Keiser University the Role of Emotion in Conflict Essay

/0 Comments/in /by

Description

The Role of Emotions in Conflict

Chapter 6 in our textbook addresses emotions in conflict. It states, “Feelings function as facts; they aren’t right or wrong, they simply exist” (Hocker, et. al., 2022, p. 194).

How does that statement affect your current view of feelings in conflict?
What are some of the misconceptions of emotions in conflict?
What is the role of feelings in conflict and how can we use them to resolve a conflict?
Can we simply ignore feelings in conflict until they go away?
What is the anger-fear cycle?
How can anger and hurt be expressed responsibly?

responded to two peers

Peers 1

Emotion is described as an instinctive state or feeling, which often dictates one’s actions, circumstances or relation with other people. According to Hocker, et al. 2022, emotions play a significant role in the way people handle conflict within various relationships. Anger or contempt often escalates the situation negatively while positive feelings like sympathy and admiration can lead to compromise and resolution (Hocker, et. al., 2022, p. 194). “Conflict is all about emotions, and when a person is off balance emotionally it becomes extremely difficult to engage in constructive responses to conflict. You can lose sight of your objectives and become focused on how the other person has wronged you. Retaliatory responses kick in and you are no longer interested in solving the problem as much as punishing the other person.” (“Conflict Dynamics Profile”, 2012). However, I believe that once we acknowledge an emotion for what it is and how emotion plays a significant role in conflict, from there we can learn how to manage intense emotional behavior, like outburst and strive to keep our emotions in check during confrontation or other issues we come across. But how does one learn to manage emotions, in order to best handle conflict? Expressing your feelings to others instead of bottling them up inside is the key, because ignoring your emotions won’t address the root cause, it’ll only prolong the issue (Hocker, et. al., 2022, p. 195). Consider someone who avoids confrontation, assuming that by avoiding the situation all their problems will simply go away. We understand that this kind of behavior is wrong and not the correct way to go about solving problems. The same could be said about ignoring emotions, you’re essentially running away from them.Fear, anxiety and anger also have a negative impact on conflict. In chapter six of our textbook, the anger-fear sequence is described as a cycle which begins with a perceived threat of some kind. Whether it comes from someone or something, once we feel threatened by it, fear and anxiety creep in, working together to fill us with a mixture of dread and obsession over the situation (Hocker, et. al., 2022, p. 206). This concept reminds me of a balloon filling up with air, but in this case, it’s fears and anxiety building up in a person. When the balloon pops, that signifies strong feelings of displeasure and anger taking over. Anger is the intense reaction to a perceived threat and a factor which impacts conflict (Hocker, et. al., 2022, p. 204).

WC: 450

peers2 The statement, “Feelings function as facts; they aren’t right or wrong, they simply exist,” made me really think about how feelings in people are uncontrollable. This affects my current view on feelings by validating them. I believe that feelings cannot be controlled. People can try to repress them and lie to themselves about how they feel but they will never go away. The true feelings will always come out. Lying about how you feel to yourself is a way to repress those feelings to protect oneself. Some misconceptions in conflict are thinking that all confrontations are going to be bad and ugly, that if a problem is not dealt with then it will disappear, anger is always negative and destructive, and a few others. These misconceptions are just that, not true. These are things people tell themselves to avoid conflict because of fear. Feelings in conflict are a result of that conflict. It helps each party understand how the person is feeling and how to resolve their dispute. Emotions allow people to communicate with one another by expressing their agendas, desires, and goals. By showing emotion in a conflict, it opens the door for communication to resolve that conflict. Hiding those feelings will only amplify the situation because the situation will never get talked about. It will allow room for passive aggressiveness. Feelings cannot be ignored because they will truly never go away. As much as a person may try, the feeling will always remain there. If I have a feeling, I know that to clear the air or to resolve the conflict, talking about it will alleviate the tension. Suppressed feeling will only create more conflict. The anger-fear cycle has five phases. These phases include trigger, escalation, crisis, recovery, and depression. Understanding the cycle helps people understand their reactions to situations and how they react to others. The trigger phase is when an event occurs, and this is when the anger cycle is started. This is when a person feels threatened and they feel the need to react. The escalation phase is preparing for a crisis, and this is by changing body language, becoming loud, angry facial expressions, etc. The crisis phase is when survival instincts step in. This could mean a person is ready to take action and judgement may be altered. The recovery phase takes place after an action has resulted from the crisis phase. A person recovers from the stress of tA person recovers from the stress of the conflict and can reflect on the situation. The depressions phase is when feelings of guilt and regret take over. Feeling this type of anger can be handled in a responsible and healthier way than acting upon it in an impulsive way. Taking some time to reflect on the situation instead of acting upon it while angry can allow you to make a good judgement call based on the situation. Acting on a conflict while angry is normally not the right way to go about a problem. “Specifically, fear and anger arise when we perceive a threat to our safety–whether related to our resources, those we love, or our overall emotional or physical well-being. A key word here is “perceive”: There is a difference between a genuine threat and one triggered by distorted thoughts or a physiological sensitivity for experiencing threat. While making this distinction is not always easy, doing so provides us the pause we need to respond rather than react to these highly charged emotions.” (Golden, 2021). Talking a conflict out in a calm manner while understanding the opposing side will result in a resolution. It takes a lot to act on anger responsibly and it can only help people in a lot of situations in life.

WC: 612

PHIL 1100 DCC The Argument of Friedrich Nietzsche Social Morality Analysis

/0 Comments/in /by

Description

Assignment: Students will write a 3 to 4 page typed paper on a philosopher of their choice as long as the person selected has an entry in the Stanford Encyclopedia of Philosophy and The Internet Encyclopedia of Philosophy.  A works cited list is in addition to the 3 to 4 pages. Papers can be longer as long as they are on topic.  Use 12 font size, please! 

Paper Requirements: 

Topic/Philosopher Selection: Each student must submit the choice of philosopher to the instructor prior to turning in the paper via email. Also, this is how the first 10 points of the paper are earned. The sooner the student informs the instructor of the selected philosopher, the sooner the instructor can offer assistance.  You may email me through the Canvas system or at my email addresses:  jgioia@nunez.edu

Paper outline: For this particular assignment, a set format is required. The outline is as follows:

  1. Introduction: Introduce the philosopher and his or hers most important work or works and significant contributions. Answer the following question in the form of a thesis statement: In your opinion, does Philosopher X make a significant contribution to philosophy? Why?  Be prepared to back up your point of view! 

Sample Thesis Statement: Philosopher X makes a substantial (or not) contribution to metaphysics (or another subfield(s) to philosophy) because he or she…

Thesis statements can vary, but the example above should help you when deciding where you stand on a particular philosopher.

II Body

Depending on the particular philosopher, you may have to further elaborate on the multiple works of the person. Also, you will want to include  a paragraph or two on biography. Please do not get carried away with biography. Often times, there is some event(s) that occur, which influence the perspective of the philosopher. Include any influences on the person by other philosophers.

Include a discussion of one of the most relevant topics or theories that the person contributes to his/her discipline. You may include a quote or two relevant to the discussion, but do not use too many quotations in your paper. Explain the contribution and why you think it is important. Include any later philosophers who were directly or indirectly influenced by your choice. Be sure to include parenthetical citations (in-text citations) for your sources. If you do not know what in-text citations are, ask! You must show where you are getting the information from (SEP or IEP). 

III Conclusion: Like introductions, conclusions are specialty paragraphs and can “make or break” your essay. Your conclusion should have a restatement of your thesis and evidence of your thinking about the person and his/her contributions to philosophy. You may want to consider such questions as, is the contribution still relevant today? Has the theory become outdated? Is it time to look carefully at this philosopher again?

Following the conclusion, provide your works cited list (and consulted, if you look at sources for information but do not actually use it in the paper).

Paper Sources: Every student will be required to use the following sources:

The Stanford Encyclopedia of Philosophy

https://plato.stanford.edu (Links to an external site.)

The Internet Encyclopedia of Philosophy

http://www.iep.utm.edu (Links to an external site.)

The ONLY other source you are allowed to use, is the writings of a particular philosopher, and that, too, must be cited. Do not list Wikipedia as a source. You can certainly look at it for a starting point, but do not use it as a source for the paper. All citations should be in MLA format as best at possible. You may abbreviate the required sources in the paper as follows: SEP and IEP. The SEP and IEP usually provide some guidelines or can even generate the proper citation form for you. Any deviation from the instructions can result in a “0” out of a possible 100 points. 

If you choose someone like Renee Descartes, I do not expect you to read all of his Meditations for this assignment. You should look a part of it but do not have to read entire works. Your instructor is simply looking for evidence that you know something about a philosopher in more depth than you did before and can articulate that in a short paper.

Paper editing: It is expected for you to use proper punctuation, spelling, and grammar in your paper.

A scoring matrix (rubric) will be provided for you to help you as you write your paper/reflection.

List of some possible philosophers (there are many, many more—feel free to look through the index of philosophers offered by the SEP and IEP): 

Ancients:

Socrates, Plato, Aristotle, Epicurus, Epictetus, Seneca, Marcus Aurelius, Laozi

Medieval:

St. Augustine, St. Thomas Aquinas, St. Anselm, Boethius, Averroes (Ibn Rushd),

Avicenna (Ibn Sina), Maimondes, William of Ockham

Modern:   Francis Bacon, Thomas Hobbes, Rene Descartes, Blaise Pascal, Benedict Spinoza, David Hume, John Locke, Imannuel Kant, Voltaire, John Stuart Mill, Fredrich Nietzsche, Margaret Cavendish, W.E. B. DuBois, Frederick Douglass

Contempory: Martin Heidegger, Bertrand Russell, Alan Turing, Karl Popper,

Hillary Putnam, Philip Hallie, Hannah Arendt, Philippa Foot, Louis Pojman,  

Simone de Beauvoir, Jane Addams.

  • You can also take a look at the philosophers listed in your main textbook (again—the person must have an entry about him or her in BOTH the SEP and IEP)

You should use a 12 point font for the paper and double space the text. 

Do not add a title page; the first page of your paper should look like the following:

Charlotte Lennox (your name)

Instructor Gioia

PHIL 1100

April 14, 2022

Your own title: Doubting Descartes’ Claim of Rationalism in Meditations

Section 1: Introduction

    Indent fives spaces and begin your paper….

Sample of a parenthetical citation and works cited list: 

From             Seneca: A Lesson in Roman Stoicism and Politics

    While Seneca acknowledged the important work in theory that his predecessors proclaimed, he felt that the pursuit of philosophy should be an action.   Seneca still defended Stoicism and reinforced such ideas as individuals actually having control over their respective happiness. This is a stark rejection of Aristotle’s claim that happiness is partially dependent upon instances outside of individuals’ control.   The key issue is knowing what is in the control of people and what is not. Virtue ends up being in the control of people when circumstances are not (Wagoner, 8).    

(Please double space the text of your paper)

From Works Cited List:

Wagoner, Robert. “Lucius Annaeus Seneca.” Internet Encyclopedia of Philosophy.

http://www.iep.utm.edu/seneca/ (Links to an external site.) 

The Main Argument of Dr Laurie Santos Podcast Discussion

/0 Comments/in /by

Description

Purpose

Each module unit takes the task of writing a good essay and breaks it down into smaller steps.  In this discussion, we will share our thoughts on our readings for this unit by relating the contents to our experiences and prior knowledge.  By sharing our interpretations on the readings, we will generate ideas for a good Essay thesis.  Doing so will be the first step in drafting a good essay final draft since a strong thesis tells the reader what the essay’s main argument will be.   In our discussion, you will also asked to support your thesis ideas with evidence from our assigned texts for this module.  That evidence will also serve to help you put together a comprehensive outline for your essay in the next assignment.

Main Post Prompt

Write three paragraphs (at least 200+ words) on the following:

Paragraph 1 

Summarize the main argument and supporting evidence provided in Happiness Lab Season 1, Episode 3 podcast “A Silver Lining” (Links to an external site.) (audio) with Dr. Laurie Santos or Silver Lining Transcript Download Silver Lining Transcript.

Use your own words.  Please be careful to avoid plagiarism, which can lead to a “0” grade.  

Tutorial on how todownload podcasts to an Iphone or Ipad (Links to an external site.).

How to download podcasts to an Android device. (Links to an external site.)

2. Define “ethos,” “pathos,” and “logos.”  Helpful resources: 

  1. Farnam Street article “Ethos, Logos, and Pathos: The Structure of a Great Speech” (Links to an external site.)

Ethos, Pathos, and Logos: Definition and Examples (Links to an external site.)

3. End with your introduction paragraph with a 1 sentence thesis statement that is specific, concise, clear, and arguable.

In your thesis answer the following question:

Show specific examples of how our readings about athletic competition for this Essay 4 module use 2 of the following 3 modes of persuasion– ethos, pathos, or logos–to argue that strengthening the mind is the most important way to succeed at athletic competition.

Examples of strengthening the mind can include mindfulness, visualization and other meditation practices, positive reframing of past events, selecting beneficial points of reference etc..

Thesis problems to avoid:

Ethos / logos / pathos are not states of mind that athletes have; for instance, ethos is not when athletes in the readings talk about their emotions.

Ethos / logos / pathos are modes of persuasion that writers use to make their arguments more convincing. Pathos is when a writer says things that are meant to trigger the reader’s emotions in such a way the reader agrees with the text.  So if you are arguing that a text uses pathos, what does the author say to make the reader feel emotions that make them side with the author?

When you talk about Logos, explain what the writer’s logical arguments are to support her or his arguments.  Not that athletes think logically.  Look at the way the texts make their arguments convincing by being logical.

Make sure your thesis clearly says which modes of persuasion you’ve chosen to provide examples for: ethos / logos / pathos.  

Paragraph 2

Before you can write Paragraph 3, complete your other required readings:

Happiness Lab Season 1, Episode 3 podcast “A Silver Lining” (Links to an external site.) (audio) with Dr. Laurie Santos or transcript: Silver Lining Transcript.rtf Download Silver Lining Transcript.rtf

Read the transcript or listen to Hidden Brain podcast: “Would You Rather Win Silver Or Bronze? (Be Careful What You Wish For)” (Links to an external site.) (August 3, 2012)

  • “Mindfulness Meditation for Athletes: Get in the Zone” (Links to an external site.) on the benefits of self-awareness without self-judgement in sports. Athletes often struggle with performing well under the stress of competition; mindfulness meditation technique are shown to improve performance by drawing all the athlete’s attention on the present moment and thus silencing the voice of self-criticism and self-comparisons to others.

Kris Heap’s “The Day Michael Phelps Went Blind” (Links to an external site.) on an Olympic swimmer’s ability to win gold even when blind because of his daily meditation practices he calls mental “videotapes.”

1) Pick two of the above articles and provide examples of ethos / logos / and pathos from their texts.

2) End your main post with an interesting question for the class that stems from the ideas in your post.

  • Reply Posts (50+ words each)

Part 1:  What parts of the other student’s main post could you identify with?  What parts did you like?  Explain why you liked those ideas.

Part 2: Suggest improvements by referring to additional supporting examples from our class readings.  Or point out parts of the other student’s main post that you would like to see discussed in more detail, either with more explanation, clarification, or support.

Part 3:  End your reply post with an interesting question that is relevant to your discussion.

Grading

  • I.  Point Value: 30 points

II.  Requirements:

1 main post (200+ words) that fully responds to Dr. Kwa’s prompt

2 replies (50+ words each) to others’ main posts

Very Important:  You are required to end all of your main posts and replies with a question that is related to your thoughts in your post. 

  • III.  Originality: If your discussion forum plagiarizes ideas or wording from another student’s post or an outside source, you will receive “0” points for your plagiarized forum.  Claiming lack of understanding of plagiarism will not be an acceptable excuse for plagiarism in your post.  You will not be allowed to rewrite your plagiarized post.  Please make sure to give credit to other students by name should you discuss their ideas.

Discussion Formatting and Other Important Tips

Main posts should be titled “Main Post”?to distinguish them from replies

  • Paragraph formatting: Divide your post into separate paragraphs.  Skip a blank line between paragraphs, and do not indent paragraphs (e.g. business letters).?

Make sure to answer all parts of Dr. Kwa’s instructions for each discussion.?

Avoid recopying Dr. Kwa’s questions and writing in a question and answer format.  ?Write in well-organized complete paragraphs.

  • Must show language respectful of other students and Dr. Kwa.  Disagreement is fine; hurtful language is not.  Flaming posts will be immediately deleted from the forum.

SNHU The Majority of Advertising Aims to Persuade People to Buy Items Project

/0 Comments/in /by

Description

In this project, you will demonstrate your mastery of the following course outcomes:

  • Develop questions about fundamental aspects of human behavior that inform personal assumptions, beliefs, and values using evidence from the social sciences
  • Investigate major developments in the progression of social scientific thought for informing critical questions that drive social scientific inquiry
  • Utilize fundamental approaches to social scientific research in addressing questions related to human behaviors
  • Articulate the value of the social sciences for their impact on contemporary issues

Overview

Advertisements can tell you a lot more than just what products to buy. If you analyze them using social science questions and approaches, they can also tell you a lot about individuals, groups, cultural identity, and a society. Biases, beliefs, and values of the companies selling the products and the people they are marketed to can also be found. Sometimes these reflections can be positive, sometimes negative. Using social science approaches can help you analyze the ads you see and make sense of the large amounts of information you are presented with every day.

Directions

Complete this project by addressing the criteria below. You will work on parts of the project in each module and receive instructor feedback. Your final submission will be revisions of the work you do throughout the course. Be sure to incorporate instructor feedback from each assignment along the way. Read these guidelines and rubric criteria closely, and reach out to your instructor if you have any questions.

Part One: Advertisement Analysis
In this section, you will analyze the four advertisements you selected earlier in the course (will be uploaded with the question). Use social science approaches to gather specific information from them. As you conduct your analyses, think about what these advertisements say about the companies selling the products, the organizations making the ads, the people purchasing the products, and society as a whole.

  1. Determine how individuals and groups are represented in the advertisements.
    1. What audiences are the advertisements trying to reach?
    2. What unspoken or underlying messages do you think the ads might be sending?
  2. Identify stereotyped group behavior in the advertisements.
    1. What are the advertisements saying about the behavior of the groups represented in them?
    2. What underlying messages do the advertisements send about the group behaviors in them and the audiences they assume will be consuming the products?
  3. Determine how different cultures are represented in the advertisements.
    1. How do the ads represent culture? Are any stereotypes being used?
    2. What unspoken or underlying messages do you think the ads might be sending about culture?
  4. Discuss how ethical issues in the social sciences impact advertising. Look beyond the economic effects of advertisements and consider the following questions to help address this prompt:
    1. Do the ads confirm biases? Do they rely on stereotypes? Do they support social change? Do they stay neutral on social or political movements? Should they get involved in social or political movements?
    2. Why might it be important for advertisers and companies in a diverse world to be as inclusive and unbiased as possible?

Part Two: Social Science Questions
The answers that come from an analysis can often lead to more questions. In this section, you will use the information you found from your advertisement analyses to ask a broader social science question. You do not need to answer the question, but you do need to talk about how you might study your advertisements using the skills and knowledge you’ve gained in this course.

  1. Propose a finalized social science research question based on your analysis of the advertisements you chose.
    1. Think beyond the minor details from your analysis and consider what the ads say about individuals, groups, institutions, or society.
    2. What is the meaning or significance of the ads? For example, you might be interested in ethical issues related to advertising. You might want to explore how current events influence the content of ads. Or maybe you would like to ask how common themes in ads could impact an audience’s self-concept.
  2. Discuss how you used a social science perspective to develop your research question.
    1. Explain how you used social science concepts, perspectives, or approaches to write your research question.
  3. Explain one major development in the social sciences that may have influenced your research question.
    1. The major development could include an important event, a discovery, the rejection of an old theory, acceptance of a new theory, or a change in culture that affected the field.
    2. How might these changes in thinking and research have affected the conclusions drawn about your advertisements and the questions asked about them?

Part Three: Reflection
In this section, you will reflect on your experience using social science perspectives to analyze advertisements and ask research questions. You will consider how your personal beliefs, assumptions, and values influenced the question you developed, and explain why knowledge of the social sciences is important to understanding yourself, other people, and the world around you.

  1. Describe how your assumptions, beliefs, and/or values influenced the way you analyzed your advertisements.
    1. Consider how your perceptions of the social world may have influenced the way you viewed your advertisements. Did it/they cause you to make assumptions about the people in the ads? Did you focus on certain advertisements, or parts of advertisements as a result? How might someone with a different set of beliefs view your advertisements?
  2. Discuss how social science perspectives or approaches could be used to process information.
    1. Focus on the social science perspectives or approaches you feel would be the most beneficial for analyzing the information you are presented with every day.
    2. For example, would analyzing ads on social media from the political science perspective help you better understand a company’s political stance on issues? What perspective would help you determine if there was a possible link between the length of a commercial and its intended audience? Would examining an ad targeted at caregivers from a sociological perspective help you understand the meaning of family in various cultures?
  3. Explain how looking at the world from social science perspectives may impact your personal life.
    1. How might using social science skills help you process and understand the information you use in your life?
  4. Explain how examining issues from social science perspectives may affect your community relationships.
    1. Think about challenges or opportunities in your community. How might applying social science perspectives to those issues benefit your community?
  5. Discuss how being more informed about the social sciences may help you understand global contemporary issues.
    1. Consider how understanding the ways social scientists examine human behaviors could influence the way you approach global challenges and questions.

EDUC 6260 Walden University Discrimination Violation Discussion

/0 Comments/in /by

Description

This week’s scenario depicts an employee citing racial discrimination in her department and examines options for handling both victim and offender. While a campus leader’s duty is to uphold the law, a good campus leader will turn a violation into an opportunity to develop an employee’s leadership skills and change a toxic environment.

After watching the video, choose the option you think best handles this situation and discuss with your classmates.

Post:

Liberty University Problem with Teamwork Case Study

/0 Comments/in /by

Description

Case Study The Problem with Teamwork

Mike Garcia and Jill Hendrickson have been butting heads for months. Mike is a manufacturing manager at Auto Safety Products, a firm in the Midwest that designs and produces automobile seat belts and infant and child safety seats. Jill is a design engineer for the same firm. Recently, top management at Auto Safety Products instituted “concurrent engineering,” a team-based system that integrates manufacturing and design processes. Concurrent engineering is intended to eliminate the problems that often occur in industry when designers are unaware of the needs of manufacturing and vice versa. Through concurrent engineering, management hopes to improve attention to all elements of the product life cycle and manufacture a quality, low-cost product that will meet user needs. The company is also hoping to decrease the amount of time it takes to move from initial conceptual design to actual production.

Mike and Jill are both on the team working on toddler booster seats. This is an important product for Auto Safety Products, as research has indicated that parents do not use safety seats once children reach toddler age, in part because they are difficult to use in cars and uncomfortable for children. As a result, many parents don’t use the booster seats correctly, cancelling out any safety benefit. Thus, the team at Auto Safety Products is working to make the seats easier for parents to use by making them more comfortable, more portable, and more compatible with a range of automobiles—from small sports cars to sedans to minivans to SUVs.

Mike is fifty-five years old and has worked in manufacturing for most of his life—twenty-two years with Auto Safety Products. He has always felt some animosity toward the design side of the firm. He finds the engineers uppity and unwilling to listen to the problems faced in manufacturing. He has often complained that the design department generates pie-in-the-sky projects that run into all sorts of practical problems once they hit manufacturing. He approached the new concurrent engineering program at Auto Safety Products with a grain of salt. He thought that it was a good idea in principle (“Those guys in design could use a dose of reality”), but he was not convinced that it would ever work in actuality.

Jill is a twenty-five-year-old mechanical engineer who has been with Auto Safety Products since her college graduation three years ago. She is assertive and strong-minded—she believes she has to be to be effective in the male-dominated world of engineering. She learned about the concurrent engineering concept when she was in school and believes it can greatly improve the effectiveness of design and manufacturing. Unfortunately, it does not seem to be working at Auto Safety Products. The manufacturing side has not really bought into the process, and management did not take the time to introduce the team management system properly and train people to work together. Even though she tries to be open to the ideas of manufacturing, she does not feel this effort is being reciprocated. Her concerns go in one ear and out the other. She is having an especially hard time with Mike Garcia, the lead manufacturing representative on her team. Recently, the two of them have had to work together frequently on a booster seat design problem, trying to adapt the design so it will work in a variety of minivans. Their inability to work together has gotten so bad that their supervisor has set up a meeting to help them deal with the problem.

Adam Shapiro is a project supervisor at Auto Safety Products. He oversees the booster seat project team that Mike and Jill work on. He knows the two of them have not hit it off on the concurrent engineering team and has decided that the conflict has gotten to the point where he must step in and help them settle it. He first asked each of them separately about the problem.

According to Jill, the problem is that Mike will not listen to her ideas and downplays the contributions that design can make to concurrent engineering. In contrast, she sees design as the most important part of the concurrent engineering process. She suspects that Mike has problems with her because she is young and a woman, and this has made her push even harder for her point of view on project disagreements.

According to Mike, the concurrent engineering system—and the booster seat team in particular—is a joke. He says that the design engineers are still trying to push their ideas down manufacturing’s throat, and he’s tired of the “team” facade. He would like to go back to doing things the old way. However, if he is forced to continue with the concurrent engineering system, he refuses to simply give in to every one of Jill’s whims.

As Adam ponders these divergent positions, Jill and Mike enter his office. Neither of them looks particularly happy.

Case Analysis Questions

  1. What kind of predispositions are Mike and Jill taking into this conflict situation? How might these predispositions influence the way they frame the conflict and the way they approach each other?
  2. If Mike and Jill were to attempt to deal with this conflict on their own, what conflict style would you recommend? Given what you know about Jill and Mike, do you think they would use an effective conflict resolution style?
  3. If you were Adam, how would you approach this conflict? What strategies should you use to help Mike and Jill deal with their ongoing problems? Would you consider bringing in a mediator to help them work through their issues?
  4. How would a feminist approach to conflict see this situation? Is it possible to use an alternative model that would recast this situation in a more productive frame?                       

HIST 410N Week 7 Space Race Discussion Paper

/0 Comments/in /by

Description

Required Resources

Read/review the following resources for this activity:

  • Textbook: Chapter 9, 10
  • Lesson
  • Minimum of 2 scholarly sources (in addition to the textbook)

Instructions
For this assignment, analyze the space race.

  • What did it mean for the U.S. and USSR during the Cold War?
  • Is the space program still relevant?
  • Is it worth the cost, considering the growing debt?
  • How does the space program benefit the U.S. national economy in general?
  • How does it benefit the world?
  • Is space exploration the domain of the world’s leading nations?

Writing Requirements (APA format)

  • Length: 2-3 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page

Grading
This activity will be graded using the W7 Case Study Grading Rubric.

Course Outcomes (CO): 6, 7, 8

Due Date: By 11:59 p.m. MT on Sunday

Rubric

Week 7 Case Study Grading Rubric

Week 7 Case Study Grading Rubric
Criteria Ratings Pts

This criterion is linked to a Learning Outcome Length
5 pts

Meets length requirement

 0 pts

Does not meet length requirement

5 pts

This criterion is linked to a Learning Outcome Content
10 pts

Paper addresses all aspects of the assignment.

 8.5 pts

Paper addresses most aspects of the assignment.

 7.5 pts

Paper addresses some aspects of the assignment.

 6 pts

Paper addresses few aspects of the assignment.

 0 pts

No effort

10 pts

This criterion is linked to a Learning Outcome Analysis
20 pts

Throughout the whole work, content expresses original thoughts or interprets the subject matter in a different perspective.

 17 pts

Throughout most of the work, content expresses original thoughts or interprets the subject matter in a different perspective.

 15 pts

Throughout some of the work, content expresses original thoughts or interprets the subject matter in a different perspective.

 12 pts

Throughout little of the work, content expresses original thoughts or interprets the subject matter in a different perspective.

 0 pts

No effort

20 pts

This criterion is linked to a Learning Outcome Support
20 pts

Throughout the whole work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.

 17 pts

Throughout most of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.

 15 pts

Throughout some of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.

 12 pts

Throughout little of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.

 0 pts

No effort

20 pts

This criterion is linked to a Learning Outcome Writing: Mechanics & Usage
10 pts

The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.

 8.5 pts

The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.

 7.5 pts

The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.

 6 pts

The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.

 0 pts

No effort

10 pts

This criterion is linked to a Learning Outcome Clarity & Flow
10 pts

The writing contains strong word choice that clarifies ideas and masterful sentence variety aids with the flow of ideas.

 8.5 pts

The writing contains varied word choice and sentence structures that clarify ideas and aid with the flow of ideas.

 7.5 pts

The writing contains word choice and sentence structures that can be revised for better clarification of ideas and flow of ideas.

 6 pts

The writing contains wording and sentence structures that are awkward and/or unclear, impeding the clarity and flow of ideas.

 0 pts

No effort

10 pts

This criterion is linked to a Learning Outcome Source Integration
10 pts

Paper includes reference to 2 scholarly sources and properly integrates the sources.

 7 pts

Paper includes reference to 2 scholarly sources but does not properly integrate the sources.

 0 pts

Paper does not make reference to a scholarly sources.

10 pts

This criterion is linked to a Learning Outcome APA: Citation and Reference Formatting
10 pts

All sources are properly cited in the text and references page demonstrating a mastery of resource and APA citation reference format.

 8.5 pts

Most sources are cited in the text and references page. Some minor errors may exist in citation, but it does not interfere with understanding the source of the information.

 7.5 pts

Most sources are integrated, structured, and cited in the text and references page. Some errors may exist in citation that need to be addressed to clarify the source of information.

 6 pts

Sources are not properly cited in the text/references page. Formatting contains several errors that suggest a lack of understanding of APA format.

 0 pts

Sources are not cited.

10 pts

This criterion is linked to a Learning Outcome APA Paper Format
5 pts

Paper is properly formatted in APA style throughout (i.e. title page, spacing, font, in-text citations and references).

 4 pts

Paper is mostly properly formatted in APA style (i.e. title page, spacing, font, in-text citations and references).

 3 pts

Paper is somewhat properly formatted in APA style (i.e. title page, spacing, font, in-text citations and references).

 2 pts

Paper is improperly formatted in APA style throughout.

 0 pts

No effort

5 pts

Total Points: 100

Texas Tech University Humanities Discussion

/0 Comments/in /by

Description

I’m working on a humanities discussion question and need an explanation and answer to help me learn. Question: Make sure you read the two posts below and make two separate peer-reviewed posts on these two comments, research their item and provide additional information.

Post 1: Well,while it was a long time, one of my favorite toys as a kid was a WowWeeRoboraptor, one of the more sleeker toys back in the early 2000s. Sadly, it didlost connection and lost to time as I move back to Raleigh. However, I can seethe likes of such toys changing with new technology by the passing months. Forinstance, in robots such as “Jimu AstroBot Series: Cosmo kit” Kids could notonly build about 3 different types of robots, but also, according to the source“Then, after downloading the Blockly app or a similar block-coding languagelike Scratch, kids get to do the work”(Klein, 2022). This shows how in a sense,some companies would use or exploit(depending on how you look at it) apps sochildren could be more educated or interested in not just personalizing robots,but also how to build and programmed them. Furthermore, there’s also the areaof remote-control cars, where some cars are customized with more sleeker orunique metals or materials than the average toy car at best. According to thesource, Technology.org, it stats “High-grade RC cars were built fromaircraft-grade skeleton made from aluminum alloy. These were enhanced throughtime with features that could resist dusty or slipper surfaces while stillmaintaining speed”(2019). This shows that in a way, people take the materialsof RC cars more seriously at best, as well as using other advancements such asusing smartphones as controllers or even infusing said cars with artificialintelligence, which with the likes of robots, can be use to push the limits ofa child’s mind. When I look back to now, I believe that such changes in toys,are actually helpful if children are more open-minded into being independentand learning to embrace the likes of engineering or robotics if given thechance at best, even if it would be vastly different to industrial robotics, atleast they can learn to give it a persona unlike anything else.

Klein,Szmodis. “9 Best Robot Toys for Kids That Make Learning STEM Fun.” Popular Mechanics, Hearst Magazine Media,Inc., 1 Apr. 2022,https://www.popularmechanics.com/technology/robots/g24516168/robotics-for-kids/.

Alius.“What Are the Latest Technological Trends of Remote Control Toys?” Technology Org, Neurotechnology, 11 June2019, https://www.technology.org/2019/06/11/what-are-the-latest-technological-trends-of-remote-control-toys/.

Post 2: As a kid, my favorite toys to play with were trading card gamesand their connected merchandise. Trading card games, or TCG’s, had two mainappeals to me, each of which has been affected differently by recenttechnological advancements. The first was the collecting aspect of the cards,which revolved around purchasing and opening packs of a random assortment ofcards. The feeling that came with finding cool or interesting cards wasunmatched in other toys, and creating a large collection over time gave alasting feeling of achievement. The technology’s that have most affectedthis feature of TCG’s are online market places. I recently got interested inplay a trading card game called Magic the Gathering, which I didn’t have anycards for. When researching the cards and packs that I should buy, I ran intosomething that is summed up well by Jeremy Arnold in his Ninestar Blog. He says”Gone are the days hoping for a specific card in a random selection, andin its place are several easy avenues for collectors to find exactly what theyare looking for” (2021). While as a kid I would have had to purchaserandomized packs, in the present it’s both possible and economically sound topurchase individual cards from collectors. Doing so is much cheaper than thealternative, however it takes away what used to be a big draw towards TCG’s forme.

The second big draw for TCG’s was the actual game that thecards would revolve around. After you collect various cards, you can use themin strategic turn based matches against someone else. These games added a wayto enjoy your collection even after actually collecting it, making it moreinteresting to me than other collections. Technologies biggest impact on thisis the ability to play the games online. TCG’s used to be strictly in persongames, which fostered a community of people with a similar interest. With theability to play these games online, however, the pool of people who choose toplay in person has shrunk, harming the community. With that being said, beingable to play TCG’s online has also made them more accessible, allowing them toreach a larger audience and thus grow the communities surrounding them.

This give and take of current technologies around TCG’s matcheshow I feel about the changes. TCG’s are a completely different experience thanwhen I was a kid and certain aspects are becoming less relevant, but theincreased ease of access and the ability to collect cheaper make up forit.

Arnold, Jeremy. “How Technology Has Forever Changed the TradingCard World.” NineStar Connect, 15 Oct. 2021,www.ninestarconnect.com/2021/10/how-technology-has-forever-changed-the-trading-card-world/.

Additional info for your help: While you are welcome to agree or disagree with the posts, all responses must be appropriate, and grounded in sociological/technical examples. Responses must be a minimum of 250 words not including direct quotations. Also, you need to use in-text citations, as well. When responding to posts, some suggestions

Include Compliment (examples: “I like how…”)

Comment (examples: “I agree that…” “I disagree that…” “I found it interesting that…”)

Connection (examples: “I also have thought about…”)

Clarification (examples: “I wonder why…”)

Thomas Jefferson University East Falls Campus The Missouri Compromise Discussion

/0 Comments/in /by

Description

Were the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act effective or ineffective? Can legislative compromises and the Supreme Court help solve or settle moral issues? Support your opinions with examples and analysis. 

Important Note: You were first introduced to the Missouri Compromise in Unit 5, you will need to pull in prior information and apply it through comparison and analysis into your Unit 7 discussion forum. 

eText:

Spike, T., Mergel, S., Locks, C., & Roseman, P. (2013). History in the Making: A History of the People of the United States of America to 1877. Merlot. [online]

Primary Source Documents:

Articles & Websites:

  • Horwitz, T. (2011). Why John Brown Still Scares Us (Links to an external site.). American History, 46(5), 38. 
  • Missouri Compromise (Links to an external site.) – Collection of primary source documents relating to the Missouri Compromise
  • Compromise of 1850 (Links to an external site.) – Collection of primary source documents relating to the Compromise of 1850
  • Kansas-Nebraska Act (Links to an external site.) – Collection of primary source documents relating to the Kansas-Nebraska Act
  • Mexican-American War (Links to an external site.) – PBS webquest
  • Transcontinental Railroad URL: http://www.history.com/topics/ inventions/transcontinental-railroad
  • Please cite information in APA format please Important Note: You were first introduced to the Missouri Compromise in Unit 5, you will need to pull in prior information and apply it through comparison and analysis into your Unit 7 discussion forum.Jackson’s PresidencyPresident Andrew Jackson is not the ordinary president Americans want to hear about.From 1824 to 1840, his reign has been referred to as the “Age of Jacksonian Democracy” and the “Era of the Common Man”, describing how he ruled the United States. Despite being the first elected president based on voters and not appealing to the political elites, his era has been controversial. This paper argues that Jackson’s presidency was a mix of democracy and favoritism, confirming the existing controversy.Looking at the modern standards, one may argue this was not a democratic ruling. Nevertheless, during his tenure, Jackson ensured that the tenure or ruling by the political elites was ended through his equal political policy. Before getting into the presidency, America was ruled by and monopolized by few political elites, especially in government(Locks, Sarah, Pamela, & Tamara, 2013). It was all an undemocratic home for all the common men. However, President Jackson would soon change this idea as he fought to give the government back to the people,not the few political elites who monopolized government institutions. From the view of many and that of the common man, this was a democratic act by President Jackson.Before his tenure, the United States in the 19th century had judges who were all appointed. That, to many, does not seem like a democratic move. Nonetheless, President Jackson was one of those who did not believe in this. He rallied to ensure that all judges were elected and not appointed. To ensure that these new regulations became part of the people of the United States, President Jackson ensured that different parts of the United States’ constitution were rewritten to ensure these new values were adopted(Finkelman & Bruce, 2008).It cannot be attributed to President Jackson that most white American men gained suffrage during his era. However, he ensured this was a right enjoyed longer by these citizens.Conclusively, President Jackson’s era. Referred to as the “Age of Jacksonian democracy,” was partly democratic and partly undemocratic. In some areas, his rule involved aristocratic decisions, resulting in the public outcry that he was not the best leader. For example, his decision to ascend to the controversial Indian Removal Act of 1830 was not welcomed by all landowners on the West of Mississippi(Rothbard, 1960). Few tribes accepted to move peacefully, while others rejected such relocations. Critically analyzing such a decision, one can agree that such acts did not reflect democracy in the United States. Some people have decided to refer to such actions as close to those of a monarch. That is an argument refuted by this paper, though maintaining that his leadership style still remains very controversial in the history of a democratic United States of America.ReferencesFinkelman, P., & Lesh, B. A. (Eds.). (2008). Milestone Documents in American History: Exploring the Primary Sources that Shaped America (Vol. 1). Salem PressInc.Locks, C., Mergel, S., Roseman, P., & Spike, T. (2013). History in the Making: A History of the People of the United States of America to 1877. The University Press of North Georgia.Rothbard, M. N. (1960). The Panic of 1819: Contemporary Opinion and Policy. Journal of Finance, 15(3), 420-421.

A Century of Revolution 1976 1997 Chinese History Film Discussion

/0 Comments/in /by

Description

PROMPT

With specific references to the video, how does the focus of this course differ from standard narratives of post-Mao China since 1976?  For instance, what topics have we covered that the documentary does not?  And vice-versa: what does the documentary cover that we have spent less time on?  Think about these different ways to study (and teach) history.

Note: Add specific evidence from the assigned readings/videos to SUPPORT, at least 250 words

YouTube ?China – A Century of Revolution – Part Three 1976-1997, Author :Son of Africa  1hours 52 mins

REPLY TO 

1 ? I think the documentary mainly focused on telling a narrative of how these different changes in China from 1976-94 from the perspectives of different groups within China. It told a story of the different impacts and different policies had on peasants during the time and the perspectives they took on the different reforms and changes happening on the time. I thought it was an interesting way to frame the story as I feel like it is a perspective that is glossed over in favor for the perspective of leaders and government officials. Instead it took the time to explain the goals of peasants from being fed, the welcoming of Deng Xiaoping for providing that food, the discontent from later being left behind in the economic surge and later the indifference to political movements at the time. Later in the video, it also painted a picture of the rising student movement and the factors that lead to it like China opening up and the expression of free thought in Universities. While telling the stories of these students, it also told a larger story of how this movement came to be and the economic and political changes that lead to the Tiananmen square protests.

I think the topics covered in class take a much different approach to studying this time period in China. Rather than targeting the stories of specific groups of people I think we focused more on looking at the structural and economic impacts in China during this period and the factors that lead to these things. For example, we spent a lot of time covering the climate crisis to paint a picture of how China’s economic development bring light to a larger issue about capitalism and what that kind of system encourages in exchange for economic benefits and development. We also spent a lot of time talking about a more overarching discussion about the different factors that played into China’s current model of state sponsored capitalism and it’s impact in turn on the factors that played into it (consumerism, social changes, money, economic development, etc.). Many of the sources we went over used individual stories to help tell this narrative and as a way to look at China’s history during this period.

2. things that we discussed more: capitalist consumerism, how Chinese intellectuals at the time feel about the consumerism

things that we didn’t discussed much: cultural revolution (“his policies had brought so much suffering and catastrophe to China, when he died”, many people found freedom and relief, cultural revolution destroyed traditional culture and many literature , Mao’s regimes and what they did to China)

  • Deng Xiaoping: It doesn’t matter if the cat is white or black, as long as it catches mice, it is a good cat
  • democracy wall: to express their anger and sorrow toward the cultural revolution
  • Deng’s negative side: communist regime and political intolerance

From the documentary this week, I found many topics that we have not specifically discussed. One of these topics is the cultural revolution and its aftermath (after Mao’s death). Not only was the cultural revolution sort of equivalent to the destruction of traditional values, but it was also painful to many families at the time. According to the documentary, it was pointed out that “his [Mao’s] policies had brought so much suffering and catastrophe to China”. Many resented Mao Zedong so much to the point that his death was like a celebration to them. Moreover, the documentary also mentioned the democracy wall, which was to express the people’s anger and sorrow toward the cultural revolution. Although we didn’t talk much about the cultural revolution in class, we did discuss other topics that the documentary had skimmed through. For example, the capitalist consumerism that bloomed in China after Mao Zedong’s death was widely discussed in our class. Mao’s successor, Deng Xiaoping focused more on the economic development (though he was also intolerant toward politics), and his goal was to make at least one group of people rich first. During Deng’s regime, the nation’s desire to consume grew exponentially (especially in middle class), which simultaneously stimulated the growth of industrial production. Nevertheless, the documentary gives us different perspectives and interpretation on China’s post-Mao era, which encourages us to think critically about the events that occurred during this era. In a word, it is important to learn from different perspectives while studying history, that way we won’t be biased in our interpretations.