Negotiation

Most of the time, Groups/Communities are involved in negotiations and disputations due to their various interests. They are always trying to pursuit their aspiration to embrace changes and influence on events. Although sometimes these groups are not completely opposed to each other and their intention is just to get the desired results, almost always their conditions are in contrast with each other. These conflicts prevent negotiators from approaching desired acceptable solutions. For improving the negotiations, resolving the conflicts and reaching satisfactory decisions, Drama theory is applied. This theory is based on game theory. In this paper, Iran Nuclear talks with 5+1 Group will be discussed as an applicable case for drama theory.

Educators often employ various training techniques to reduce raters’ subjectivity. Negotiation is a technique which can assist novice raters to co-construct a shared understanding of the writing assessment when rating collaboratively. There is little research, however, on rating behaviors of novice raters while employing negotiation techniques and the effect of negotiation on their understanding of writing and rubric features. This study uses a qualitative method to keep track of 11 novice raters’ scoring behaviors and examine their textual foci during three phases of scoring through an analytic rubric: pre-negotiation, negotiation, and post-negotiation. To ensure triangulation, multiple sources of data including raters’ verbal protocols of independent scoring during the initial and final phases, audio-recorded interactions in the negotiation phase, and semi-structured interviews were gathered and analyzed. Results indicated that in their initial independent rating, raters mostly scored based on their understanding of the writing skill and the writing features that were important to them, but negotiation sessions aided them to refine their judgments and attend to a wider array of textual features more consistently and in line with the rubric, thereby expanding their understanding of the rubric categories. Post-negotiation ratings were also more similar to negotiation than prenegotiation ratings, meaning that the raters attended to more features of the rubric for scoring. The findings may have implications for rater training. In the absence of expert raters to train novice raters, negotiation can be considered a useful technique to improve raters’ understanding of the rubric features.

Letter of Credit is an international payment instrument whereby the issuing bank undertakes to pay the beneficiary, against presentation of certain stipulated documents, according to the conditions of the Letter of Credit. Discounting of LC for the short-term financing of the seller, due to the independent and irrevocable undertaking of the bank to make payment, is prevalent. Beneficiary gets the amount of the credit immediately (after discount rate deduction) in consideration of the assignment of the credit in discounting practice. Now, the main question is: how will the assignment of rights and proceeds under the Letter of Credit be executable and what will be its consequences? Hence, by surveying different methods of assignment of rights in accordance with LC, we study discounting Acceptance and Deferred Payment LCs as two kinds of deferred LCs. In discounting practices of LCs, if a fraud being discovered after the discounting transaction but before the payment due date, the discounting bank would be able to recover payment from issuing bank or confirming bank. According to our analysis, the most promising way for the assignment of rights and reducing the risk of discounting for the discounting bank is "Negotiation" of LC. Acceptance LC makes a favorable opportunity for discounting purposes because it includes bill of exchange as a negotiable instrument, and there is an organized secondary market for Acceptances.

Findings on recast as feedback on learners’ erroneous forms tend to be less than conclusive or confirmatory. Also, the conventional formulations in literature give partial accounts of recasting as an effective methodological practice. The present study proposes recast enriched by negotiation (REN) on the learners’ part as an alternative. For investigating the hypothetical effect, three all-female groups were concentrated on, namely explicit feedback, recast and REN. Summary writing task as post-test concentrated on the learners’ accuracy in terms of error-free T units, and complexity regarding word per sentence ratio as well as lexical density. One-way ANOVA for three independent samples and post hoc analyses revealed that accuracy and word per sentence ratio did not vary significantly; however, lexical density improved as a result of REN. Findings and implications of the study are discussed in the light of methodological potentials and literature.