Cell-Phones

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Cell Phone Regulations are not needed

Full commercial use of the cell phone in the United States began in 18. Today an estimated 80 million people own cell phones and surveys indicated that 85% of these owners use them while driving. The National Highway Traffic Safety Administration estimates that at any given time during day house 500,000 passenger vehicles drivers, or 0% of all such drivers are using a cell phone. How are we supposed to regulate use?

Ninety-one percent of Americans believe driving while talking on a cell phone distracts drivers and increase the likelihood of an accident, according to a 000 survey conducted by the Insurance Research Council. There seems to be a general consensus that cell phone use while driving is a cause for concern, but now one can say with certainty how serious it is.

Cell phones could be distracting, but we have to weigh in all the benefits. Cell phones have caused some deaths and injuries, but have also given us a sense of security and convenience, which to some are priceless. An analysis by Joshua Cohen, PhD senior research scientist for AT&T Wireless, found that only approximately 1 per million drivers per year died of voluntary risk (a driver using a cell phone). And 4 per million drivers per year died of involuntary risk (not the person using the cell phone). These numbers are not very large.Custom writing service can write essays on Cell-Phones

A 001 study funded by the American Automobile Association and conducted by the University of North Carolina produced finding that suggest that drivers are more distracted by changing radio stations or inserting a CD than by using their cell phone. In fact, the study shows that cell phones account for only 1% of accidents. In comparisons to the 11.4% who were distracted by adjusting a radio, cassette or CD, and almost 0% who were distracted by an outside person, object or event.

In Minnesota cell phone crashes represent only a tiny fraction less than 0.4% of all crashes in each category in 000�Total fatal crashes (0.004%); Injury crashes (0.0%); Damage crashes (0.150%)�It should be noted that the crashes studied did not all take place while the cell pone user was actually on the phone. Any collision that took place within ten minutes after a cell phone call was considered to be "cell phone related."

Cohen's analysis also compared the monetary benefits and costs of a possible approach of a complete ban on non-emergency cell phone use by drivers. He compared the benefits by measuring reduced medical costs, reduced property damage, and estimated of what people would be willing to pay to avoid pain, suffering and death, against the benefits of cell phone use by drivers by measuring estates of what subscribers pay to use their phone while driving. The benefits of a ban would be worth about $ billion to $1 billion. Those saving would be roughly offset by the economic value of the banned calls ranging from $17 billion to $151 billion.

A mobile phone ban would certainly be ignored. The only state that has a law banning cell phones while driving is New York and the New York Times says it is "widely ignored." In addition, regulation could cancel out the safety benefits of having a phone in the car. When you're stuck in traffic, calling to say you'll be late can reduce stress and make you less prone to drive aggressively to make up lost time. There are over million 11 calls per year from phones to report emergencies and dangerous situations. For persons driving alone at night, in bad weather, or on little-used highways�cell phones provide added security and a greater margin for error. Indeed, many people want a cell phone in their vehicle for safety reasons.

Instead of legislation, a lot of educating could be used to teach drivers how to operate cell phones. There are also laws against reckless and careless driving; these laws need to be enforced before setting new laws. In the Louisiana Driver's Guide Classes D and E, the reckless driving law reads "If you operate a vehicle in a criminally negligent or reckless manner you are committing a crime punishable by a fine and jail." If you are crossing lanes and swerving while using a cell phone, then you are driving recklessly, which is a reason for a ticket or fine.

Cell phone makers argue that the problem is not the phones per se, but the people's carelessness. They say that the solution is education, not legislation. The Cellular Telephone Industry Assessment, a Washington DC trade organization, declared the week of May -8 Wireless Safety Week, and through advertising it is urging phone users to make safety a priority. The cell phone industry has launched a campaign that encourages driver's responsibility. Most cell phone manufacturers include hands-free options, headsets and voice-activated dialing.

Restrictions on using phones while driving have been proposed in 4 states over the past five years with no result. Legislators know that you cannot pass a bill that regulates common sense. Unless we have more actuate evidence, bills will not pass and if this bill pass, it would only be the beginning with cell phones as distractions.

"Cell Phones and Driving." Insurance Information Institute. Feb. 00 http//www.iii.org/media/hottopics/insurance/cellphones/content.print/

Dornan, Andy. "There is No Information Superhighway�Talking on the phone while driving lead to death, jail, and multimillion-dollar lawsuits." Network Magazine March 00 64.

"Do We Need Laws Against Cell Phones?" Safety Council. http//www.safety-council.org/info/traffic/cell-laws.html

Hall. "Just How Dangerous Is a Cell Phone behind the Wheel?" BusinessWeek Online 6 May 000 http//www.businessweek.com/print/bwdaily/dnflash/may000/nf0056b.htm?db

Kelsey, Dick. "NY May Ban Yacking On Cell Phones While Driving. (Government Activity)" Newsbytes. May 001 NWSB011600D.

LaMar, Andrew. "Lawmaker to revive bill to ban hand-held cell phones while driving." Knight Ridder/Tribune News Service. Jan. 00 K16.

Mashaw, Jerry L. and David L. Harfst. The Struggle for Auto Safety. Cambridge, MA Harvard University Press, 10.

Mercer, Tenisha. "Cellular Phones and Driving is This a Dangerous Mix?" http//www.womanmotorist.com/ftrs/tm-cell0phones-and-driving-k1-01.shtml

Ratish, Robert. "Wayne, N.J., Weighs Banning Use of Cell Phones while Driving." Knight Ridder/Tribune News Service. Feb. 00 ITEM00501.

Viquez, Frank. "E-11 mandate could hit telematics industry hard. (SPEAKOUT)" Electronic Engineering Times. 10 Feb. 00 57.

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Culture

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Essay

Firstly clearly discuss how cultural factors will influence the development of children aged seven to fourteen years.

Secondly, present an argument why teachers need to be provided in their education with a sound understanding of the cultural backgrounds of the children with whom they intend to work.

IntroductionCheap University Papers on Culture

The adolescence stage is considered one of the most crucial periods in a persons life because it represents the transition from childhood to adulthood. It is the time when many important social, economic, biological and psychological events occur that pave the way to adult life.

Culture is a system of beliefs, values, languages, and behaviors, and human-made aspects of the physical environment, that varies from one group to another. These variations can have powerful effects on adolescent development. Moreover, the different components of culture often interact with one another. For example, cultural values and societal systems may impact individual adolescents development through the mediating effects of proximal social contexts such as family and peers. They also may moderate the association between social and environmental factors and adolescent outcomes. In the beginning of my essay, I summarize some findings concerning how cultural factors influence adolescents' development in the domains of their physical, cognitive, and socio-emotional development.

Religious

According to Berk( 00), in late childhood and pre-adolescence concrete limitations continue. Children try to adjust themselves to a more realistic theology. It becomes clear, for example, that children begin to recognize the problem of God being everywhere and at one place at one particular time. To overcome this problem God must be conceived of as a spirit, not bound by physical limitations, but the childs natural concrete form of thinking makes this concept difficult for him to grasp.

Thirteen, on average, appears to be the decisive age for most children, when they move forward into more adult thinking about religion (Goldman, 165, pp. 1, 1). Goldman pointed out that about the age of thirteen marks a change in religious thinking as in other school subjects, when propositions, ideas, relationships, can be thought of in more abstract terms, making the language of religion decidedly easier to comprehend (Goldman, 165, p. 16).

A connection was found between parental religious participation and lower levels of child behavior problems and with higher levels of adolescent social responsibility.(Berk,00).

Gender

Expectations about attributes and behaviours appropriate to women or men and about the relations between women and men in other words, gender are shaped by culture. Gender identities and gender relations are critical aspects of culture because they shape the way daily life is lived in the family, but also in the wider community and the workplace.

In most societies there are clear patterns of womens work and mens work, both in the household and in the wider community. Women are free of the requirement to be in the labour force . They are typically expected to take on a major part of caring for children and household chores. That why Adolescent girls are expected to be submissive and obedient at home. Moreover, boys are given more freedom than girls and they are not expected to help in the household chores.

Education

Education is an important value in our cultures. And being well-educated is a good thing, not cause for embarrassment.

As an adolescent from a Chinese family, he or she is made more aware of the importance of bringing honour to the family by behaving in a socially accepted manner, and of helping the family achieve security and prosperity. Above of all, parents have high expectations for their children to achieve academically so that they can be successful in later life. Parents usually hope that their children will become professionals with high incomes and social status; children regard high academic achievement as one of the sacrifices of parents in providing for their education. In traditional families, education is seen as a way out of the hard work and poverty whence spring the parents, or as a means of providing better lives for their children. I've all heard stories of parents sacrificing everything to send their children to the best schools from my grandparents.

Consequently, children felt the pressure to perform well in order to give their families 'good name', and usually felt worthless or rebellious when they failed to bring honour to their families.

In our culture, parents always want them to have the best of both approaches to education, but not so much in terms of content as attitude content as attitude. We even have a lot of " kiasu" parents who spend so much to let the child to get in top schools. They even try to buy homes in the area which near their ideal school. They did not consider their child,'s abilities. According to Piaget (xxx), the children thought processes like perception, attention, memory, categorization of information, planning, problem solving are different at all ages on different children( Berk,00,pp.15-5). Pushing the children too hard will affect their emotional development.

Interactive within the families

Cultures that are more socially complex and those that are industrialized tend to perceive parents as less warm and accepting, or even rejecting, as compared to more traditional cultures(xxxx ). Parents spend more time out of their homes working will have less interaction with their children. Parents therefore may not expend as much care and affection on children. The conflicts between parents and the adolescent may occurs.

In our traditional culture, communication between parents and adolescent about sex is difficult. Parents and children often are embarrassed to talk about sex and avoid the topic.It is our traditional culture that not to discuss openly . As a result , adolescent get the information source from the media or net. Adolescent pregnancy may occur and is one of our society problems.

Filial piety in Asian culture

Asian families call for respect for older people and filial piety for parents. It is a concept in Chinese culture about paying back your parents for what they did for you.

They bore you, fed you, and all that. So there is a sense of giving back to your parents for what they gave you all that time, and its called filial piety, which is being pious toward your parents. I think a lot of second generation adolescents are having a real hard time with what filial piety means when their parents telling them to go this way and they see in their own selves they need to go this way. So, how do our adolescents still have filial piety?

In Asian culture, being pious towards your parents is a given, something you have to deal with. It is actually more Confucian than Buddhist, but nevertheless, it is a very basic concept. So, second-generation Asian youths, particularly, and even third generation have this incredible conflict where there is this purpose and goal that is built in so basic that it is the basis of their success. The very success of all these youths is based on this incredible, Freud would call, superego, which is the structure of the society around you that is put back into you by your society that becomes the basis of your personality on an unconscious level( Kalat,00, pp.xxx)

As I am from a topical Chinese family, I strongly believe that the closer you can be with your parents over a lifetime and the more you can resolve the conflicts you have with your parents, the greater the degree of honesty in yourself. Because all of those aspects of yourself that you dont see are mostly from your parents. Many of them are things you are resisting or fighting against when you were younger but have been hidden from you unconsciously, and so by being with your parents, they are brought out consciously.

Language

In our society, English culture is just as rich as the Chinese culture, and just as life-enriching. Therefore, most parents feel it is not necessary and a waste of energy to concern their children with another ancient culture. As a Chinese, we have to know that it stems not only from the fact that we are Chinese and Mandarin is our mother tongue; it is also because the language is highly sophisticated and enriching. When the learning of a language attains certain level, its continued growth depends on the cultural dynamics. Our island state still lacks the profound cultural background of the British and American societies. The cultural cornerstone of the Chinese here is still largely what they have inherited from China.

In our new generation, their Chinese language is weak and is hard for them to have thorough appreciation of the Chinese culture. They will miss both boats in their cultural quest.

Importance of understanding children's culture

It is imperative that teachers practice respect for culturally different behavior. Instead of viewing behavior as right or wrong, it is best judged by how well it is suited to the demands of the educational environment (although schools must also assess how well they are meeting the needs of their culturally diverse populations). To better serve their charges, educational personnel need to develop an awareness of how cultural background affects the way one behaves, and conversely, how one perceives and judges the behaviors of those not like oneself.

When teachers are knowledgeable of and able to critically examine differences in

culturally based behavior, they can be more confident that all children are being treated

fairly and respectfully.

When teachers are unfamiliar with the values, beliefs, and behaviors of their culturally different students, there exists a strong possibility that the practices they employ will be inappropriate for those youngsters (McIntyre, 1 ).

Everyday teachers are faced with differentiating between negative parenting practices and positive cultural practices. We are defining culture as " the values, beliefs and traditions of a particular group a set of rules that, to varying degrees, guide the behavior of individuals who are members of that group, whether that group is defined in terms of national origin, racial experience, linguistic experience, religious background, socioeconomic status"( Chang, Muckelroy, & Pulido-Tobiassen 16).

Although cultural differences demand more attention today, teachers have little training in diversity. According to a study done by Chang, Muckelroy, and Pulido-Tobiassen (16), teachers have neither the skills nor the knowledge to effectively address issues of races, language, and culture. Todays teachers are expected not only to teach a more diverse student body than ever before, but also to help all children reach high achievement standards. With stronger accountability imposed at federal, state, and local levels, teachers are faced with a proliferation of responsibilities in three major areas of diversity students who are culturally and linguistically diverse; students who are at risk of failure to meet new and challenging standards; and students who have special needs.

In this case, everyone in the teaching field must receive addition diversity training so that understanding of the cultural backgrounds of the children with whom they intend to work will be better.

Conclusion

References

Berk, L. E. (00). Infant, Children, and Adolescents, (4th ed.). Boston Allyn & Baccon.

Kalat, James W.( 00). Introduction to psychology, ( 6th ed.). United Stated of America Wadsworth-Thomson Learning.

Chang, H.N.L., A. Muckelroy, & D. Pulido-Tobiassen. 16. Looking in, looking out Redefining child and early education in a diverse society. San Francisco California Tomorrow.

Goldman, R. (164). Religious thinking from childhood to adolescence. London Routledge and Kegan Paul.

Tom McIntye (16). Education and Treatment of Children, volume 1,

issue , pages 54-70.

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Functionalist view of society.

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"The functionalist view that society is integrated by shared norms and values is useful in explaining the nature and extent of deviance". Assess sociological evidence and arguments for and against this view.

The functionalist theories of crime aim to look at the society as a whole. They look for the sources of deviance in the nature of society, rather than the psychological or biological nature of the individual. It is argued by functionalist that deviance is a necessary part of all societies. This is mainly because they see it as performing a positive function for social systems, despite the fact that it means breaking societies norms and values. Functionalists also agree that social control mechanisms are necessarily used in order to keep social control. However, functionalists also show deviance to have its positive functions as it aids to the maintenance and the well being of society.

In 'The Rules of Sociological Method' Durkheim argues that crime is an inevitable and normal aspect of social life. Crime and deviance is shown to be in all types of society and especially in advanced or industrialised areas as they provide more opportunities for crime. Durkheim also states that crime is 'an integral part of all healthy societies'. Crime is also shown to be inevitable as not every member of society can be equally committed to the collective of society. Durkheim had argued that a limited amount of crime is beneficial and that society would not exist without it. However, he was also clear to point out that too much crime is also dysfunctional and can lead to social disintegration.

Custom Essays on Functionalist view of society.

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Interpreting Tourist Experiences

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Interpretation is a way of making the tourist experience more memorable,

more meaningful and more satisfying. Do you agree?

Argue your case by using the field trip as a case-study.

Interpretation in tourism is very important in the tourist experience for "mass tourism has accentuated many of the negative aspects in tourism." It is here interpretation is important for "many of the negative environmental consequences of tourism can be mitigated by effective planning and regulation" Interpretation comes about by learning and gaining information before traveling and while traveling. It is through the learning techniques of written material, travel promotions/brochures, educational centers, visitor services/centers, written material, signage, tour guides, etc., that interpretation can take place. Minnamurra Rainforest is an example of how interpretation can be demonstrated to make the tourist experience more meaningful and satisfying in the way it displays its unique environment to tourists.Write my Essay on Interpreting Tourist Experiences cheap

Interpretation is the "educational process undertaken with the intent of developing (or enhancing) an individuals understanding of aspects of an areas cultural, natural or built environments. This process will commonly be facilitated by guides and/or on site signage" As Staiff informs, interpretation can exist on levels, all happening simultaneously. The first level is the information level. The questions such as what? who? when?, etc. are asked. The second level is the analysis level where the motives are questioned i.e. function? narrative? why? what is the story? gaining an explanation of the types of stories... scientific, cultural, etc. The final level is the significant level. Here the explanations are the emotional, psychological, socio-cultural, historical, the conservation and preservation issues and scientific significance of the subject the object/site/place is seen from the wider view. It is from these levels that interpretation is a way of making the tourist experience more memorable, more meaningful and more satisfying.

As a tourist, traveling is "...broadening ones outlook, educational benefits, and social and even spiritual benefits..." that needs interpretation to make the tourist (culture) experience more memorable and more meaningful; in that they can understand what they are learning therefore they will remember, and more satisfying in that they can grow in the knowledge. This can be seen at Minnamurra Rainforest, where a visitors center has been established, providing a link between the rainforest "and the visitor through targeted information, education and interpretive programs. These services encourage appreciation, and advance understanding of the plants and plant communities...." The center is ideally located for entry is needed before exploring the rainforest on the boardwalk. The centre provides many programs "to stimulate interest and awareness" visual and orally, in preparation of exploring the rainforest making the tourist experience more memorable and satisfying.

Interpretation is "making meaning of our experiences" . "Information, education and interpretation are all examples of indirect management strategies. Rather than dictating to the public what they may and may not do, these strategies help managers to change visitor attitudes and/or explain the need for certain regulations." This interpretation technique of indirect management strategies can be seen at the Minnamurra Rainforest Visitors centre. An educational video is available for the public to see, demonstrating the aims of the environmental education and interpretation management of natural environments according to Sharpe as; "assisting the visitor in developing an awareness, appreciation and understanding of the area they are visiting in order to make the visit an enjoyable experience; to accomplish management goals through the thoughtful use of the recreation resource on the part of the visitor; and to promote a public understanding of the management agency and its policy." This ultimately making the tourist experience more meaningful, and creating tourist satisfaction.

In tourism "we have to satisfy the tourist or no business or destination will be sustainable." Conversely, from the point of view of the physical environment, what satisfies the tourism market is often against the interests of sustainable tourism. Satisfaction in this area comes from visiting places other tourists do not go to see rare wildlife. This leads the tourist into fragile environments where they do harm, unintentionally. The Minnamurra Rainforest Reserve is an example of the effect of the social carry capacity reaching its limit of tourists damaging the ecosystem. It is through "educating the public by way of an enjoyable interpretive program within our protected environments that has mutual benefits for both the environment and management."

Interpretation has been identified as "a core strategy for achieving conservation of the natural and cultural resources" which can be seen of places of natural and appealing beauty to that of The Minnamurra Rainforest Reserve. It is also a major component of all other conservation strategies, including The Minnamurra Rainforest Reserve as well as to worldwide conservation issues.

Interpretation is a way of making the tourist experience more memorable and meaningful when investigating the "example concerning the role of special events in interpretation." As Staiff suggests, interpretation is "learning about the destinations cultures, lifestyle, places." Having interpretation at festivals, special and culturally events is crucial for tourist to understand the culture being presented, making their experience more meaningful and more satisfying. As Staiff explains interpretation is affected in two ways. By the cultural perceptions and the educational levels of the traveller and the quest for knowledge and the love of stories or narratives. Dewar concludes that events "are valuable interpretation devices, but they must be creative, and offer the visitor different experience." This also is explored in Wearing findings that "effective interpretation should not only educate but entertain and stimulate" , revealing that interpretation is a way of making the tourist experience more memorable, more meaningful and more satisfying

Please note that this sample paper on Interpreting Tourist Experiences is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Interpreting Tourist Experiences, we are here to assist you. Your cheap research papers on Interpreting Tourist Experiences will be written from scratch, so you do not have to worry about its originality.

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Psychology - Conflict

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Introduction

Conflict is the clash of activities, feelings or intentions occurring together, expressed through a range of either verbal denigration to that of physical violence to a person or property. Morton (17) defines it as existing "when incompatible activities occur", resulting in making the second activity "less likely or effective".

Literature Review

Early psychologists argued that conflict is caused by an innate instinctual or biological mechanism, which would predispose humans towards aggression. This gave way to more sophisticated and scientific hypotheses over time. One important development was the Frustration-Aggression theory.Order custom research paper on Psychology - Conflict

Frustration-Aggression theory (F-A theory)

In 1, Dollard, Doob, Miller, Mowrer, and Sears published a monograph on aggression in which they presented what has come to be known as the frustration-aggression hypothesis (F-A). Dollard et al. posited that the occurrence of aggressive behavior always presupposes the existence of frustration and, contrariwise, that the existence of frustration always leads to some form of aggression. Frustration, in this context, was specified as the thwarting of a goal response, and a goal response, in turn, was taken to mean the reinforcing final operation in an ongoing behavior sequence. At times, however, the term frustration is used to refer not only to the process of blocking a persons attainment of a reinforcer but also to the reaction to such blocking. Consequently, being frustrated means both that ones access to reinforcers is being thwarted by another party (or possibly by particular circumstances) and that ones reaction to this thwarting is one of annoyance.

Dollards hypotheses use Freuds ideas about his psycho-dynamic explanations, which indicate that humans are born with an instinct drive to aggress and destroy and this aggressive energy must be released. Aggression was meant to protect and is aimed outwards but it can also be released through activities like competition.

The questions that this theory raise are does all frustration lead automatically to aggression, and can all aggression and conflict be traced to some catalytic frustration? These questions, as well as the challenge of insufficiency of causal link to aggression, and other insights into human behaviour have lead to the discrediting of the Frustration-Aggression theory and the subsequent development of the Social Learning theory.

A revised version of the F-A theory, the Aggression Cue theory (Berkowitz, 158) emphasized frustration or attack as "important antecedents of aggression, and the presence of aggressive cues for the elicitation of aggression". He believed that both the innate and external factors (Learning theory) play a big role whether aggression occurs or not. If aggression is shown as a result of frustration also depends on many factors, like how close we are to reaching our goal and whether the frustration is a long-term or a short-term one and the number and intensity of frustrations that occur together.

Classical Conditioning takes place when an unconditional and conditional stimulus are paired together the individual may learn to respond to the conditional stimulus when it is presented alone; Berkowitz thought that something (e.g. weapon) can become associated with aggression and may act as a cue, so it triggers an aggressive response.

Implications of F-A theories

Young Singaporean teenagers, at the age of 1, faced with changes, challenges and increased responsibilities, a heavier curriculum plus CCAs may experience a 'block' in their pursuit to attain these goals, which will lead to a dis-equilibrium and thus causing them to display aggressive behaviours.

When teenagers are inexperienced in dealing with unattainable needs and goals, they find that the easiest way to get rid of the frustration is to act violently against others who they blame for their bad situation (extrinsic drive, scapegoat device). Thus schools are left with the responsibility of dealing with a teenager's frustration, which ultimately and commonly, turns into aggression.

Perceptual Control Theory (PCT)

In the early 150s, William T. Powers made the brilliant observation that people behave to deliberately control many, but not all, of their own perceptions of the world. A person who acts on the world to control his or her own perceptions must affect parts of the world. As observers, we can see some of the environmental variables that the person controls. From our vantage point outside the other person, we see events and relationships and processes that would ordinarily vary, but that are controlled by the person, which is to say the person keeps those events and relationships and processes at some predetermined state or condition.

To explain how people control their perceptions, Powers developed control system theory (CST), which was the early name for what is now called perceptual control theory. The new name was adopted early in the 10s, to distinguish Powers theory from the many fallacious ideas that some people had come to call control theory. Powers said that people specify part of what they perceive happening in the world by comparing what they actually perceive against what they intend to perceive. If there is no discrepancy or difference (called perceptual error) between actual and intended perceptions, the person does not act to change the world; but if there is a discrepancy, the person acts to eliminate the error. People behave to eliminate, or prevent, differences between actual and intended perceptions. People behave to cancel out the effects of anything in the environment that disturbs the perceptions they are trying to control.

Perceptual Control Theory (PCT) explains a simple fact People act to control some of their own perceptions. They specify part of what they will perceive, then they act to make those perceptions happen. People also keep their specified perceptions from changing, by acting to oppose and cancel the effects of many things in the world that might disturb them and make them change. PCT helps us to understand what happens when one persons actions disturb another persons controlled perceptions. (Thomas W. Bourbon, 17)

Implications of PCT

PCT highlights that what is perceived may not be the problem, and the solutions that we as teachers come up with may not be effective because we are trying to change behaviour. For example, trying to control students by giving them rewards or punishment does not teach them how to think. Instead, the root of the problem must be tackled and students have to learn to think their way out of conflict, just as they have to learn how to think when they have problems with Mathematics or Science. In one of the strategies highlighted in the next section, students are given the responsibility for their choice of action(s), allowing teachers to move away from the traditional method of canning and chiding a student who has displayed unacceptable behaviour.

Strategies

Conflict Resolution

Teaching youth how to manage conflict in a productive way can help reduce incidents of violent behaviour. Conflict resolution education is a beneficial component of a comprehensive violence prevention and intervention program in schools and communities. It encompasses problem solving in which the parties in dispute express their points of view, voice their interests, and find mutually acceptable solutions. Conflict resolution education programs help the parties recognize that while conflict happens all the time, people can learn new skills to deal with conflict in non-violent ways. The programs that appear to be most effective are comprehensive and involve multiple components such as the problem-solving processes and principles of conflict resolution, the basics of effective communication and listening, critical and creative thinking, and an emphasis on personal responsibility and self-discipline.

Two common strategies for approaching conflict resolution can be identified (1) Peer Mediation and () Peaceable Classrooms. In both approaches, conflict resolution education is viewed as giving youth non-violent tools to deal with daily conflicts that can lead to self-destructive and violent behaviours. It is up to the school to decide how conflict resolution education will be integrated into its overall educational environment. The expectation is that when youth learn to recognize and constructively address what takes place before conflict or differences lead to violence, the incidence and intensity of that situation will diminish.

Peer Mediation Approach

Specially trained student mediators work with their peers to resolve conflicts. Mediation programs reduce the use of traditional disciplinary actions such as suspension, detention, and expulsion; encourage effective problem solving; decrease the need for teacher involvement in student conflicts; and improve school climate. By the end of the school year, schools reported less than 10 fights, a major decrease from their usual figures.

Peaceable Classroom Approach

The Peaceable Classroom approach integrates conflict resolution into the curriculum and daily management of the classroom. It uses the instructional methods of cooperative learning and "academic controversy". The programme shows teachers how to integrate conflict resolution into the curriculum, classroom management, and discipline practices. It emphasizes opportunities to practice cooperation, appreciation of diversity, and caring and effective communication. Generally, peaceable classrooms are initiated on a teacher-by-teacher basis into the classroom setting and are the building blocks of the peaceable school.

Studies on the effectiveness of the Teaching Students To Be Peacemakers program, a Peaceable Classroom approach to conflict resolution, show that discipline problems requiring teacher management decreased by approximately 80 percent and referrals to the principal were reduced to zero.

Responsible Thinking Process (RTP)

The RTP, based on the PCT, is a unique discipline process, which is both non-manipulative and non-punitive. It creates mutual respect by teaching students how to think through what they are doing in relation to the rules of wherever they are. This gives students personal accountability for their actions. The key component of this process is its focus on how students can achieve their goals without getting in the way of others who are trying to do the same thing.

When a disruption occurs in the classroom, the teacher will ask the student "What are you doing?" The student will then make a choice whether to follow the rule (which is to pay attention and not to make noise) or to go to the RTC (Responsible Thinking Class), where the student will receive counselling from a professional employee of the school. A student is given one chance only. By the second disruption, the student will be told "You have chosen to go to the RTC" and it is only under special circumstances that a maximum of chances should be given. The teacher will fill in a referral form and the student will proceed to RTC. Student movement will be checked. When a student chooses to disrupt in the RTC, he or she will be asked to leave the school, accompanied by a parent or guardian. Otherwise, the student will be asked to sit outside the office until the parent or guardian can bring the student home.

Implications for Singapore schools

The Reflective Thinking Programme (RTP) seeks to develop the student's ability to reflect upon their past actions rationally and objectively and thus manage their anger and frustration more effectively. It promotes sense of ownership by making students take responsibility of their misbehaviour, thus acting as deterrence to the better students and would undoubtedly help students who actually engage in reflective thinking to improve their anger management However, bearing in mind that most of the ill-disciplined students are recalcitrant and defiant and made of up of the NT students, the RTP may not have served its purpose well.

One of the advantages is that the RTP seems to work for the teachers teaching in the classes with poorer discipline as it removes the disturbing element/s from the class enabling the teacher to go on conducting the lesson undisrupted.

While the RTP relieves the teacher from spending precious lesson time disciplining them, the recalcitrant students sent to the RTP do not seem to benefit much from the scheme.

Firstly, the students sent are not interested in learning and thus the RTP serves as an escape for them from the class. They are more than happy to spend their time in the air-conditioned room for the whole lesson period. It has then become an incentive for them to misbehave in class and be sent to RTP.

Secondly, the recalcitrant students do not actually reflect much about their actions or behaviour that caused them to be sent out of class nor do they seek to improve their behaviour. While most adults are possessed with the ability to reflect upon past actions and learn from the past experiences, we cannot expect the students of that age to be able to do so.

The counselor is also unable to follow up on them too due to time constraint and lack of contact and proximity unlike teachers. Yet teachers themselves are forever short of time, and in the end, RTP only serves as a method that escalates bad conduct because students are not afraid of being punished in the end. They do not feel the pain and thus their behaviour or conduct does not change.

Students are expected to plan their solutions before they are allowed back to school or into the classroom, which could be with the help of teachers, parents or counsellors. Only after the school or the teacher whose class the student has disrupted, accepts the plan, then the student be allowed into the school or classroom.

Conclusion

The effective conflict resolution education programs highlighted above have helped to improve the climate in school and community by reducing the number of juvenile acts in these settings; by decreasing the number of chronic school absences, the number of disciplinary referrals and suspensions; by increasing academic instruction during the school day; and by increasing the self-esteem and self-respect, as well as the personal responsibility and self-discipline of the young people involved in these programs.

Young people cannot be expected to promote and encourage the peaceful resolution of conflicts if they do not see conflict resolution principles and strategies being modelled by adults in all areas of their lives, such as in business, sports, entertainment, and personal relationships. Adults play a part in making the environment more peaceful by practicing non-violent conflict resolution when minor or major disputes arise in their daily lives.

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Gandhi

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Teachers and Interpreters

Mohandas Karamchand "Mahatma" Gandhi

Gandhi was born on October nd, 186 in Porbandar, a town of 70,000 people and was ruled by a native prince whom the British usually left alone as long as he did as he was told.

Gandhi family belong to the Modh Bania which is a subdivision of the Vaisya caste. According to the old Hindu social scale, the Vaisya is classified as tradesmen or farmers which ranked third. The Bania which had a connotation of moneylender, slightly lower. However Gandhi's father and as his father before him was a Diwan or chief minister for the Porbandar prince.

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Gandhi was one of the youngest of the six children and spent his early life in a thee-storey house that had been in the family since 1777. Gandhi as an infant could not tell his brother and sisters from his numerous cousins for following the Hindu custom and his father shared the house with five brothers, their children's children. The immediate family lived in two rooms which one of them was 0 by 0 feet and the other 1 by 1. Such crowded quarters required patience and the ability to give and take were the main part of survival. Gandhi learned both of these values and also tuning out what he did not want to hear.

The later years, Gandhi freely credited his mother with his religious devotion. However it never occurred to him that he may owe his father for something as equally as important such as his instinct for practical politics and diplomacy. While officially as a servant of the ruling prince, Gandhi was mainly a negotiator in grievances and long suffering subjects.

Even though porrly educated, Gandhi's father had a common sense approach to problems that made his judgement as a highly valued official circles. His reputation as a absolute loyalty. After an assistant political agent for the British insulted the Rajkot prince, others sat in silence, but Gandhi stood up and criticized him and Gandhi was arrested immediately and also refused to apologise. This was the first lesson for Gandhi in passive resistance.

Young Gandhi spent his hours after school with his mother, who he said was "the embodiment of the traditional Hindu virtues of love, humanity and self-sacrifice." Gandhi would accompany her to the temple, sitting nearby and listening as she comforted the widowed mother of the prince, tended the sick and other this lead throughout the night. Gandhi was influenced by his mother's powers of endurance as he was awed by her spirited of willing self-denial and she inspired Gandhi during some of the most troubled times of his adult life.

The Ahimsa is the cornerstone in Gandhi's tactics, strategy and ethics. The word Ahimsa means "non-violence". However accurately speaking the term means the absence of himsa. Which the himsa is a Sanskrit word meaning doing harm to others or being hateful. Therefore the first layer of the meaning to ahimsa involves a substantial portion of the Hindu belief. This broadly influences and guides the other levels of social interaction. This suffering ideally takes place without the anger, vengeance or even resentment. As for example today protestors such as Greenpeace who aspire to save the forests show considerable resentment when they are made to obey injunctions, pay fines or are arrested. Which they seemed to have learned the most visible portion of civil rights movement but also have missed philosophical roots in Gandhi and Hinduism.

Gandhi was also considerate to other world religions. As an example, he identified a central principle common to both Hindu and Christian religion. More importantly he used this idea to help motivate the desired actions on the part of his followers and at the same time as well, he anticipated the emotional reactions of the populations which could be put political pressure on British power. This influence was Gandhi's overt objective. He also often spoke of the inability of the human heart to witness suffering without wanting to help which Gandhi believed that persuasive appeals to the hard of the western citizens could bot be ignored. His moralist part of him said this was because of the nature of the "law" however his politician side understood how such a priority would be experienced by Christian believers.

He mixed politics with religion and also mixed religious traditions. He said "I do not share the belief there can or will be on earth one religion" I am striving to find a common factor to induce a mutual tolerance". However to those who saw in his teachings the emergence of a new faith, he said "There is no such thing as Gandhism. I am not a saint who has strayed into politics. I am a politician who is trying to become a saint."

Gandhi rose as an unlikely religious and political celebrity. He was the crusader against injustice who renounced both sexual pleasure and the entire modern world. To this mix of traits was added to his philosophy of political protest which he gained the name Satyagraha. Taken this term literally means "The truth force" in Sanskit however in practical terms it means the refusal to obey unjust authority.

To the Indian people, Gandhi gave a nation and to the world he gave satyagraha and ahimsa which are the most revolutionary ideas of a long and ravaged century. He also showed that political change could be affected by renouncing violence and that unjust laws could be challenged peacefully and with readiness to accept the punishment. The "soul force" as much as like armed force could bring down an empire. Not only he drew his lessons from his religion, he also learnt from the readings of the Bible, Tolstoy and the Bhagavad-Gita, and he taught it to Martin Luther King Jr., Nelson Mandela and countless other political protestors who would follow his example in mayn years to come. Gandhi's greatest achievement lay in his legacy to inspire people of all nations to take up the peaceful struggle for freedom from oppression. In New Jersey City with the reports of increasing teenager violence a bill has been introduced to the New Jersey Assembly seeking to include Mahatma Gandhi's non-violence teachings in school curriculum throughout the state. The bill that was introduced along with 17 others to stem violence and would require schools to teach the non-violence teaching and philosophies of Gandhi as part of the Core Curriculum standards for social studies in school if it is passed. Gandhi works pass from time to time and his influence upon our society is still evident today and probably the four most important things to take from Gandhi his teachings are peace, truth, non-violence and equality.

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Conflict Resolution

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Conflict is a natural part of life. If the process of conflict resolution is considered as an opportunity for growth and change in the work environment, the potential for a positive outcome is immense. Whether as a team or on an individual level, the ability to solve problems through collaborative efforts and managing change is crucial in achieving overall success. It is imperative that the team establishes a common goal and creates roles and responsibilities. Once identifying conflict and the reasons why it occurs, team members should look for peaceful and mutually satisfying methods to minimize conflict.

Learning to work as a team is a critical organizational competency that is based on the

characteristics of the team. Participation on a team does not require that one change

his/her personality. Interpersonal skills and technical skills are a good combination of

Cheap University Papers on Conflict Resolution

skills to blend. An important aspect when constructing a team is that the team members

share the same objectives and goals and is clear on the mission and purpose of the

team. An effective team is a group of people with different backgrounds, skills and

abilities, highly communitive, working together on a common purpose with clearly

defined goals blending successfully, and getting along. Goal setting, clarifying the reason for the team coming together and what the team hopes to accomplish must be further defined as well as methods to measure progress.

An open line of communication is very important to the success of the team.

Conflict Resolution

Responsibilities and tasks associated with the project should be clearly explained so that the members of the team are aware of their contributions to the effective and efficient outcome of the product. Multiple methods of communication should be utilized so that

each team member is kept in the loop. E-mail, written correspondence, conference telephone calls, and meetings are mechanisms utilized to keep the team abreast of project

progress. Open communication enhances team morale. If information is withheld, it has a tendency to give that team member power. Team support is very important. All conflict is resolved through communication. Willingness to communicate in unpleasant situations is a positive reaction. Communication also requires good listening skills and sometimes listening skills need to be taught. Communication is the ability to ask advice, interested enough to listen, and dedicated to respond.

Team members have a responsibility to the team. The members need to know that what they are doing individually contributes to the teams success. A team member should not compare oneself to the other team members, but focus on what she/he contributes to the goal. A work team is not the place for internal competition. Working with a team is a self-esteem enhancer. Therefore, when you commit your time, skills, and abilities to the goal, you are bringing you expertise to the table and you are also learning something. You become a better person, a more knowledgeable person. Developing a team evolves over time. Teams accomplish more and reach a higher performance level than an individual. Roles exist within a team, and each member of a team will share the leadership role. The role of a leader is to facilitate processes and support team members.

Conflict Resolution 4

The leader set general direction and assist with the goals. Leadership is the ability to help an individual or organization become better. Potential leaders can be recognized if they have the ability to motivate team members to do more with less and solve problems. Good leadership should have highly developed interpersonal skills. In order to guide your

team, you must create an environment of trust. Your team members should know that you would go to management on their behalf. Team leaders may be concerned about organizational effectiveness but not at the expense of the team members. Therefore, a balance is needed with a focus on the tasks as well as a focus on the needs of the people/team members.

Rotating the leadership role allows the present leader to groom a replacement. Offering leadership rotations is a skill builder for all team members. The team members implement the plan of action for accomplishing the goals.

Effective team members need to know expectations in advance. People will be

committed if they feel that their contributions are appreciated. The members are involved

in the decision-making process which creates an environment of cooperation. Based on a

shared sense of purpose, shared results of recognition for what they have been asked to

do, the team excels. People have a need to belong, a need for personal attention, need to

be recognized, and a need for support. No team member should be allowed not to

contribute. A member who refuses to contribute breaches the contract. Negative

contributions demoralize the individual and stagnates the team efforts. A team

member needs to know and feel that she/he is an intricate part of the team. Measuring the

team effectiveness as a whole requires that the team members evaluate their cooperation

level. How well does the team get along? Ask the team members about the

Conflict Resolution 5

dynamics of the team. Who are the real team players? Who can you go to for help?

Evaluate the following most supportive, somewhat supportive, and least supportive.

Evaluating or measuring the effectiveness of the team as a whole, the team can see the

needs of its members. Does a member need additional training or coaching in team

dynamics? Aspect of a positive team working cohesively together is the bottom-line.

Time management is a very important aspect of teamwork. Each member controls their time and has an obligation to the team to be effective in prioritizing their time. Your potential for success lies in how you use your time. Learning styles affect the way you manage your time (i.e., factual learners organize activities within a framework of time.

They are aware of how long it takes them to do something. Holistic and theoretical learners miss the passing of time. They are usually late.) Time management is a lifelong pursuit. The ability to manage your time varies depending on your mood, stress level, and how busy you are. Methods to manage your time require that you set goals, maintain a schedule of your activities, know your value system, and set priorities. Do not let other people control you. Remember that managing time requires a lot of thought and energy, but the sooner you put forth the effort to organize yourself, you will begin to see results with time management. After defining a team and team characteristics something that often occurs within the team is conflict. Conflict is defined as an expressed struggle between at least two mutually dependent parties who perceive incompatible goals, scarce resources, and interference from another party in achieving their goals. Conflict is an essential part of personal and professional relationships. Just as there are many different types of people, there are different types of conflict, such as, interpersonal and intrapersonal conflict. Interpersonal conflict is when you experience emotional and

Conflict Resolution 6

mental pains within ones self. Characteristics of this type of conflict are being annoyed, defensive and indignant. Often times the individual dose not identify their personal issues, which can be bad for the team. If the individual does not realize their personal issues it will cause tension in the team, which leads to personality conflicts. Intrapersonal conflict exists when two or more people have incompatible goals. They both believe that the other individual prevents their own goal from being attained. Though both individuals may have a difference of opinion, intrapersonal conflict can be beneficial to the team. It focuses attention on assumptions that may not be underlined in particular concerns and are often ignored. Recognizing the other team members concerns could improve the quality of decisions making as a team. One of the most common causes of stress in work teams is lack of communication. As long as we talk about our concerns, there are ways to make things better. A one common communication mistake is mind reading another team member. If you always assume you know what your team member is thinking, your team is on the path to failure. At no time should you assume you can mind

read what other individuals are thinking, because often times you will be wrong. The team needs to be honest and precise when working together. Another communication mistake is pretending there is nothing wrong. Your team members need to know if there is something wrong because your personality affects the team. Withholding issues amongst you can hinder the team. Also, thinking if you ignore a problem long enough, it will go away can hold back the team. Personal problems need to be resolved, and by ignoring them only make matters worse. You need to deal with your problems or have another team member help you work them out, so that you work productively in your

Conflict Resolution 7

team. Next, procrastination is the avoidance of doing a task that needs to be accomplished. Characteristics of procrastination are, feelings of guilt, inadequacy, depression and self- doubt among team members. Procrastination has a high potential for painful consequences and interferes with your ability to work effectively in a team. Also procrastination means not managing time wisely. You may be uncertain of your priorities, goals and objectives. Which lead to being overwhelmed with the task. The team member may have difficulty concentrating and organizing due to lack of planning. Usually this means you have to put in extra planning time at the end to complete the team project. Confusion is also common when one procrastinates. If you arent clear on of the purpose of your team, you may not them priority. Doing anything else becomes easy, especially when youre tired or disoriented. On the other hand, perfectionism prolongs the task by standards of excellence that are impractical. In some cases the team member concentrate a great deal one part of a project because they do not have a full understanding of the project as a whole. Lastly, many team members find they we do their best work under lots of pressure. This is partly because the thrill of pushing up against a threatening deadline creates adrenaline in our bodies, which gives us a kind of (natural) chemical high. The trouble is like any kind of high (or anything else pleasurable), the team member can become dependent on this stimulation, and end up procrastinating often in the future projects. Sooner or later, they will push hard enough that they will not meet the deadlines.

In conclusion, conflict is unavoidable when a team that works together comprises of different personalities and views. Differences in needs, goals, and values are all potential triggers for conflict. By bringing the conflict out into the open and acknowledging that

Conflict Resolution 8

there is a mutual problem will bring ease to the process of a cooperative resolution. Effective communication is imperative and each team member should exercise active

listening to include listening with your eyes and ears and to be able to comprehend all aspects of what is being said. The apparent reasons for conflict should be discussed amongst members to find the underlying cause of differences. Instead of focusing blame on each other, all thoughts and ideas should be viewed objectively. In addition to effective communication, compromising is another strategy for team decision-making.

When this tactic is used to resolve conflict, each member involved must give up something that he/she wants but each person will also get something out of the resolution.

This is a type of win/win result because each member will get some of what he/she was seeking. Destructive differences should be eliminated as early as possible. The longer conflict persists, the more difficult it is to resolve. Resolutions should be developed jointly and all alternatives should be discussed. Decide on which alternative is applicable to the circumstances or conflict and apply it. Whatever approach is taken, if it is well thought out, it will at least begin to move the conflict closer toward resolution.

Please note that this sample paper on Conflict Resolution is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Conflict Resolution, we are here to assist you. Your cheap custom college paper on Conflict Resolution will be written from scratch, so you do not have to worry about its originality.

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