Getting to Yes, Chapter 1
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The document is a reprint of the book "Getting to Yes" by Roger Fisher and William Ury. It discusses strategies for negotiating agreements between two parties. The book was originally published in 1981 and reprinted in 1991 by Penguin Books.
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Book sharing - Getting to Yes
This presentation had been used internally in a Lunch & Learn session at KMS Technology which is one of the types of knowledge sharing at KMS Technology Vietnam (www.kms-technology.com)
Getting To Yes - Negotiating Agreement Without Giving In
The document summarizes the key ideas from the book "Getting to Yes: Negotiating Agreement Without Giving In" by Roger Fisher, William Ury, and Bruce Patton. It outlines the Harvard Negotiation Project and describes the authors' concept of principled negotiation as a third approach between soft and hard bargaining. Principled negotiation focuses on separating people from the problem, understanding interests rather than positions, generating options before deciding on solutions, and basing results on objective criteria rather than one side giving in.
Getting To Yes
The document outlines the principles of principled negotiation as described in the book Getting to Yes: Negotiating Agreement Without Giving In. It discusses positional bargaining versus interest-based negotiation, and summarizes the key aspects of the principled negotiation method, including separating the people from the problem, focusing on interests not positions, inventing options for mutual gain, and using objective criteria. The goal of this approach is to reach a mutually agreeable resolution through compromise rather than positional arguments.
Negotiation getting to yes
1) The document discusses the principles of principled negotiation as outlined by Roger Fisher and William Ury in their book Getting to Yes, including separating the people from the problem, focusing on interests not positions, inventing options for mutual gain, and insisting on objective criteria.
2) Key aspects of principled negotiation are dealing directly with perceptions, emotions, and communication to resolve "people problems", identifying shared and conflicting interests, and developing multiple solutions to address all interests.
3) The document contrasts principled negotiation with positional bargaining, noting the former tends to produce wiser and more efficient agreements while maintaining relationships.
Getting to yes presentation
This document provides strategies for overcoming positional bargaining when negotiating. It discusses three approaches: focusing on what you can do through principled negotiations, focusing on what the other side can do using negotiation jujitsu techniques, and focusing on what a third party like a mediator can do using a one-text mediation procedure. The one-text procedure involves a mediator drafting a single text that both sides jointly comment on to reconcile their interests without abandoning their original positions. The overall message is that changing your negotiation approach and engaging the other side differently can help overcome positional stalemates.
Torc Thumbnail 4 Getting To Yes - Negotiating Agreement Without Giving In
The document summarizes the key points from the book "Getting to YES: Negotiating Agreement Without Giving In" by Roger Fisher, William Ury, and Bruce Patton. It outlines the principled negotiation approach, which involves separating the people from the problem, focusing on interests rather than positions, inventing options for mutual gain, and insisting on using objective criteria. This approach is designed to produce wise, efficient, and relationship-friendly agreements.
Getting To Yes Excerpt
The document outlines an alternative approach to positional bargaining called principled negotiation. It involves separating the people from the problem, focusing on interests instead of positions, and inventing options for mutual gain. Some key aspects of this approach are understanding each party's perceptions and emotions, actively listening to develop objective criteria for decisions, and ensuring all interests are acknowledged and considered to find a wise agreement. Developing a strong alternative to an agreement and not giving into pressure tactics are also discussed.
The Harvard Negotiation Method
The document discusses the key elements of negotiation based on the Harvard Method. It outlines 7 elements of negotiation: 1) BATNA, 2) Interests vs Positions, 3) Options, 4) Rules of Legitimacy, 5) Relationship, 6) Communication, and 7) Commitment. The method teaches negotiators to separate interests from positions, focus on interests to create value and reach agreements, and use the 7 elements as a framework for developing an effective negotiation strategy.
Recommended
Book sharing - Getting to Yes
This presentation had been used internally in a Lunch & Learn session at KMS Technology which is one of the types of knowledge sharing at KMS Technology Vietnam (www.kms-technology.com)
Getting To Yes - Negotiating Agreement Without Giving In
The document summarizes the key ideas from the book "Getting to Yes: Negotiating Agreement Without Giving In" by Roger Fisher, William Ury, and Bruce Patton. It outlines the Harvard Negotiation Project and describes the authors' concept of principled negotiation as a third approach between soft and hard bargaining. Principled negotiation focuses on separating people from the problem, understanding interests rather than positions, generating options before deciding on solutions, and basing results on objective criteria rather than one side giving in.
Getting To Yes
The document outlines the principles of principled negotiation as described in the book Getting to Yes: Negotiating Agreement Without Giving In. It discusses positional bargaining versus interest-based negotiation, and summarizes the key aspects of the principled negotiation method, including separating the people from the problem, focusing on interests not positions, inventing options for mutual gain, and using objective criteria. The goal of this approach is to reach a mutually agreeable resolution through compromise rather than positional arguments.
Negotiation getting to yes
1) The document discusses the principles of principled negotiation as outlined by Roger Fisher and William Ury in their book Getting to Yes, including separating the people from the problem, focusing on interests not positions, inventing options for mutual gain, and insisting on objective criteria.
2) Key aspects of principled negotiation are dealing directly with perceptions, emotions, and communication to resolve "people problems", identifying shared and conflicting interests, and developing multiple solutions to address all interests.
3) The document contrasts principled negotiation with positional bargaining, noting the former tends to produce wiser and more efficient agreements while maintaining relationships.
Getting to yes presentation
This document provides strategies for overcoming positional bargaining when negotiating. It discusses three approaches: focusing on what you can do through principled negotiations, focusing on what the other side can do using negotiation jujitsu techniques, and focusing on what a third party like a mediator can do using a one-text mediation procedure. The one-text procedure involves a mediator drafting a single text that both sides jointly comment on to reconcile their interests without abandoning their original positions. The overall message is that changing your negotiation approach and engaging the other side differently can help overcome positional stalemates.
Torc Thumbnail 4 Getting To Yes - Negotiating Agreement Without Giving In
The document summarizes the key points from the book "Getting to YES: Negotiating Agreement Without Giving In" by Roger Fisher, William Ury, and Bruce Patton. It outlines the principled negotiation approach, which involves separating the people from the problem, focusing on interests rather than positions, inventing options for mutual gain, and insisting on using objective criteria. This approach is designed to produce wise, efficient, and relationship-friendly agreements.
Getting To Yes Excerpt
The document outlines an alternative approach to positional bargaining called principled negotiation. It involves separating the people from the problem, focusing on interests instead of positions, and inventing options for mutual gain. Some key aspects of this approach are understanding each party's perceptions and emotions, actively listening to develop objective criteria for decisions, and ensuring all interests are acknowledged and considered to find a wise agreement. Developing a strong alternative to an agreement and not giving into pressure tactics are also discussed.
The Harvard Negotiation Method
The document discusses the key elements of negotiation based on the Harvard Method. It outlines 7 elements of negotiation: 1) BATNA, 2) Interests vs Positions, 3) Options, 4) Rules of Legitimacy, 5) Relationship, 6) Communication, and 7) Commitment. The method teaches negotiators to separate interests from positions, focus on interests to create value and reach agreements, and use the 7 elements as a framework for developing an effective negotiation strategy.
“Getting to Yes” - Principled Negotiation
Although negotiation takes place every day, it is not east to do well. Standard strategies for negotiation often leave people dissatisfied, worn out, or alienated -- and frequently all three.
People find themselves in a dilemma. They see two ways to negotiate: hard or soft. The soft negotiator desperately tries to avoid conflict when the hard negotiator gives all he can afford to win.
There is a better way to negotiate. A way that is neither hard nor soft but rather hard and soft. Principled negotiation is about being HARD on the PROBLEM while being SOFT on the PEOPLE.
By means of roleplay, discussion groups and reflection we will introduce the method of principled negotiation. At the end of this training session you will be able to analyse past negotiations and prepare future negotiations to encompass the four basic principles we will introduce to you.
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This document summarizes the six principles of cooperative negotiation from Harvard's negotiation methodology. The principles are: 1) Separate the people from the problem. 2) Focus on interests, not positions. 3) Generate a variety of possibilities before deciding what to do. 4) Insist that the result be based on some objective standard. 5) Develop your BATNA. 6) Commit to the agreed-upon solution. The document provides explanations and examples for effectively applying each principle to achieve win-win negotiations.
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- Principles of principled negotiation including separating people from problems, focusing on interests not positions, inventing options for mutual gain, and using objective criteria.
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Ir kw contacts updated august 2010
This document provides contact information for key workers and parent support services related to Fetal Alcohol Spectrum Disorder (FASD) and Child and Youth with Special Needs (CCY) in different regions of British Columbia's Interior region, revised in August 2010. It lists the organization, address, phone number and names/contact information for key workers and parent supports in Kamloops, Merritt, Kelowna, Penticton, Vernon, Salmon Arm, Revelstoke, East Kootenay, West Kootenay Boundary, 100 Mile House, Williams Lake, and provides contact information for the regional coordinator.
Science
- Science establishes cause and effect through a process of testing and peer review, but is not perfect and can still reach incorrect conclusions with incomplete information.
- A patient in Beijing incorrectly chose antibiotics over traditional Chinese medicine to treat a likely viral infection, showing how skeptical scientific minds can still get it wrong.
- When evaluating programs, we should look for instructional techniques backed by established research that actually measures the intended effects and has been tested by independent research. Testimonials alone are not sufficient evidence of a program's effectiveness.
Neuroscience commentary final
This document discusses neuroscience and education. It explores how knowledge of brain development and functioning can inform educational practice. Some key points:
1. Brain development continues well into adolescence, particularly in the frontal and parietal lobes, suggesting secondary and tertiary education are important periods.
2. While early childhood involves significant brain changes, there is no evidence formal education needs to start as early as possible.
3. Adolescence involves ongoing synaptic pruning and myelination in brain regions involved in higher-order thinking, which may help explain some dips in cognitive performance during this period.
4. Improved collaboration between neuroscience, psychology and education could help address issues like dyslexia and AD
Course Outline
This course outline provides information for an educational studies course titled "Supporting Students with Special Needs: Meaningful Consultation and Collaboration". The course will take place from August 16-20, location Art 183, and is intended for teachers to better communicate with parents, caregivers, and other professionals to support students with special learning needs. Over the course of the week, participants will examine ways to meaningfully involve and consult with parents, learn about relevant policies and legal decisions, and practice skills for collaborating with other professionals through activities like role-playing. The course will be graded on a pass/fail basis based on attendance, participation, three reaction papers, and a final in-class activity involving role-playing a consultation scenario
CYSN Framework For Action
The document outlines British Columbia's strategy to improve services for children and youth with special needs. It establishes a vision of optimal development, health and well-being for these children and youth. The mission is to deliver accessible, high-quality services through an integrated approach. Three main goals are identified: improved access to the right services at the right time, effective services that are high-quality and evaluated well, and more coherent systems with improved integration and coordination across sectors. The framework is intended to guide collaborative work between health, education, and social services to create a continuum of quality support.
ASBC FEAT Hewko Interpretation
The BC Supreme Court ruled that school districts must hire aides with child-specific training for autistic students to meet their duty to accommodate. Specifically, the court found that the Abbotsford School District breached its duty to consult and accommodate a student with autism by failing to provide an aide capable of instructional control. The ruling sets out that school districts must meaningfully consult parents regarding placements and IEPs, accommodate students' home programs, and demonstrate they can ensure instructional control of the child. As there is a lack of training in ABA/IBI techniques, districts may need to hire from students' home therapy teams to fulfill these obligations. This ruling establishes an important precedent around the education rights of students with
Judge Koenigsberg Re Hewkov Bc 11 03 06 1
This case involves Darren Hewko, a 9-year-old boy with autism, and whether the Abbotsford School District and the Province of British Columbia fulfilled their statutory duties to provide him with an education. Darren received ABA therapy at home but struggled in kindergarten without similar support. While the school recommended placing him in a special education classroom for grade 1, his parents wanted his home therapist or a trained aide to accompany him. Unable to agree on Darren's placement and support, his parents removed him from public school and are now suing the district and province for discrimination and failing to meet their duties.
Supporting Meaningful Collaboration with Parents
The document discusses guidelines for meaningful consultation between schools and parents regarding students' education. It defines meaningful consultation as an ongoing, two-way dialogue that seeks input from parents prior to decision making and includes parents in planning. Key elements include mutual respect between all parties, participation as equal partners, and addressing disagreements through open discussion. The goal is for parents to feel heard and for their experiences and ideas to influence decisions.
Science Research
The document discusses the importance of using scientifically-based research in education. It explains that true understandings require seeking information from scientific evidence, not just logic or opinions. It then provides guidelines for teachers to evaluate educational research claims, including whether the research was peer-reviewed, the results were replicated, and a scientific consensus was reached. Finally, it notes that scientific investigation proceeds through stages, and teachers should use the appropriate type of data at each stage, such as case studies to generate hypotheses but not determine cause-and-effect relationships.
Gifted (Maurice)
Maurice is an 8-year-old gifted student who attends a regular third grade class. He dislikes school and finds the work too easy. Psychological testing showed his verbal abilities are extremely high, but he struggles with visual-motor skills. His teacher wants him to show better behavior and penmanship before moving to a gifted program, but Maurice finds this unfair.
Fred's IEP
This document is an Individual Education Plan (IEP) for a 13-year-old student named Fred Brown. [1] It outlines Fred's academic strengths and needs, medical history including a diagnosis of Fetal Alcohol Spectrum Disorder, and behavioral issues including physical assaults of other students. [2] The IEP goals for the coming school year are to successfully integrate Fred into the school environment, show academic progress, and develop peer relations through participating in a lunch group and playing basketball. [3]
Class 8 Vis and Hearing
The document discusses challenges faced by two students, Donald and Evelyn, who have visual and hearing impairments. Donald, age 9, has limited vision in one eye from childhood illness and struggles in school with reading small text, math, sports, and fatigue. Evelyn, age 12, lost her hearing at age 8 but remains determined to pursue a career in music against advice. The document provides guidance on supporting students with visual and hearing impairments.
Class 6 (Behaviour And Mh)
Gwen is a 6th grade student who has been experiencing depression and anxiety. Her marks and behavior have declined, and she has become isolated from her peers and lost interest in activities. She left a sleepover unexpectedly and kicked her dog upon returning home. It is assumed she has a diagnosis of clinical depression. Her IEP goals would focus on collaboration with healthcare professionals, adapting her academic demands, monitoring any medication side effects, encouraging exercise, and reducing anxiety triggers at school. Behavioral strategies aim to understand the function of behaviors rather than suppress them, and physical intervention is only used if someone's safety is at risk.
Class 7 (Asd)
This document summarizes the story of Elias, a 9-year-old boy diagnosed with autism. It describes his early development and behaviors indicative of autism like lack of speech, stimming, and difficulty with social interactions. It then outlines his family situation and support services received, including ABA therapy and an aide in school. Finally, it provides background on autism spectrum disorders and strategies for supporting those on the spectrum.
Class 5 (Fasd Ppt)
1. Fetal Alcohol Spectrum Disorder (FASD) refers to a group of conditions that can occur in individuals whose mothers drank alcohol during pregnancy. It is not caused by poverty, race, or a person's moral character.
2. FASD affects 2-5% of school-aged children in North America and Europe. It impacts people from all backgrounds.
3. People with FASD can experience growth problems, facial abnormalities, brain damage, and confirmed prenatal alcohol exposure. They may have issues with cognition, adaptation, executive function, memory, communication, attention, and achievement.
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The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
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Getting to Yes, Chapter 1
- 1. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 2. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 3. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 4. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 5. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 6. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 7. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 8. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 9. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 10. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 11. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 12. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury
- 13. Getting to Yes Reprinted by arrangement with Penguin Books, a member of Penguin Group (USA) Inc. From Getting to Yes by Roger Fisher and William Ury. © 1981, 1991 by Roger Fisher and William Ury