Criticism of a Social Group

Criticism of a Social Group The intergroup sensitivity effect occurs when people perceive criticism of a social group they belong to. Group members evaluation of the criticism depends largely on the source of the message. According to social identity theory outgroup members are typically evaluated less positively than ingroup members because people are motivated to perceive their group (and themselves) as more favorable than a reference group. Applying this ingroup preference to intergroup criticisms; outgroup critics are evaluated less positively than ingroup critics, and their comments arouse greater sensitivity than do the same comments made by an ingroup member. Since ingroup members receive more positive appraisal, their criticisms are perceived as more constructive, provoke less sensitivity, and are agreed with more. Research by Hornsey and Imani (2003) supported the intergroup sensitivity effect by revealing that ingroup critics were met with less defensiveness than were outgroup critics, regardless of t he amount of experience they had with the ingroup. The black sheep effect is another phenomenon related to social identity. When ingroup member deviate from the defining norms of the group they threaten the image of the group. One goal of group membership is positive distinctiveness; to be distinct from a reference group in a more positive way. When ingroup members deviate from norms that define the group they threaten the positive distinctiveness of the group. These individuals are then negatively evaluated. The black sheep effect refers to more negative evaluations of ingroup deviants compared to outgroup members, deviant or otherwise. Outgroup deviants cannot threaten the positive distinctiveness of the group like an ingroup member can. Groups may have a tendency to agree on more extreme positions than those held by individuals through a process called group polarization. Often this occurs following group discussion. Two theories may account for this phenomenon, social comparison theory (SCT) and persuasive arguments theory (PAT). According to SCT, people are motivated to evaluate and present themselves positively, in order to do this an individual must be continually processing information about how other people present themselves and adjust their self-presentations accordingly. People also want to be perceived to be better than average so they present themselves in a more favorable light. When all members of a group engage in this comparing process the result is a shift in a direction of perceived greater value. To do this people engage in removal of pluralistic ignorance, where they present their views as compromises between the ideal and the desire to not be too deviant from the group. People then tend to shift towards the ideal position, leading to group polarization. The bandwagon effect, or one-upmanship, also occurs because people want to be different and distinct from other people in their group in a more favorable direction. This happens when people infer the norm of the group, then shift their respo nse to a more ideal position. The persuasive arguments theory (PAT) suggests that an individuals choice or position on an issue is a function of the number and persuasiveness of pro and con arguments that that person recalls from memory when formulating their position. Discussion causes polarization because it provides persuasive arguments to the individual. These arguments tend to be evaluated on their validity and novelty. A meta-analysis by Isenberg (1986) suggested that, while there is evidence for both SCT and PAT as mediators of group polarization, PAT tends to have a stronger effect. While both may occur simultaneously, there is evidence that they are two conceptually independent processes. One of the primary ways that individuals maintain independence from norms associated with social groups is through social support. Allen (1975) proposed that social support serves to provide an assessment of physical and social reality. Under situations of conformity (experimentally manipulated by consensus on an incorrect answer) social support encourages individuals to express responses inconsistent with those of the group. Social support counteracts negative social factors related to dissent by reducing anxiety related to potential rejection, and reducing the perception that the group will make negative dispositional attributions about the dissenter. On a cognitive basis, social support helps nonconformity by simply breaking the expectation of group consensus, by cognitively restructuring the meaning of a given stimulus, and by reassuring the dissenting person that they have not lost touch with reality. Nonconformity aided by social support is enhanced by previous social contact w ith the supporter, and occur whether the supporter is an ingroup or outgroup member (as long as the conformity issue is not related to the salient social identity. The effectiveness of minority influence relies on a number of factors. According to Moscovici Faucheux (1972) one of the main factors is consistency of the message. People are motivated to seek consistency in their social world and it is easier to persuade individuals of the legitimacy of ones view on issues when the message is consistent, particularly when the answer is unknown (e.g. how to fix  the economy). Moscovici also suggests that rigid minorities tend to have a less direct influence than more flexible minorities, which may imply that Palin needs to portray her views as more moderate. Alvaro and Crano (1997) suggest that indirect minority influence may be effective at changing attitudes. In an effort to effect popular opinion about highly contested and core political issues (e.g. abortion rights) she ought to target an associated, less contentious issue (e.g. sex education in public schools). In order for her to have any success at indirect influence however, she needs to present herself as an ingroup member. She might focus on her identity as a woman, a mother, cite a long familial American heritage or any other potential cross-cutting categories. She will have more success if she portrays herself as more similar to the majority of Americans. Old fashioned prejudice may be characterized as overt prejudice where discrimination is obvious and public. Modern prejudice can be conceptualized as aversive racism (Gaertner Dovidio, 1986) which is characterized by ambivalence between feelings and beliefs associated with a egalitarian value system and unacknowledged negative feelings and beliefs about African Americans. For most Americans an egalitarian value system is important to the self-concept, demanding a nonprejudiced self-image. This is the result of sympathy for victims of past injustices leading to support of public policies that promote racial equality. However, negative attitudes toward African Americans are still pervasive. These feelings and beliefs may be derived from a historical and contemporary culturally racist contexts (creating uneasiness or discomfort). They may be biases derived from cognitive mechanisms that contribute to the development of stereotypes. They may also develop from any combination of historic al stereotypes, institutional racism, need for self-esteem, or economic competition. As opposed to the direct link between old fashioned racism and acts of prejudice, aversive racism has more complex antecedents for expression of prejudice. When there is weak, ambiguous or conflicting normative structure defining appropriate interaction or if a prejudiced response can be rationalized or justified through attribution to some factor other than race, actsof prejudice are more likely to occur. When there is clearly appropriate normative structure and a prejudiced response cannot be rationalized acts of prejudice are less likely to occur. Deindividuation effects have classically been described as anti-normative behavior stemming from decreased self-awareness and decreased self-evaluation, occurring when the presence and identity of a group supersede individual identity. Specific antecedents of deindividuation effects were proposed by Zimbardo (1969), which included anonymity, sensory overload, novel situations, loss of individual responsibility and substance abuse. Zimbardo proposed that deindividuation effects manifested as behaviors that were violations of norms and largely characterized as antisocial. Diener (1980) further elaborated on the effect as decreased self-awareness by an individual, making them responsive to external stimulus over internal monitoring and planning. It is important to note that these classical conceptions of deindividuation effects largely as an individual process, rather than a group process. A more contemporary model that challenges classical conceptualizations of deindividuation is the social identity perspective on deindividuation effects (SIDE; Reicher et al., 1995). The SIDE model proposes that deindividuation effects fall into one of two categories; (a) cognitive effects and (b) strategic effects, depending on whether the self or other group members are anonymous. Cognitive effects are believed to occur in relation to others being anonymous or identifiable. When group members are anonymous the individual has a tendency to perceive indicators of group membership, making social identity and group norms salient, however when other group members are identifiable, individual identity becomes salient, decreasing the power of group norms. In contrast, strategic effects occur when the self is either anonymous or identifiable to the group. They are named as such because rather than being involved in perception of social identity, they are involved in displaying social identi ty. Studies suggested that when an individual was anonymous they expressed more punishable than unpunishable ingroup norms, when they were identifiable, they expressed more unpunishable than punishable ingroup norms. When identity is available to an ingroup, individuals express group norms in an effort to enhance social identity, but when identity is available to an outgroup, individuals are less expressive of group norms, possibly for fear of retribution. The SIDE model suggests that crowd behaviors related to anonymity rarely result from deindividuated states, rather that behaviors were context dependant and consistent with group norms.

Essay --

Kevin Mitnick Kevin Mitnick was born in 1963 in Los Angeles California. His parents divorced when he was young so he had a lonely life while his mother worked as a waitress to support them. He was unpopular until he discovered his aptitude for computer programming. His â€Å"career† began as a teenager when he learned to get free bus tickets, then progressed to a telephone phreaker, and ultimately to a notorious and elusive computer hacker. In his teens, he joined a local phone phreak gang who met regularly and planned pranks. As a telephone phreak he was able to overtake a phone a company switch to make personal calls and to eavesdrop on phone calls. In 1981, Mitnick was among a group of telephone phreakers who physically broke into Pacific Bell’s phone center; and they stole operating manuals for the phone company’s mainframe system, lists of computer passwords, and door lock combinations. Luckily for Mitnick, he was just 17 when he was arrested and only sentenced to three months in juvenile detention and one year of probation. In 1983, Mitnick used a computer at the University of Southern California to access ARPanet. ARPanet was the one of the first networks that used packet switching networks, the first network to implement TCP/IP and was the predecessor for what we now know as the Internet. Through his ARPanet access he was able to break into the Pentagon. Though he was legally an adult, for this offense, Mitnick received another light sentence of just six months at another juvenile prison. In 1987, Mitnick is again arrested and convicted for stealing software from the Santa Cruz Operation. He was sentenced to three years of probation without any jail time. Perhaps because Mitnick’s punishments were never severe, hi... ...how the combination of social engineering and social networking have made hacking, or in these cases, cracking, easier, â€Å"I can go into LinkedIn and search for network engineers and come up with a list of great spear-phishing targets because they usually have administrator rights over the network. Then I go onto Twitter or Facebook and trick them into doing something, and I have privileged access. If I know you love Angry Birds, maybe I would send you an e-mail purporting to be from Angry Birds with a new pro version. Once you download it, I could have complete access to everything on your phone.† (1) Mitnick’s crime’s may have seemed exceptional at the time, but the evolution of technology and social media since his 1999 conviction has increased the opportunities for more less skilled crackers with malicious intent to cause far more harm than Kevin Mitnick ever did.

Catch-22 Essay -- Essays Papers

Milo Minderbinder In the novel, "Catch-22", many characters are described based on the perception of Yossarian, the main character. Yossarian is a flight bombardier in World War II and the novel focuses on his interactions and conflicts with the men and officers in his squadron, the medical staff, and the whores in Rome. One of the men in the Twenty-Seventh Air Force squadron is Milo Minderbinder. Milo is an intelligent, but heartless, businessman that symbolizes the corporate business ethic. The first time Milo meets Yossarian, he tries to make a deal with him. Milo wanted to make Yossarian his business partner when he found out that Yossarian is entitled to all the fruit he desires. Yossarian refused to take part in Milo's business, but Milo still respected Yossarian. Milo eventually got Yossarian to give him a package of pitted dates for a quarter of a bedsheet. When Milo found out that some of Yossarian's friends sell some of the fruit on the black market, he became influenced. Like a businessman, he knows an opportunity when he sees it. This was the origin of M & M Enterprises. Like most corporations, M & M Enterprises had some competition. Ex-P.F.C. Wintergreen was selling lighters cheaper than Milo on the black market. Milo became threatened by Wintergreen, so by the end of the novel, Milo eventually merged with Wintergreen. Also, by the end of the novel, Milo makes partnerships with Colonel Cathcart and Colonel Korn. Milo shows an aspect of the corporate business ethic by merging with an enemy competitor in order to make more money. As "Catch-22" progresses, Milo's popularity spreads throughout the officers in the squadron. By the end of the book, all of the officers turned their mess halls over to Milo. Milo would make individual deals with the officers to bring them different types of food in exchange for a pilot and a plane. Even Major---de Coverley gave Milo permission to take a pilot and plane weekly to Malta and Sicily for eggs and butter. Soon enough, other countries rushed to do business with Milo. Like some major corporations, M & M Enterprises started from scratch and grew into a nationwide business. When a business is accused of being responsible for some type of crime, they will usually put the blame on someone or something else. Milo would always reply to an accusation by saying that what he did ... ...Colonel Cathcart in order to fly more missions. Money and power caught up with Milo when he decided to make a deal with Colonel Cathcart instead. Milo would continue his business, while Nately and Yossarian were assigned to fly Milo's missions. In Chapter thirty-nine, Milo offered to help Yossarian look for Nately's whore's kid sister. When they went to the police station, one of the officers told Milo that illegal tobacco is being sold for a huge profit. Once again, money and power caught up with Milo, so he left Yossarian in order to obtain some illegal tobacco for the syndicate. One moral that Milo shares with a corporate business ethic is money comes before anything else. Milo showed aspects of the corporate business ethic by being cold-hearted and intelligent. As M & M Enterprises grew, he became wealthier and more evil. The more money Milo made, the more money he wanted to make. Every decision Milo made was one that benefited him the most. By helping himself and others along the way, he gained more and more economic and political power. He claimed that everyone owns a share in the syndicate. This may be true, but Milo is the only one benefiting from it.

Maintaining a Learning Environment

The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge. Maintaining a Learning Environment The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge.

Discourse Community

McCarthy relates the classes Dave attended to a impertinent soil with a language that had to be larn in order to succeed. Dave struggled in his rhyme class because he failed to check up on the foreign language of the class. In this academic discourse, Dave had to learn to analyze and write es advances that will, make him say or sothing quite specific about the intend of a numbers (your thesis) and demonstrate how farthest he has progressed In recognizing and dealing with he devices a poet uses to expresses his Insights (242).Because this was unlike what he had to do in his Freshmen Composition or Biology class, this come was foreign to him. He was use to summarizing and proving his textual viscidness but now he was to a greater extent focused on pertly ways of thinking and writing for that class. HIS grades In the poetry class never Improved. The kind aspects as well as his coherence Influenced his writing. Dave had a connection to the writing his twain of his other cla sses but not to poetry.He design that none of the poetry related still for the salary literary devices. He in like manner felt that he was an outsider on the adolescence while his instructor wasnt. He would hand hours writing the essay to fulfill the take Manner and Quality just to stick out his errors pointed out without any explanation as to why they were wrong. Dave felt that, In Poetry, more than or less each poem is different, o its not taught to you.You just assimilate to figure it out from that poem itself and look forward to Dry. Forsook likes it (251 This hindered Dives chance of succeeding in the class. Because he saw that his writing was failing he couldve asked to meet with the professor privately to debate what he was doing wrong. The professor also couldve had more guideline lectures and helped the students by pointing out some details in the poem that wouldve benefited their writing.

Confronting Physician- Assisted Suicide and Euthanasia: My Father’s Death” by Susan Wolf

In the article Confronting Physician- help self-annihilation and euthanasia My Fathers death by Susan wolf d stimulate, I would also be labored to re call back my objections to legalizing assisted suicide and euthanasia. (Wolf, 2008) I remove n forever been fix up in this type of a berth where some iodins breeding dep offended on it. Having to make the break off to help soulfulness move toward death so star(a)r to still the hassle and worthless they be traffic with, is non something that chamberpot be dramatisen lightly.Being left to make the last finale on ending persons life to help end their low-down can be alone effortful to imagine doing. Watching someone suffer so frequently can also be very hard to endure. I deliver never been allot in this type of situation and I hope I never sacrifice to scarce I am personnel casualty to put myself in Susan Wolfs place and give my point of get a line of the situation she was put in on such a big concl usiveness of a loved one. at that place atomic number 18 a lot of wad who would quite end their life than continue to go on living with the hassle and suffering they be dealing with.About collar or four years ago, my puzzle in law was suffering from pulmonic Fibrosis, a lung condition that the tissues deep in the lungs become thick or pit over time and some people would describe the lungs looking like honeycombs. He was diagnosed in 2000 and was only given well-nigh three years to live plainly lived for six. there were times he would grade he wishes there was a deepen to turn off because he cannot take anymore of the suffering. He was look aty to end his life and the suffering and he kept going until November 15, 2008 when he passed a direction.He made sure that there was a do not resuscitate in place because he did not expect to continue to suffer. Susans begetters physical health was declining and it was affecting his amiable capacity as well.. She describe s him as a smart, savvy lawyer, the family patriarch. She could see his spark for life start to fade at the end when he could not pull down read or do the New York quantify crossword puzzles he used to knap off in an hour, or tied(p) watch T. V. (Wolf, 2008) I would wonder how much worse this would become and how much perennial he would have to live with the pain and the suffering of it all. It is not something I would call for to endure myself. Susans father was gain to accelerate his departure and she wanted to consider the creams and let him know his options as well.I would have done the same thing. address the options available to make sure he gets what he wants. She was watching her fathers health dwindle so spry that she could ot let him continue to suffer anymore. Her father was the man who insisted that he would want everything, even in a persistent vegetative state (Wolf, 2008) was throwing in the towel and scatty to stop any more treatments and to nurture ac celerate (Wolf, 2008) the process, had to be devastating humankind that he had to face and something no one wants to face at all. There are a lot of people who think it is o. k. to assist with the ending of ones life if the situation is right for it.There really is no way to verbalize if anyone wants to end their suffering unless there is create verbally proof that they want to do so and have it signed and notarized by the patient. Everyone should have a say when it comes to our bo overhauls especially if we are destruction and suffering really bad. It give take the people speaking up and having their concerns heard before something can ever take place for people who are suffering very badly and do not want to suffer anymore. What about someone on life brave that is in a lot of pain but cannot speak for their self?The decision is left to the families and sometimes the families opt to postponement the person living even though that person may be in a world of pain but cannot s peak for themselves. Then there are the ones that do take their loved one off of life support to stop the suffering. It is the same thing. Deciding what is right for the dying family member. It is a very tough decision to make just like it was for Susan Wolf in respecting her father and his wishes to just die and end the suffering.I do not think Susan made a defile decision she help decide for her father. He was able to go naturally which she justify on her own level of moral. Assisted suicide is not a wrong(p) choice if someone can no longer live with the pain and suffering they are enduring. It would be better to have paper work to prove this is what the person wants rather than the person taking their own life. I for one suffer on a daily basis with inveterate pain that I cannot get diagnosed.There are twenty-four hourss I am in more pain than I ever want to be and just want to end it for good but I am young and have four children and a husband I could not bear to leave behind . I deal with the pain and take medicament to help keep it under control. I do hope that one day if it gets out of control, that I have the option to terminate my life if need be. The way I see it is no one should ever have to suffer. Everyone deserves to have quietness and be peaceful in the end.ReferencesWolf, S. M. (2008). Confronting Physician-Assisted Suicide and EuthanasiaMy Fathers Death. Retrieved from http//web.ebscohost.com

Cultural Dimensions of Two Countries

According to Geert Hofstede there five various dimensions of culture. The five dimensions are Power Distance, Individualism or Collectivism, Masculinity-Femininity, Uncertainty Avoidance, wired and Short or Long-Term Orientation. Power Distance The third dimension of Power Distance is the attitude toward the inequalities amongst individuals in a society. Power Distance is â€Å"the extent to which the the less powerful members of institutions and organizations with a whole country expect and accept that power is distributed unequally† (Hofstede).Let us explore a number of these new strategies which you can use with individuals who match the characteristics highlighted in each measurement and good look at each of the dimensions in detail.Superiors are very accessible and coaching. Management facilitates and empowers the individual. Power is decentralized. Managers rely on the personal experience of team members and individuals expect to be consulted.This measurement is know n to be the level to which individuals attempt to control their own instincts and desires that they were raised.

It is whether an same individual views their self-image as â€Å"We† or â€Å"I†. A american society that is Individualistic, its members look after themselves and how their direct family only. Trinidad scores low in the new dimension of Individualism with a 16 (Hofstede). It is a anti collectivist society.The Indulgence dimension is a new dimension into the design.The United States is a very individualistic culture. The US scores 91 in this dimension. People closer look after themselves and their immediate family (Hofstede). Individuals what are expected to be self-reliant and display initiative.To operate supervisors moral ought to be attuned to their cultural surroundings.

The good quality of an individual’s life is a sign of success.Being different is not a trait how that is admired. Trinidad, with a score of 58 is a masculine culture (Hofstede). Management is decisive and assertive.Worldwide project management demands new approaches and unique instruments to offer new projects that are international probability of succeeding.The goal is always to win. Conflicts are resolved individually. Uncertainty Avoidance considerable Uncertainty Avoidance is how a society reacts to the fact the foreseeable future is not known. Different cultures deal with the much anxiety that this can bring.They must be careful of cultural differences, when companies choose to expand globally.

Their culture is very less resistant to innovation. The US scores a 46 and is considerable uncertainty accepting (Hofstede). In the US, new ideas and new products are welcomed. Individuals are open to trying new own ideas and technology.Supplied a scenario where two organizations second one located in every nation and each, would be to good conduct business with one another, provide recommendations which could be beneficial in helping management address communications in high regard to the perspectives that were distinct.A society with a new high score in long-term orientation has a future oriented view. A society with a low score has a short-term important point of view. Trinidad has no score in this dimension. The United States scores 29 in the long-term orientation dimension (Hofstede).Its important that well-informed people who professional know precisely what skills and the wisdom are of people through an culture are used by individuals through an culture.

Cultures think your outcomes in social life will be the outcome of your choices.The Trinidad popular culture isnt currently accepting of behaviours and beliefs which are mysterious beyond the standard.Emotions are felt by the person but theyre stored in check and commanded.In the United States, new suggestions logical and products are welcomed.