital at the end of the second year of production? (a) ? $300M (b) $750M (c) $1050M (d) $1800M 21. What is your net cash ? ow two years after the plant has stopped producing, that is, at the end of year 13? (a) $0 (b) $735M (c) $750M (d) $1050M (e) $1800M 9 22. The PV today of the opportunity cost from delaying the other project is: (a) $20M (b) $18. 52M (c) $17. 15M (d) $1. 37M 10

Topcoder Case Study

If you were a senior manager at TopCoder, what are the main capabilities you would need to develop to succeed at running the firm? Are these capabilities similar or unique from managing a more traditional firm In order to develop and execute the highly non-traditional business approach and vision of TopCoder, the senior management has to regularly challenge existing industry practices and innovate better methodologies to improve the quality of deliverables to the client. . Since the business model for TopCoder is highly reliant upon participation from the develop community they need to keep a continuous track of the activities in their forum and need to devise the competition in such a way that it attracts more and more better quality coders. To make this happen, the senior management has to develop high level of marketing skills so that they can promote their product and keep the coders interested. 2.The main challenge which company faces is that though the customers are getting hig h quality defect free products in a short span of time they are usually suspicious of the product quality since they do not have any relationships and in person/on call interaction with the developer community. Due to this suspicious outlook of the customers, the management needs to have high level of negotiation and convincing skills so that they can keep the customers. 3. Software product requires regular maintenance and updation after certain period of time and thus vendor selection for development is a long term investment.Now, the customer knows that the developer community of TopCoder is usually interested in complexity of the competition and intellectually challenging tasks and thus the top coders in the community might not take up such tasks. Thus, it becomes very important for TopCoder management to keep the clients interested. 4. The TopCoder community is innovation and competition driven, thus managing innovative and creative people who can be blunt and too direct to the customers may diminish and even destroy the reputation of company with he customer thus they need to be capable to handling not only the customer but the coders, who are primarily independent and can move out at any given time, given a better opportunity Most of the capabilities required by the senior management at TopCoder are rather similar to managers at a more traditional IT company, but the fact that they have to manage both the customer relationships, as well as the virtually located coder community, which can be challenging.Also, they have to additionally handle the feedback from both these communities and have to keep a balance between these two parties, which I not desired to such an extreme from a normal IT manager. What are barriers to entry in this type of a business? TopCoder is competing with in the tough and saturated space of IT Product development and Services. Gaining a market share in the high tech industry with already established and trusted brands along with re latively newer but technologically advanced businesses is a mammoth task. The entry barriers are the result of competitive behavior by existing businesses within the marketplace.TopCoder faces a variety of entry barriers that must be overcome or adapted to in order for its non-traditional business approach to create trust and standing with the customers and gaining a foothold within any given marketplace. According to the Journal of Business and Industrial Marketing, the most common entry barriers are: 1. Established businesses attempt to prevent new competitors from entering their market because they could lose business and profits. 2. Absolute cost and capital advantages of existing business 4. An existing large company with high bench strength is more capable to cope ith new competitors by developing high complexity products at a lesser cost than a new company. 4. High entry barriers present a difficult challenge for new businesses to overcome to be profitable in the market. If t he barriers are too high, incumbent businesses in the market have a distinct advantage over any new entrant which can prevent the new business from being a significant threat to their market position 5. There can be many customers, who prefer contracts of multiple projects with an established brand which may prevent them to source their requirements to a relatively smaller new company, 6.Several times the processes and specialized business knowledge available with established companies are aligned with the processes and business needs of the customer and they prefer to work with each other. 7. Having worked in multiple projects together and knowing the quality of deliverables customers develop a preference to certain companies 8. Some customers, such as banks, have a lot of sensitive and secure data which they want to share with only already established and trusted IT firms 9. Usually high performing IT firms have a highly sophisticated infrastructure and quality control mechanism i n place.

Argumentative Essay About Wrestling - 1021 Words

Wrestling is a sport about hard work and dedication. Some people say that wrestling is the hardest sport in high school because the sport is mostly a mind game. If you let someone get in your head or the workouts get in your head, then you have already lost the fight. Just like in any situation in your life, if you let the situation get the better of you, you lost. I say that you lost, because if you let anything in life get the better of you then that thing has won, it has complete control of you. Say it is a girl, or youre stressed about a project at work or at school, and you overthink the situation that Is going on it will basically consume you. Because that is all that you will be thinking about until it has passed, but even then†¦show more content†¦If you aren’t humble in wrestling then you will get cocky and mess up during a match, because you will think that you are better than everyone else in your weight class. This lesson taught me to not be a sore loser o r a sore winner, but to be grateful to have the opportunity to go out and do what I love; this will help because later in life if I don’t get a job, I wont go home and cry myself to sleep, I will get back up and start again and again. The reason why I like wrestling as much as I do is because there aren’t really favorites in wrestling, like there are in other sports. In wrestling if a coach has a favorite and that wrestler is J.V. there is nothing that coaches can do to make that wrestler a Varsity wrestler. Unlike, say Baseball if a players dad is a coach, that player will most likely be a starter or play quite often, even if he isn’t that good. In wrestling you have to work for what you want, if you dont think you wont be where you wanna be. This lesson will help me later in life by showing me to work for what I would like, because if I wont push for that then I might regret it for the rest of my life. But not everything in wrestling can be used as a life lesson, even though there is a lot of that can be used as life lessons. Some of the things that can’t be used has life lessons, is when you lose a match and you knew you could of won it, but you lost so you come off the mat andShow MoreRelated My Friend Hamilton -Who I shot Essay6642 Words   |  27 Pagesuse reputable evidence in his citations and bibliography to solidify his suppositions. Similar to the aforementioned psycho-historical studies, Roger G. Kennedy’s Burr, Hamilton, and Jefferson: A Study in Character tended to be somewhat argumentative, reflecting the psycho-analyses of the Schneidmans and Rogow. Kennedy advocated what he called the â€Å"assisted suicide† and â€Å"evil twin argument,† writing that â€Å"Hamilton saw in Burr everything he feared most in himself. When he fired, he wasRead MoreLogical Reasoning189930 Words   |  760 PagesUniversity of Colorado at Denver; Dean J. Nelson, Dutchess Community College; James E. Parejko, Chicago State University; Robert Sessions, Kirkwood Community College; and Stephanie Tucker, California State University Sacramento. Thinking and writing about logical reasoning has been enjoyable for me, but special thanks go to my children, Joshua, 8, and Justine, 3, for comic relief during the months of writing. This book is dedicated to them. For the 2012 edition: This book is dedicated to my wifeRead MoreIgbo Dictionary129408 Words   |  518 PagesEdition II and Native Agents of the C.M.S.’, and alphabetically arranged by the Hon. L.E. Portman and Miss Bird. A number of words are marked as being from Abá »  (Aboh), á »Å'ka (Awka), or other dialects. No date is given on the typescript, but it is dated à ¡bout the year 1906 in the preface to a companion work, a Dictionary of the Ibo language: English-Ibo (1923). This latter work was also largely the responsibility of Dennis, and it is listed under his name in bibliographies, although his name does not appearRead MoreDeveloping Management Skills404131 Words   |  1617 Pages372 7 MANAGING CONFLICT 373 SKILL ASSESSMENT 374 Diagnostic Surveys for Managing Conflict 374 Managing Interpersonal Conflict 374 Strategies for Handling Conflict 375 SKILL LEARNING 376 Interpersonal Conflict Management 376 Mixed Feelings About Conflict 376 Diagnosing the Type of Interpersonal Conflict 378 Conflict Focus 378 Conflict Source 380 Selecting the Appropriate Conflict Management Approach 383 Comparing Conflict Management and Negotiation Strategies 386 Selection Factors 386 Resolving