How Teachers Must Handle a Lazy Student

How Teachers Must Handle a Lazy Student One of the most frustrating aspects of teaching is dealing with a lazy student. A lazy student can be defined as a student who has the intellectual ability to excel but never realizes their potential because they choose not to do the work necessary to maximize their capability. Most teachers will tell you that they would rather have a group of struggling students who work hard, than a group of strong students who are lazy. It is extremely important that teachers evaluate a child thoroughly before labeling them as lazy. Through that process, teachers may find that there is much more going on than just simple laziness. It is also important that they never label them as such publicly. Doing so can have a lasting negative impact that stays with them throughout life. Instead, teachers must always advocate for their students and teach them the skills necessary to overcome whatever obstacles are keeping them from maximizing their potential. Example Scenario A 4th-grade teacher has a student who is consistently failing to complete or turn in assignments. This has been an ongoing issue. The student scores inconsistently on ​formative assessments and has average intelligence. He participates in class discussions and group work but is almost defiant when it comes to completing written work. The teacher has met with his parents on a couple of occasions. Together you have tried to take away privileges at home and at school, but that has proved to be ineffective in deterring the behavior. Throughout the year, the teacher has observed that the student has trouble writing in general. When he does write, it is almost always illegible and sloppy at best. In addition, the student works at a much slower pace on assignments than his peers, often causing him to have a much bigger load of homework than his peers have.​ Decision: This is an issue that almost every teacher faces at some point. It is problematic and can be frustrating for teachers and parents. First, having parental support on this issue is essential. Second, it is important to determine whether or not there is an underlying issue impacting the students ability to complete the work accurately and in a timely manner. It may turn out that laziness is the issue, but it may also be something else entirely. Maybe Its Something More Serious As a teacher, you are always looking for signs that a student may need specialized services such as speech, occupational therapy, counseling, or special education. Occupational therapy appears to be a possible need for the student described above. An occupational therapist works with children who are developmentally lacking fine motor skills  such as handwriting. They teach these students techniques that allow them to improve and overcome these deficiencies. The teacher should make a referral to the schools occupational therapist, who will then do a thorough evaluation of the student and determine whether or not occupational therapy is necessary for them. If it is deemed necessary, the occupational therapist will begin to work with the student on a regular basis to help them obtain the skills they are lacking. Or It May Be Simple Laziness It is necessary to understand that this behavior will not change overnight. It is going to take time for the student to develop the habit of completing and turning in all their work. Working together with the parent, put a plan together to ensure that they know what assignments he needs to complete at home each night. You can send a notebook home or email the parent a list of assignments each day. From there, hold the student accountable for getting their work completed and turned in to the teacher. Inform the student that when they turn in five missing/incomplete assignments, they will have to serve a Saturday school. Saturday school should be highly structured and monotonous. Stay consistent with this plan. As long as the parents continue to cooperate, the student will begin to form healthy habits in completing and turning in assignments.

Sin is Bad

Sin is Bad Sin is Bad Sin is Bad By Maeve Maddox In response to a recent post, several readers commented that the word sin has some connection to an archery term for missing the mark. The connection is a tenuous one. The Greek word hamartia can mean missing the mark in the sense that an arrow misses its target. Aristotle used the word in Poetics to mean error that could include mere accident or mistake. In the context of Greek drama, hamartia is the heros tragic flaw. It can be an injury committed through ignorance. The English word sin, on the other hand, has its roots in proto-Germanic and has always been associated with guilt, crime, and wrong-doing. When the Greek books of the New Testament were written, Christians were using the word hamartia to mean moral flaw and it was in that sense that it was translated into English as sin. So, while hamartia can mean an accidental lapse, or missing the mark, in English sin is sin and sin is bad. Here are some quotations from newspapers: of Afghanistan’s top scholars, killing 14 people shortly after the gathering had declared such suicide attacks a sin (www.wsj.com) message seems certain to rankle conservatives. Francis described man’s destruction of the environment as a sin and accused mankind of turning the planet into a â€Å"polluted wasteland full of debris, desolation and filth†. (www.theguardian.com) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:35 Synonyms for â€Å"Look†50 Synonyms for â€Å"Idea†Types of Ignorance

Assignment Essay Example | Topics and Well Written Essays - 1500 words - 8

Assignment - Essay Example 141).   The relevance of  human resources as a competitive advantage has greater  acknowledgment  over the last decade (Innocenti,  Profili  &  Sammarra, 2012, pg. 725).   Organizations are increasingly investing time and money adopting high and  sophisticated  human resource (HR) practices to boost their competitiveness and employees’ development and engagement (Innocenti,  Profili  &  Sammarra, pg. 725). The benefits that effective human resource practices bring to an organization  can be  identified from the roles it plays. One of them is to  maintain  healthy relationships between employees in an organization. The Human Resource ensures that management deal effectively with everything  concerning  employment  and development of people, as well as employment relationships between people and the workforce (Inyang, 2011, pg. 141).   It ensures benefit to both the organization and employment by creating a conducive environment, where people can use the best of their abilities and  realize  their potential.  In conjunction with  senior and line managers, the human resource management creates business strategy plus  help to  improve planning from the boardroom to the marketplace.   The HR organizes and executes work, plus deliver administrative efficiency  to  ensure  cost reduction and quality of services and products (Inyang, 2011, pg. 142). Another benefit is to increase employee contribution and commitment to the organization by representing their interests to senior management. It also plays the role of a change agent where it shapes processes and culture that improves the organization’s capacity for change. The emergence of  human resource came as the need for companies to  employ  appropriately skilled people so that they can expand.   Adoption of human resource practices in areas of training and development helps to maximize employees’ positive work attitudes (Innocenti,  Profili  &  Sammarra, 2012, pg. 724). Experience of HR

Case study - Waco Electronics Example | Topics and Well Written Essays - 750 words

- Waco Electronics - Case Study Example Waco Electronics has both current and prospective customers. The business updated the company’s website in December 2012 and included all services and products for both current and prospective to view. Customers can place orders or request for repairs on the company’s website. According to Khan and Quadri (2014), customers are the main reason for the existence of the business without which it cannot exist. Wako has 1,105 customers; the company has maintained a service database used to determine when a customer needs a particular service. Vendors are firms and individuals that provide goods and services to Wako Enterprises for resale. Vendors could be manufacturers of inventoriable items which they sell to Wako Enterprises for resale. The client company makes purchase contracts with the vendors in order to supply the required goods and services (Deng & Chi, 2012). Waco service agents (WSA) agents are responsible for reviewing all reviewing all web placed requests and then calling the customer for further clarifications. The agents are also responsible for organising for transport of goods to the customers’ premises (Fjermestad & Romano, 2006). The WSA collaborates with Outback Tracking to execute the company’s customer delivery endeavours. Currently, Waco Enterprises has six sales agents, who handle all sales items and distribution of security equipment, retailing of surveillance and shrink management solutions. The decision arising from this question may involve the company launching extensive advertising campaigns and streamlining repair service processes in order to attract additional customers and maintain current customers. The company may also opt to prioritize more profitable items because they generate more money. The potential outcome of the decision arising from this question is beginning to order goods and services after customers demand for them. Suppliers are contacted at the exact time goods

12 Angry Men Movie Analysis Essay Example for Free

12 Angry Men Movie Analysis Essay Introduction: This movie analysis will focus on the movie 12 Angry Men. There will be comparisons between the movie and the different negotiation tactics used in the movie and even in class. There were lessons learned from this movie and it gave new ways of thinking. This movie does a great job of using negotiation to win over a case when you are the odd man out. Summary: This movie focuses on a jury deliberating a first-degree murder charge on an eighteen year old boy. The boy is accused of stabbing his father to death. If found guilty of the charges, the eighteen year old boy will face the death sentence. There are many reasons as to why the boy looks guilty. He has a weak alibi, he claims to have lost the knife he bought, which was the same knife found at the murder scene, and there are witness’s saying they either saw the killing or saw the boy leaving the apartment. Out of the twelve jurors, eleven of them think the boy is guilty, except one. This is juror number eight. He claims he just does not know if the boy is guilty or not guilty, and wants to talk. The entire juror’s quickly begin naming all the reasons why the boy is guilty. For each reason, juror number eight questions each reasoning the other jurors bring up. He states a lot in the movie â€Å"is it possible?† This question starts to put doubt in the other juror’s minds about the boys’ guilt. Also with the ongoing deliberation, the jurors are starting to learn more about themselves and their personalities and this is causing them to vote â€Å"not guiltyâ€Å". Some realize they are prejudice or are holding grudges, or they are simply voting guilty because of their backgrounds. With each reason and deliberation, juror number eight continues to attempt to convince the other jurors that voting â€Å"not guilty† may not actually be correct. Juror eight is hesitant about sending a boy to die without talking about it first. He does think that from the trial the boy is guilty, but he’s just not too sure about it. He remains calm throughout the whole deliberation. The only time he shows signs of anger is when two other jury members start playing tic-tac-toe. This bothers him because everyone should be paying attention to what is going on and not playing games. He questions every incident with â€Å"Is it possible?† The best negotiators spend time asking questions, staying curious, and uncovering the other side’s views of the situation, facts, interests, and priorities. Throughout the deliberation, he uncovers information never presented at the trial, and helps the other jurors to think that it just may not be possible the boy could be guilty. Characters Personalities: Each character in the movie has a different personality about them which influences their decision on the verdict and they each express their own opinions based on their characteristics. Each juror plays a part in the movie where their personalities reflect back on a certain argument in the case. Juror one (Martin Balsam) is also known as the foreman of the group. He is put in charge to run the deliberation between all of the jurors. He likes that he has authority to run the group, but isn’t very assertive in doing so. Juror two (John Fiedler) is quiet and goes along with what everyone else says. He changes his vote early, though, to not guilty. He mentions about the height difference between the father and the boy, and how the boy would go about stabbing him. Juror three (Lee J. Cobb) is the angry member of the group. He is convinced the boy is guilty no matter what anyone says. He sees no point in discussing the boy’s innocence. There comes a time in the movie where he discusses that when his son was fifteen, he got in a fight with him and his son hit him. He hasn’t seen his son ever since. Juror three is angry with his son for his actions and for leaving, that he is taking out this anger on the boy in trial. Juror four (E.G. Marshall) is very convinced that the boy is guilty. He shows no sign of emotion and is able to recall much of what happened throughout the trial. He gets nervous though, as he cannot recall a certain movie he saw the other night, just as the boy could not do the same. Juror five (Jack Klugman) is a shy man. He lived in a slum all his life and can almost relate to the boy on trial, for he lives in a slum as well. He is an expert at using a switch knife, which comes in handy during the deliberation. Juror six (Edward Binns) is quite during the deliberation. He questions the boys’ motive for wanting to kill his father. Juror seven (Jack Warden) wants the deliberation to be over as quick as possible because he has tickets to a baseball game later that evening. He votes not guilty and does not wish to discuss why or why not. Juror eight (Henry Fonda) votes not guilty from the start of their meeting. He doesn’t know for sure if the boy is not guilty; he just wants to talk about it. He manages to cast reasonable doubt with the jurors on the boy’s innocence based on many aspects of the trial. He remains clam and patient throughout the deliberation. Juror nine (Joseph Sweeney) is an old man. He is the second person to vote not guilty, for he wants to hear more about the case. He is very observant, as he notices something about one of the witness’s during the trial. Juror ten (Ed Begley) is also an angry man. He is racist, and also very prejudice against people who come from a slum, which is why he believes the boy is guilty. Juror eleven (George Voskovec) takes the trial seriously. He stands up for what he believes in. He questions the boy’s actions a lot; such as if he really would have returned the his house three hours after the murder happened. Juror 12 (Robert Webber) is a smart man. He works for an advertising agency and has a hard time explaining his choice for changing his vote to not guilty. During the deliberation, certain parts of the character’s personalities play a part for different concepts. One example is with Juror five. During the trial, the boy was convicted of murdering is father using a switch knife as the weapon and stabbing his father down in the chest. Juror two makes a point on the height difference between the boy and his father, and how the boy would proceed to kill his father, meaning how he would have stabbed him. Juror five explains that he used to play with switch knives when he was around the boy’s age, and knows how to use one. During the trial, it was stated that the boy was an expert at using a switch knife. Juror five goes to demonstrate exactly how the boy would have pulled out the knife and stabbed his father: from underneath. He said it would take too much time to switch hands and stab down in his chest. Without Juror five having the knowledge and his personal characteristic of using a switch knife, the jury would have never learned how an experienced knife handler would have used the weapon. Tactics: In this section we will talk about a few of the tactics that we got the actors/characters using during the film. A few of this tactics were talked about during our class and case studies but some of the tactics were commonly used in everyday negotiations by everyone. We talked about power and how you could use power to get your way; you could use facts against the other party because facts are something you cannot ignore and emotions. Emotions are a hard tactic to master because you need to set aside your emotions so you can make a fair and honest judgment or answer. Power: Juror eight shows power over the other jurors. He has information the other jurors do not know about, and he is able to negotiate with them more. Information power is derived from the negotiator’s ability to assemble and organize facts and data to support his or her position, arguments, or desired outcomes. The other jurors only listened to what was presented in the trial. But Juror eight actually thought about the facts presented, and went out to look for more information. One way he did this was with the knife. The boy had bought the same knife used to kill his father the same night the murder happened. The boy claimed he had lost the knife, as it had fell through his pocket on his way to the movies. The owner of the shop where he had bought the knife claimed it was very unique, and he had never seen any other kind like it in his store. Juror eight asks to see the knife found at the crime scene. Everyone else is convinced this is the same knife the boy had bought, until Juror eight surprises them and pulls out the exact same knife. He says that he went out walking the previous night in the boy’s neighborhood and came across a shop just two blocks away from the boy’s house. He saw the same knife and bought it at a cheap cost. He proved to the other jurors that it is possible the boy could have dropped his knife, because that knife isn’t as unique as the thought. Another part where Juror eight has power is when they are debating about whether or not the old man heard the boy scream â€Å"I’m going to kill you!† According to the testimony, the boy had yelled those words right as the L-Train was passing by the window. Is it possible the old man heard the boy scream that? Juror eight stated that he had lived in an apartment next to the L tracks before and the sound of a train passing by is unbearable. Another juror said he had just finished painting one of the apartments and agreed that the sound is very loud. Juror eight had power over the others for he himself knew that the sound was very loud and it may not be possible the old man heard the boy say these things. Presentation of Facts: The way the facts were presented during the movie were all facts the jurors figured out themselves while deliberating, and not during the trial. There were many unanswered questions during the trial which caused Juror eight to question whether the boy was guilty or not. The defense attorney left out a lot of important information that was uncovered during the jury’s deliberation. One of these facts dealt with the old man who claimed he saw the boy running down the stairs from his apartment. The more the jury talked about the old man and what he said, the more Juror eight questioned if he had really seen the boy or not. One of the jurors pointed out that the man was dragging his left foot behind him, but trying to cover it up because he was ashamed. During the trial, the old man stated he heard a body hit the floor, and someone starting to run. He then said it took him no more than 15 seconds after he heard the body hit the floor to run out of his apartment and to the stairs to witness the boy running down them. Juror 8 thought then if it really could have taken him 15 seconds if he was dragging his left leg. This is when the jurors played out the scene to figure it out themselves. They were able to get a diagram of the apartment and measure out the dimensions of the room they were in. Juror eight walked the length of the room and back, while Juror two timed him. As he approached the end, Juror 2 said it took 41 seconds to walk the length they had measured out. By playing out the scene of the old man, this proved the fact it could not have taken the man 15 seconds, and he could not have seen the boy running down the stairs. Another important fact happened during the very end of the deliberation. At this point, everyone but two people believed the boy was innocent. Juror four says his reasoning for believing the boy is guilty is because of the woman across the street who claims she saw the murder herself. As he is talking, he takes his glasses off and begins rubbing the outside part of his nose where his glasses lay. Juror nine notices this, and asks him why he rubs his nose like that. Juror four says it is from his glasses, that they bother his nose, so he rubs him. Juror nine notices the markings on his nose from his glasses, and recalls the woman had the exact same markings on her face. He then asks Juror four if there is any other possible way to get those same markings on his nose, and he replies no. Juror eight then starts to say that the woman was lying, for she did not see the boy kill his father, for she was trying to fall asleep, and she wouldn’t be wearing her glasses to bed. These two examples show how hidden facts slowly come out. This is information left out from the trial that everyone missed, until now. After proving these statements, the jurors started to have doubt in their minds about the boy. It’s important to look at every aspect in as much detail as possible or you could miss out on something. Sure, the old man can say it took him 15 seconds, but as it turns out, it took him longer than that. And sure, the woman can say she saw the boy kill her father, but really all she saw was a blur, for she did not have her glasses on. You can’t always go by what you hear. You have to dig deeper to discover any hidden information that could help against your situation. This is what Juror eight did and it helped support his case. Also from these two examples, it goes to show that you can’t always believe what you hear. The witness’s both were under oath as they spoke in trial, but they could just be doing that for attention. Juror nine points this out for the old man, as he can relate. He is old and unnoticed. He just wants attention, so he could have made himself believe he saw the old man when he really didn’t. As for the woman and the glasses, she didn’t wear her glasses to the trial because she wanted to upgrade her appearance. So she said she saw the boy, seeing as if she didn’t wear glasses at all, but really she did for she had the markings on her nose. Emotions: Negotiations often evoke a variety of emotions, especially fear and anger. Emotions can cause intense and even irrational behavior, and can cause conflicts to escalate and negotiations to break down. Juror three from the start showed angry signs of emotion throughout the whole deliberation. He stated how he hadn’t seen his son in two years, and all his anger from his son is taken out on the boy on trial. Juror three wants everyone to agree with him. No matter what information is presented, he sticks with his vote of guilty. He gets mad whenever evidence is brought up or someone proves something wrong. His emotions reach a peak whenever Juror eight calls him a sadist. At this point, Juror three lunges toward Juror eight saying â€Å"I’ll kill him!† Then Juror eight replies, â€Å"You don’t really mean you’ll kill me, do you?† This proves his point about how sometimes people say things they really don’t mean. His emotions got the best of him, and he realized that he really wouldn’t kill the juror. Having your emotions from your personal life come into play during a negotiation is not always a good thing. Juror three should not have taken his anger out on the boy or even on Juror eight because of his son. He was angry at his son for leaving, but he should have put that aside for the deliberation. Having your emotions lay out like that on the table can cause you not to think about the important facts that need to be focused on. Juror eight shows emotion in a positive way. He stays very calm throughout the whole deliberation. By showing no sign of angry emotion, this allows him to keep his composure and control of what he is trying to get across. If negotiators feel positively attracted, they are more likely to feel confident and, as a result, to persist in trying to get their concerns and issues addressed in the negotiation and to achieve better outcomes Bias: I’d like to spend some time discussing an issue that I feel is very important to recognize when it comes to negotiations. This is the issue of bias. We had several discussions in class about bias. The thing that most fascinates me about the concept of bias, is that everyone tends to have a different opinion about it. It can be a very grey area, and many people have varying feelings on its presence and its effect on people’s behavior. Personally, I feel that it’s impossible to completely eliminate all bias from a situation. Even when looking at something objectively, bias still exists. It comes from personal characteristics, experiences, and opinions. This movie does a great job of showing how bias can have an effect on negotiations. I’d like to cite an example from the film regarding juror number ten. This juror is an old man who is very set in his ways. He is among the eleven jurors who found the boy guilty of murder. However, his reason for voting guilty comes from a very different place than the others. The evidence seems to favor a guilty vote, but the film shows us that this gentleman’s vote was sealed the minute he learned the boy was from a slum. During the deliberations, this juror seconds an argument made by a fellow juror. He says, â€Å"Brother, you can say that again. The kids who crawl out of these places are real trash.† Regardless of this evidence, this shows a bias against the boy from the start. This man is allowing his prejudice against â€Å"slum dwellers† to influence his decision about the verdict. The juror across the table then takes offense to this comment. â€Å"I’ve lived in a slum all my life,† says the juror. This should quell the old man’s argument, but it doesn’t. He still feels strongly about his position, even though a man from a similar background clearly hasn’t followed a path that â€Å"trash† might follow. This demonstrates the power of bias. The greatest example of overcoming bias in this film occurs in the very last minutes. By this point, the jury has reached a vote of 11 to 1 for â€Å"not guilty.† The lone juror who still maintains the boy’s guilt is juror number three. This is the man who hasn’t seen his own son in over two years. Earlier in the deliberations, he explained how he and his son got into a fight when the boy was still a teenager. His son hit him, and things were never the same between them. As the talks between the jurors continues, it becomes more and more evident that this man has a bias against the boy on trial because of what transpired with his own boy. He wants to see this boy killed because he resents his own son for what occurred between them. The initial juror who voted â€Å"not guilty† went as far as calling him a â€Å"sadist† and a â€Å"public avenger.† In the final scene, that juror asks the man to defend his arguments one last time. There is a re asonable doubt in the minds of eleven jurors, and he wants to know why there isn’t one in his. Juror number three begins explaining, yelling the entire time. You can see him getting more and more upset as he continues to pour over evidence that the other men have already proven shaky. Finally, he rips up the picture of him and his son that has slid out of his wallet on the table. He then bursts into tears and cries, â€Å"Not guilty, not guilty.† It was clearly painful for him to confront what happened with his son head on like that. This was creating his bias the entire time. When the evidence appeared to support the boy’s guilt, his bias was less prevalent. But when the evidence that started out convincing ended up being questionable, his bias began to show. He still wanted the boy to be found guilty because of it. This really makes you wonder how often this occurs in the real world. How many innocent men and women have been sent to jail because of biased members of a perceived â€Å"impartial† jury? It’s an imperfect system, dealing with a very i nexact science. Recognizing this is very important. From this course, and from analyzing this film, I have strengthened my belief that bias can’t be eliminated. All a negotiator can do is recognize that bias is constant, and do their best to minimize its effect on their decision making process. If a negotiator recognizes this, they can do more negotiating based on facts and figures rather than personal biases and opinions. Power and Persuasion: An interesting aspect of this movie, as it continues to relate to this course, is the use of power and persuasion. What I find most interesting about power, is the myriad of ways through which it may be obtained. In class, we discussed several ways that power is obtained, and also how it can be used. In this movie, there are many circumstances where the jurors attempt to use power to persuade one another. Perhaps the most prevalent example at an attempt to use power to persuade the others is shown by juror number three. This juror often exudes power when talking down the case with the man who hasn’t turned in a â€Å"guilty† verdict. He begins by explaining all of the evidence again. He discusses the old man who claims he heard the boy, the old lady who says she saw the boy, and the knife discovered by the police who arrived at the murder scene. He is very confident in this evidence, and feels as though he has the power because of it. After taking this course, I find that this is the best way to gain power in a negotiation. The more information you have to support your argument, the more power you have. In turn, this often results in achieving your goals in the negotiation. However, as the process continues, the juror voting â€Å"not guilty† starts to sway the room. The oldest man on the jury is the first to change his vote. The juror from the slums changes his vote not long after that. As this is happening, it appears that juror number three feels as though he is losing power in this negotiation. To counter this, he begins raising his voice when talks. Before long, he is all but yelling at the other jurors who have changed their votes. He attempts to retain his power through intimidation once he sees that the evidence, which he thought was solid, is shown to be shaky and imprecise. Another example of how power is used to persuade others in this film is demonstrated by the stock broker, otherwise known as juror number four. It appears that this juror feels an immediate sense of power in this scenario because he is one of the most, if not the most, accomplished gentleman of the group. He feels that he is probably the most intelligent man on this jury, and demonstrates that when talks. He recalls much of the information from the trial very accurately, and with no notes. He also explains very clearly why he feels the way he feels. Power through intellectual superiority can be very persuasive, and influential. The man he is attempting to persuade does a very good job of keeping his composure. He doesn’t challenge the broker’s power. In fact, he affirms it. He appears to respect that the juror is making valid points and supporting his argument. He goes a different route. He simply takes an issue and asks, â€Å"Is it possible?† While the other jurors refute this claim, the broker remains quiet. As the man slowly begins to disprove some of the testimony from the case, you can see the broker questioning his verdict more intently. Finally, he changes his vote to not guilty. This is where everything turns. The other jurors picked up on the quiet power exuded by the broker, and respected it all along. Once he turned in a â€Å"not guilty† vote, it was only a matter of time before the others joined him. This is convincing tell that this man had a great deal of power in this negotiation. In a less successful attempt to gain power, the angry old man attempts to convince the man of the boy’s guilt through a â€Å"power in numbers† technique. He feels very comfortable with his verdict of â€Å"guilty† because the others feel the same way. During the initial discussions in the deliberation room, he continuously says, â€Å"You know what I mean?† This is an attempt to keep others on his side while he tries to persuade the rogue juror to vote â€Å"guilty.† He feels he has power in this negotiation because he has the majority on his side. This is a common tactic in negotiations. As the film progresses and more and more jurors change their verdict, you can easily see the power leaving the angry old man. He is forced to confront his prejudice and accept that he was wrong. When he is no longer in the majority, his sense of power quickly fades. He becomes defensive and weak as more and more people leave his side. This is most prevalent in the scene where he attempts to defend his â€Å"guilty† vote one last time. He stands up, and continues yelling and shouting his narrow minded opinions, much as he’d done the entire time. His arguments, now more than ever, are being entirely disregarded, and for good reason. Each point he is making is based solely on prejudice. He thinks he is powerful, but nothing he is saying is based on fact, or really has anything to do with the case. One by one, the other jurors begin getting up from the table and ignoring him. Even the juror who was consistently making wise cracks during the deliberations is looking away from him. Soon, no one in the room is backing him. He then retires to the corner, alone. He not only lost the majority, he lost the support of the other men who were still turning in a â€Å"guilty† vote. This is a great example of power shifting, which we discussed in class. You asked us if it’s possible for power to shift during a negotiation, and this is a good demonstration of how it can. Works Cited: Ang, S., Van Dyne, L., Koh, C.K.S. (2006). Personality correlates of the four factor model of cultural intelligence. Group and Organization Management, 31, 100-123. Diamond, S. (2010). Getting More: How to Negotiate to Achieve Your Goals in the Real World. New York City, NY: Crown Publishing Group. Earley, P.C., Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Palo Alto: Stanford University Press. Gates, S. (2011). The Negotiation Book: Your Definitive Guide To Successful Negotiating (1st ed.). United Kingdom, UK: John Wiley and Sons LTD. Shell , R. G. (2006). Bargaining for Advantage: Negotiation Strategies for Reasonable People 2nd Edition (2nd ed.). New York City, NY: The Penguin Group. Thompson, L. L. (2008). The Truth About Negotiations . Upper Saddle River, NJ: FT Press.

Indigenous Health Essay -- Transcultural Theory, Culture

INTRODUCTION Indigenous health is a vital tool in health care today. The case study is about an indigenous lady who is from a remote community. This case study will define culture shock, transcultural theory. Finally it will states the recommendations that can be acquired to improve the current indigenous health care issue as it can be noted that the indigenous health tends has been deteoriating. Culture shock Culture is all about an individual knowledge based on belief ,art,morals customs.Therefore culture shock occurs when people have different values and beliefs and are not tolerant of each others differences(Eckermann,Dowd,Chong,Nixon,Gray and Johnson,2006.).The separation of important people in our lives such as family, friends and colleagues that we would often talk to at times in our certainity can affect our physical social emotional and mental health(Eckermann,Dowd,Chong,Nixon,Gray and Johnson,2006.).Jenny in this case has to fly to a hospital in a town to give birth,she is separated from her husband and her kids,another example of culture shock is when Isabel is fed through Naso-gastric tube whereas Jenny is used to breast feeding. Indigenous dispossession Germov,(2009) stated that the invasion and subsequent settlement of Australia by the British was declared to be terra nullius which means an unoccupied land. â€Å"The term reveals the ethnocentric belief that the indigenous occupants of the continent had no claim to the land,because they did not exploit it as Europeans would,† (Germov, 2009,p.160).Indigenous Australia were nomads and search for food from one place to another.According to Germov (2009)however,after the British people began cultivating the land for ... ...s health has been an issue since past and is still an issue upto now. In conclusion appropriate action needs to be taken in order to help indigenous Australians to improve the health of individuals thereby making the society a better place for all. REFERENCES Crisp, J., & Taylor, C. (Eds.). (2009). Chapter 8, Potter & Perry's Fundamentals of nursing (3rd ed.). Sydney: Mosby. Eckermann, A., Dowd,T., Chong, E., Nixon, L., Gray, R., & Johnson, S.(2006). Binan Goonj: Bridging cultures in Aboriginal health. (2nd ed.). Sydney: Churchill Livingston Germov, J. (2009). Second opinion: An introduction to health sociology (4th ed.). Victoria: Oxford University Press. Willis, K. & Elmer, S. (2007). Society, culture and health: An introduction to sociology for nurses. Victoria, Australia: Oxford University Press.

Nursing Care Plan for Impaired Social Interaction

NURSING CARE PLAN FOR IMPAIRED SOCIAL INTERACTION ASSESSMENT |NURSING DIAGNOSIS |SCIENTIFIC ANALYSIS |GOAL |INTERVENTIONS |RATIONALE |EVALUATION | |Objectives: – Don’t like to mingle with others. – When talked to, he always looked at different directions. – Isolate him from others. – Does not participate in ward activities. Subjective: â€Å"Ayoko sa kanila makihalubilo minsan kasi pakiramdam ko sasaktan nila ako at pinagtritripan. † |Impaired Social Interaction related to social isolation of self to others. A state in which an individual participates in either an insufficient or an excessive quantity of social exchange, or with an ineffective quality of social exchange. |Short Term: Within 1 week of nursing interactions and interventions, the patient will: 1. Minimize his pacing in different directions when talked to. 2. Develop a therapeutic nurse-client relationship through frequent, brief contacts and an accepting attitude. 3. Respond to social contacts in the environment such as interacting with the staff for a specific period of time.Long Term: Within 3 weeks of nursing interactions and interventions, the patient will:1. Demonstrate effective social interaction skills in both one-on-one and group settings.2. Will maintain a good relationship with other patients.3. Demonstrate appropriate social interactions.Independent:1. Provided opportunities for socialization and encourage participation in group activities.2. Allowed patient time to reveal delusions to you without engaging in a power struggle over the content or the reality of the delusions.3.Used a supportive, emphatic approach to focus on patient’s feelings about troubling events or conflicts.4. Helped patient to identify behaviors that alienate him from the environment.5. Assisted patient in learning neutral social topics such as weather or local events. Dependent: 1. Administered medications as ordered and checked after administering.Col laborative: 1. Encouraged same nurse to work with the client.1. To increase the client’s abilities and confidence in socializing.2. To understand the feelings he is experiencing.3. Empathy conveys your caring, interest and acceptance of the client.4. To explore the feelings he is undergoing.5. To develop a greater success in social interactions.To control signs and symptoms of hallucinations and delusions of the client and to verify if he swallowed the medicines.1. To promote development of trusting relationship. |Short Term Outcome: Met After 1 week of nursing interactions and interventions the client was able to: 1. Minimized his pacing in different directions when talked to.2.Developed a therapeutic nurse-client relationship through frequent, brief contacts and an accepting attitude.3. Responded to social contacts in the environment such as interacting with the staff for a specific period of time. Long Term Outcome: Met After 3 weeks of nursing interactions and interventio ns the client was able to:1. Demonstrated effective social interaction skills in both one-on-one and group settings.2. Maintained a good relationship with other patients.3. Demonstrated appropriate social interactions.

I Am Sam (Movie)

‘I Am Sam’- Assessment Sam is the main character in ‘I Am Sam’. He faces a number of issues throughout the movie, but the main hardship is to gain custody of his daughter. Sam’s role is a mentally retarded male, with a mental capacity of a seven year old. Sam’s daughter, Lucy, is seven and her teachers fear that Sam’s aptitude is holding her back because she does not want to be smarter than her father. Lucy loves Sam very much, however she knows he was not the average father, as she told her best friend that she was adopted.Lucy is taken away from Sam by the authorities and is only given visitational rights for a couple of hours each week while under supervision. Sam desperately seeks to gain back custody of Lucy. The approach Sam uses to muddle through this adversity, is trying to find a lawyer who can represent him in court. Rita Harrison Williams is a top-notch lawyer and informs Sam he can’t afford her. As a result, Ritaâ€⠄¢s work colleagues assume she would never do Pro Bono because she is too good for that, however to Sam’s advantage, Rita decides to prove them wrong and takes Sam’s case on Pro Bono.This is great for Sam because he gets a top-quality lawyer to represent him in court for free, this illustrates Sam would have never been able to afford a lawyer in the first place, as Sam is aware of this himself, saying â€Å"Yeah, because I make $8. 00 an hour at Starbucks. Per hour. It’s an hourly rate. † To a large extent, I think this tactic had benefited Sam as he had an excellent lawyer, which gave him a better chance to have some rights to Lucy.Rita knows Sam’s chances are slim for getting full custody of Lucy but in the end, with all characters coming to an agreement, Sam gets joint custody of Lucy with her adoptive parents which was of crucial importance both to the relationship between father and daughter and most importantly Lucy having a well balanced upb ringing and not being held back intellectually, emotionally or financially. Without Rita, Sam would have lost all his visiting rights to Lucy and this would have led to the destruction of Sam mentally even further.This is why I believe Rita had a significant impact, with such a successful outcome. This film has changed my views on parents with a disability and them having normal children. Sam realized he couldn’t raise Lucy by himself and yearned for Lucy to have a mother. Sam to Randy (adoptive mother): â€Å"If I tell you a secret, that I can’t do it by myself†¦ because I always wanted Lucy to have a mother†¦ Help. I need somebody. Help. Not just anyone. I believe that mentally retarded people are capable of giving loads of love to a child, they would cherish them heaps, but I don’t think they can give their child/ren the required thought mentally, intellectually or financially. If people with mental disabilities so desire to raise their child, they should be granted joint custody with another sound adoptive family, as in this particular film, thus I don’t know if a vast amount of adoptive parents in this day and age would be accommodating to this kind of arrangement.This movie also portrays to what extent a parent is willing to sacrifice their environment, security and finances both mentally and physically for their child/ren. This movie couldn’t really help me as a person, as I feel it does not relate to me directly, though the clear message I obtained was, there is ‘always a solution’ for an issue, so long as you ‘consider others involved’ and meet half way and ‘compromise’ so you achieve a ‘positive outcome for all’ parties involved, not just for ones self-seeking way.Sam also taught Rita the meaning of love and whether you could endure love single-handedly, however this was very apparent in the film as having a negative outcome if it was solely based on lov e alone. I would rate the movie ‘I Am Sam’ 7 out of 10 because I liked the ideas, morals and story line of the film, but it had some inauspicious aspects to it. The idea to base the movie on a mentally retarded man is unique and I admire plots that are out of the ordinary.However, the critical aspect of the film was, it’s predictability, most of the scenes/settings had a blue tinge to it (e. g. court room, place where authorities were keeping Lucy and Rita’s house) giving the movie/scene a colder, detached feeling, especially in the scenes where you were suppose to have happy tears, the plot was also a tad slow although it was an emotionally touching film, I’d imagine this film could have offended some viewers.Overall, I enjoyed the film and it brought a tear to my eye, though it did not keep me mesmerized, thus loosing focus now and then. I would recommend ‘I am Sam’ to someone wanting to watch a movie that will touch them emotionally or someone trying to ‘overcome adversity’, so they learn ‘compromise’, but otherwise it’s not really a film I would recommend to anyone for the sake of it.

Rice Burners essays

Rice Burners essays A Rice Burner is a slow car that has modifications done to it that do in no way increase the performance of the car, they rather give the appearance of performance. Such cars as Honda Civics, Mitsubishi Eclipses, Acura Integras, Chevy Cavaliers, and Dodge Neons are the most common cars that are turned into Rice Burners. While these cars are rather slow to begin with the people who buy them try to make them fast by adding parts that make the car look fast but actually do nothing to increase the actual performance. Rice burners and the people who drive them, riceboys, or ricers, are found all all over the place, you cant really drive anywhere without seeing a Rice Burner. Turning a normal car into a Rice Burner is just plain dumb. Of course, most of the modifications done by ricer do not actually increase the performance of his car, but rather, they try to give the appearance of performance. Many of the things they do to their cars to make them faster actually hurt the performance. What sets apart a Ricer from someone who pimps out a car to make it fast is that they are more concerned with the image of speed than they are about actual performace. Most of the aftermarked parts a ricer would add to his car include are, a fart can, huge spoiler, bodykit, stickers, flashy paintjob, and many lights. A fart can or performace exhaust, as a ricer would call it, added to a car does absolutely nothing to increase the performace in anyway, but rather makes the car sound like a farting weedwacker. Most ricers will have huge spoilers on there cars. A spoiler on the rear trunk does nothing on a front wheel drive car, if they wanted a functional spoiler they would have put it on the hood of the car. If someone actually need ed a 3ft high spoiler they would probably have a rear wheel drive car that can go over 200mph, then your would need a spoiler that high. Some ...

An Overview of the Controversy of Evolution

An Overview of the Controversy of Evolution The Theory of Evolution has been the topic of many debates between the scientific and religious communities. The two sides seemingly cant come to an agreement on what scientific evidence has been found and faith-based beliefs. Why is this subject so controversial? Most religions do not argue that species change over time. The overwhelming scientific evidence cant be ignored. However, the controversy stems from the idea that humans evolved from monkeys or primates and the origins of life on Earth. Even Charles Darwin knew his ideas would be controversial in religious communities when his wife often debated with him. In fact, he tried not to talk about evolution, but rather focused on adaptations in different environments. The biggest point of controversy between science and religion is what should be taught in schools. Most famously, this controversy came to a head in Tennessee in 1925 during the Scopes Monkey Trial when a substitute teacher was found guilty of teaching evolution. More recently, legislative bodies in several states are trying to reinstate the teaching of Intelligent Design and Creationism in science classes. This war between science and religion has been perpetuated by the media. In fact, science does not deal with religion at all and is not out to discredit any religion. Science is based upon evidence and knowledge of the natural world. All hypotheses in science must be falsifiable. Religion, or faith, deals with the supernatural world and is a feeling that cannot be falsified. Therefore, religion and science should not be pitted against each other as they are in completely different fields.​

World War II Essay Example | Topics and Well Written Essays - 250 words - 2

World War II - Essay Example The article, which features a documentary film â€Å"Touching the Tigers,† focuses on the idea that China was an ally of the United States in WWII, and hopefully seeks to instill the notion that it is so until now. In fact, one of those who were responsible for Beneda’s survival was then military commander Li Zongren, who went on to become President of China in 1949 (Friedersdorf, 2012). The truth of this matter is implied to have been confirmed by Beneda’s widow, Elinor Beneda, who was mentioned in another article (â€Å"Documentary,† 2011). In fact, the Chinese People’s Association for Friendship with Foreign Countries have even wanted everyone to know about such friendship that China fostered with the United States, through Beneda’s story (Friedersdorf, 2012). This is perhaps a political strategy to use World War II anecdotal evidence in order to help neutralize the increasing tension between the United States and China. Nowadays, China opposes U.S. sanctions on Iran (Censky, 2012). Moreover, China complains that the United States has not been particularly open to Chinese investors (Censky, 2012). China has also recently challenged the Philippines, an ally of the United States, in the dispute over who has a right to the Scarborough Shoal (Boot & Kirkpatrick, 2012). These misunderstandings plus the fact that China has been rumored to surpass the U.S. in terms of size of economy in 2016 and the fact that Pres. Obama â€Å"will not stand by when [the United States’] competitors don’t play by the rules† (Censky, 2012). However, the article seems to shed a more positive light on these aforementioned matters. Through the article, as well as through the influence of the documentary film it describes, U.S.-China relations will hopefully end up in a more positive light, or as what Henry Kissinger describes as â€Å"†¦a strong, prosperous, and successful China that plays

Multiple questions to answer Essay Example | Topics and Well Written Essays - 1750 words

Multiple questions to answer - Essay Example Damages may also be limited by the doctrine of avoidability, which provides that damages which could have been avoided without undue risk, burden, or humiliation are not recoverable'. (John, 2006) 2) 'The Uniform Commercial Code is the dominant source of American commercial law. All 50 States have enacted all or most of the UCC. It is written and maintained under the auspices of NCCUSL and ALI, rather than by a government body. The private, non-partisan drafting and review process for updating or rewriting a Uniform Law (such as the UCC) stretches over several years. Hearings are open. Competing viewpoints can be heard and considered calmly'. (Cem, 1996) '(44) "Goods" means all things that are movable when a security interest attaches. The term includes (i) fixtures, (ii) standing timber that is to be cut and removed under a conveyance or contract for sale, (iii) the unborn young of animals, (iv) crops grown, growing, or to be grown, even if the crops are produced on trees, vines, or bushes, and (v) manufactured homes. The term also includes a computer program embedded in goods and any supporting information provided in connection with a transaction relating to the program if (i) the program is associated with the goods in such a manner that it customarily is considered part of the goods, or (ii) by becoming the owner of the goods, a person acquires a right to use the program in connection with the goods. The term does not include a computer program embedded in goods that consist solely of the medium in which the program is embedded. The term also does not include accounts, chattel paper, commercial tort claims, deposit accounts, documents, general intangibles, instruments, investment property, letter-of-credit rights, letters of credit, money, or oil, gas, or other minerals before extraction. "The term (goods) does not include a computer program embedded in goods that consist solely of the medium in which the program is embedded." Please also notice also in the excerpt above that what is excluded is "SW shipped as SW itself", so the electronic distribution of patches and the like are not Goods... likewise putting an application on a Disk, CD, or DVD doesn't classify that SW as a "Goods item" although the physical media it comes on would be. And while the listing of 'other General Intangibles (outside of those specified as 'embedded programs' or as defined in the 'part of the package' definition) are excluded, SW as defined in the two key cases is. "The term also does not include accounts, chattel paper, commercial tort claims, deposit accounts, documents, general intangibles, instruments, investment propert