American Culture And Ruth s Irish Culture - 922 Words

On this occasion, I found that my American culture and Ruth’s Irish culture were actually quite different from our cultures as a while, but nonetheless comparable. We both share a â€Å"strong (or high) uncertainty avoidance†¦ [preferring] clear procedures and conflict-avoidance behaviors† (Ting-Toomey Chung, p. 50). , which is something the United States culture is not known for. However, upon reflecting on the conversation that Ruth and I shared with our friend, neither of us openly demonstrated how uncomfortable we were with our friends bragging. We preferred instead to preform face-saving motions, like congratulating them and acting interested. I think that sometimes our own personality and experiences can cause us to act in ways that may go against the mainstream culture. So when it comes to Ruth and I, maybe we simply have a stronger personality to avoid conflict than the cultures we may have been socialized in. When it comes to this conversation with our friend, and the fact that Ruth and I both tend to avoid conflict. Although, Ruth was visible uncomfortable with the bragging our friend was doing, she understood that she needed to be adaptive and realize that our friend may not understand that what they are doing could be uncomfortable. However, Ruth s nonverbal display of awkward glances at our friend and I, did give away that she was not completely adaptable. Given this, I think it is important for people to understand that we must â€Å"express emotions and attitudesShow MoreRelatedUnderstanding Intercultural Communication And Communication889 Words   |  4 Pagescommunication or the symbolic exchange process whereby individuals from two or more different cultural communities attempt to negotiate shared meaning in an interactive situation is an ever evolving discipline (Ting-Toomey Chung, 2012, p. 5). In today s world, intercultural communication will be extremely important, because after all, diversity and the need for cultural awareness will only be increasing. In light of this, over the course of this semester I have partnered with an international studentRead MoreWhiteness and Citizenship971 Words   |  4 Pagesâ€Å"white† implies more than a chromatic description. â€Å"White† is an untenable perfection that has haunted the American psyche since colonial times. The idea of â€Å"white spiritual superiority† can only be enforce by a terrorist politico-legal system, based on brutalizing the non-whites and creating a national fantasy. A national fantasy defined by Lauren Berlant as the means â€Å"to designate how national culture becomes local through the images, narratives, monuments, and sites that circulate through personal/collectiveRead MoreIrish in America Essay1344 Words   |  6 PagesIrish in America America is a melting pot of different cultures, religions, ideas and identities, a country which over the years has been molded, shaped and changed by its people. There are many historical factors that gone into creating the country as we know it today, but none so influential as the immigration of millions to â€Å"the land of opportunity†. The millions of people who came to the United States in hopes of finding a better life greatly affected the course of American historyRead MoreSummary Of Book The Poisonwood Bible 1079 Words   |  5 Pagesmost important writers of the 20th century by Writer s Digest. 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A national fantasy defined by Lauren Berlant as the means â€Å"to designate how national culture becomes local through the images, narratives, monuments, and sites that circulate through personal/collectiveRead MoreMy Life Of A Woman1708 Words   |  7 Pagespeers and most of those times I would answer them nothing Pokharel 3 thinking much of them. My father used to work at a conviencnce store and I used to help out. One day a lady driving a big truck with a God Bless America sign bumper sticker and an American flag hanging from the truck came into the store. When my father, who has a heavy accent spoke to her she made a snide remark to him to go â€Å"learn English† and as she left the store, she wished that â€Å"immigrants would stop coming to the US to stealRead MoreBaseball Has No Game Clock Essay1207 Words   |  5 Pagesthe National League (NL) and American League (AL), each with three divisions: East, West, and Central. The major league champion is determined by playoffs that culminate in the World Series. The top level of play is similarly split in Japan between the Central and Pacific Leagues and in Cuba between the West League and East League. Contents   [hide]   1 History 1.1 Origins 1.2 History of baseball in the United States 1.2.1 The game turns professional 1.2.2 Rise of Ruth and racial integration 1.2.3Read MoreReview of ‚Äà ²Dressed to Kill: Consumption, Style and the Gangster (Ruth, 1996)‚Äà ´2868 Words   |  12 PagesKill: Consumption, Style and the Gangster (Ruth, 1996)’ By Daniel De Brett The introduction of the ‘gangster’, comprising of personality, characteristics, image, consumption patterns, behaviours and attitudes, into the American society during the 1920s had a significant impact and influence on people’s society and culture. The public enemy, defined by business organisation, violent criminality and stylish consumption, was deployed by many Americans during the development of a new consumer societyRead MoreDance 101 Study Guide 2 Essay7099 Words   |  29 Pages Lesson 2 Study Guide Broadway The American Musical: At the start of the 20th century, the popular vaudeville shows that crossed the nation became the training ground and inspiration for the birth of the American musical. As the primary location for the professionalization of American performance art, understanding the complicated negotiation of gendered and racial identities on the Broadway stage provides important background to the development of an American identity in concert dance through theRead MoreThe Influence of Jerry Garcia on American History2865 Words   |  12 PagesThe Influence of Jerry Garcia on American History The vocalist and guitarist of the Grateful Dead, Jerry Garcia was one of the most influential musicians of the twentieth century, impacting both the musical and cultural realms. Jerry Garcia was fated to become one of America’s most influential people ever since he was born into Jose Garcia’s household. During his childhood, Jerry Garcia lived in an environment that fueled his musical development and experienced many events that pushed him closer

My Personal Leadership My Leadership - 1690 Words

Throughout my life I have been on my own leadership journey. I had not realized it at first but every part of life has a lesson to learn. With the beginning leadership classes and the start of the Leadership Studies Minor, I have become more aware of what true leadership is about. As it was drilled in our heads throughout the course, â€Å"leadership is a process†. Learning this concept cleared the air of all the occasions in life that were adaptive but never had a term to describe them. I know now that the term is â€Å"Adaptive Leadership†. I like the quote; â€Å"Standing in the garage no more makes you a car than standing in an office makes you a leader.† A leader has qualities not positions or titles. A great leader to me is someone who is hard working, visionary, a good active listener, honest, honorable, and someone who is not afraid to ask questions. This is what I believe we have been learning this semester in class. It is the process in which an individual can take to overcome an obstacle by first managing self, to defining the situation, then to intervening skillfully, and energizing others to make the changes needed. As the book states, â€Å"Adaptive Leadership is the practice of mobilizing people to tackle tough challenges and thrive.† I anticipate using this as a takeaway from the class. Just working through one system this semester through different journal entries I have been able to make a difference. For me, the â€Å"balcony† term sticks the greatest. I have always been aShow MoreRelatedMy Personal Leadership Model Of Leadership Essay1487 Words   |  6 Pageswith leadership skills has the potential in becoming a good leader. I also believe a person can lead if he or she has good core values view of the world. One core value from each level including individual, between-people, organizational, and s ocial, showing how individuals are acting towards the values others. These values help to complete my personal model of leadership, and how I conducted myself as a leader when I was in a leadership role (Smith, 2005). Individual In building my personalRead MoreMy Personal Leadership Model Of Leadership1480 Words   |  6 Pageswith leadership skills has the potential in becoming a good leader. I also believe a person can lead if he or she has good core values views of the world. One core value from each level, including individual, between-people, organizational, and social, showing how individuals are acting towards the values others. These values help to complete my personal model of leadership, and how I conducted myself as a leader when I was in a leadership role (Smith, 2005). Individual In building my personalRead MoreMy Personal Leadership Philosophy Of Leadership1214 Words   |  5 PagesIntroduction Leadership is an influential word: and its meaning may differ from person to person. Some describe leadership as the people in the highest and most powerful positions within an organization. But as I look back on the positions I have held and the people I would consider leaders, the people I would choose to follow, they were not necessarily the higher ranked people in the organization. They were the people with vision and moral compass who moved the company forward. These peopleRead MoreLeadership : My Personal Leadership Philosophy916 Words   |  4 PagesLeadership is the ability to inspire and focus members on a common goal, whether short term or long term and have the same vision. Leadership is more than telling or ordering, but having members believe and want to follow the same path as you. It’s a commitment to your people built on trust and respect. Many leaders shaped my personal leadership philosophy, to include several negative and positive experiences. Nega tive experiences from poor leaders and lessons learned on my part have uniquelyRead MoreLeadership : My Personal Leadership Philosophy919 Words   |  4 Pages1. Leadership is the ability to inspire and focus members on a common goal, whether short term or long term and have the same vision. Leadership is more than telling or ordering, but having members believe and want to follow the same path as you. It’s a commitment to your people built on trust and respect. Many leaders shaped my personal leadership philosophy, to include several negative and positive experiences. Negative experiences from poor leaders and lessons learned on my part have uniquelyRead MoreLeadership Theory : My Personal Leadership2129 Words   |  9 Pagesâ€Æ' Leadership Theory: Before discussing and describing my personal leadership style and synthesize the course material of different leadership theory, I want to talk about the development of my personal leadership style. 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He could always be looked to for how to handle difficult situations. When faced with adversity or a leadership challenge he could be seen taking a few brief moments to internally analyze and then issue a decisionRead MoreMy Personal Definition Of Leadership1500 Words   |  6 Pageson my career, I believe it would be hard for me to imagine my current positions, rank and responsibility in both the fire service and Coast Guard when I began in 1998. Over the years I have had several great mentors who have shaped my perceptions and guided my actions. My parents garner much of the credit of my successes as they raised me with a baseline of values which serves me still today. Those values, my mentors and my experiences have worked to temper my definition of leadership. My personal

Emotion and Stress †Does Guilt and Sympathy Affect Helping Behavior Free Essays

Helping behavior is perceived as socially acceptable and highly appreciated. Therefore, people tend to praise others when they have helped the needy. We used to think that only those people with positive personality, such as sensitive and kind, perform helping behaviors. We will write a custom essay sample on Emotion and Stress – Does Guilt and Sympathy Affect Helping Behavior? or any similar topic only for you Order Now Nevertheless, whether one acts good or not also greatly depends on his or her emotional states. Through this psychology project, I found that people are more likely to perform a helping behavior when they feel guilty or sympathetic. Emotion is an indispensable part of humanity. It is a way for people to understand what they feel towards events and people around. Unlike lower-order animals, emotion helps people to act like a human. Serial killers are emotionless. People with emotionless may probably feel nothing when they are hurting or harming others which are highly unacceptable in society. Since people tend to engage more when they are happy but withdraw from daily activities when they are upset, we can see that our behaviors are always determined by our emotions. Yet, people tend to perform more helping behaviors when they feel guilty or sympathetic. How do these negative emotions push people to help their neighbors? Guilt is an emotion that occurs when people believe that they have violated a moral standard while sympathy is the feeling of being sorry for somebody showing that people understand and care about somebody’s problem. They are both negative rather than positive emotions. People do not feel good when they are guilty or sympathetic towards somebody. Is that true people involve more in altruistic behaviors when they are guilty or sympathetic? There is an experiment conducted by Jean Decety (2009) who is a neuroscientist studying the relationship between guilt, sympathy and helping. He is a professor of Psychology at the University of Chigago and is specialized in affective neuroscience. In the study, student subjects are required to observe their coworkers receiving shock. Some of them are made to think they are responsible for the coworker’s suffering (guilt condition), while others merely observe the suffering (observer condition. There is also a group working with coworkers receiving no shock. Later the three groups are given opportunities to help a third party who is not in the original experiment. The result shows that subjects in the guilt and observer condition are more likely than the control group to give their helping hand to the third party. The finding suggests that the feeling of guilt and sympathy and the willingness in engaging in an altruistic act is highly correlated. Subjects are more willing to help others when they feel sorry for a third person even they do not responsible for their unfortunate. At the same time, altruism may aroused merely by witnessing one’s suffering. There are three reasons for people who feel guilty and sympathetic to engage in helping behaviors. Altruism is a form of disguised self-interest and helps in mood management while restoring one’s self-image. People help others for their own benefits. It is always unpleasant to watch another organism suffer. When one empathizes because of their misfortune, strong negative emotion is arisen. People are actually seeking to alleviate the unpleasant feelings that their distress arouse in them. It is a kind of internal self-reward. This can reduce the negative feeling by saying they have at least done their part in helping the unfortunate. Therefore, altruism is the attempt to reduce the empathetic feeling that arises in people. Besides, people help others when they are guilty and sympathetic for mood management. Both guilt and sympathy are negative emotions which are unpleasant. Therefore, they can be reduced by performing a helpful act or any other positive means. In a study (Decety, 2009), subjects who had inflicted or witnessed an unfortunate situation received an unexpected monetary reward. The result shows that subjects who received rewards are less likely than those who do not receive any and remain in bad mood in engaging helping behaviors. This indicates that helping is just one of the positive means which can uplift one’s emotion. People are motivated to engage in altruistic act in order to alleviate the negative emotion associated with guilt and sympathy. Apart from that, when people feel guilty, they have probably done something wrong and regret for their actions. For instance, students have cheated in an examination. Their self-images are broken due to the negative behaviors performed. They understand that their behaviors are unacceptable and they do not want to be perceived as bad. In order to restore the self-image in others’ eye, people will perform more pro-social behaviors. This is to prove that they are still the good guy. It seems to be upsetting that if humanity performs a helping behavior just for reforming their own self-image rather than from a genuine feeling of guilt in helping others. Fortunately, it is not the case. Research suggests that unwitnessed transgression causes the same amount of donation as witnessed transgression. Therefore, it is acceptable to conclude that people perform altruistic act are at least partly caused by the feeling of guilt but not a need to repair their own self-image in others’ eye. Undoubtedly, there is a use for these findings. Since many charitable organizations know very well the psychology of human, many of the fund-raising activities we can see in daily lives make use of people’s empathy. It is common to see volunteers showing photos of the needy in the less-developed countries persuading pedestrians to donate money to them. Guilty may arises as people may recall they have wasted a lot of resources and sympathy may arises as living conditions in those less-developed countries are really poor. With the arousal of these negative emotions, people may therefore engage in altruism. It is true that one’s personality largely determines the likeliness in performing helping behaviors. Yet, our willingness in performing these behaviors also depends on the emotional states at that moment. The experiment done by professor, Jean Decety, proves that the feeling of guilt and sympathy can definitely facilitate altruistic behaviors. As a result, organizations may make use of this psychology as we know that even the meanest person may have the experience in helping others provided that they are at the right emotional state. How to cite Emotion and Stress – Does Guilt and Sympathy Affect Helping Behavior?, Papers

Briefings on Employability Management Planning

Question: Discuss about the Briefings on Employability for Management Planning. Answer: This summative statement will be examining and evaluating session planning, teaching methods, resources, assessment and evaluation strategies which correspond to the teaching file. All my documented teaching within the file took place at Glyndwr University were a taught two different subjects at different levels. Planning Having taught two very different subjects I felt fairly unfortunate to not have as much control over the content being taught in both subjects. However although I was restricted, I found that the required content was always over before the session finished. As a result, I explored other ways to plan my session utilising this unallocated time. Using the time I would attempt various activities and plan to embed employability skills which meet the module requirements. Planning for computer systems The first subject I taught was the computer systems module (level 4) which I taught to two groups. Having started the module towards the closing stages, the students were preparing for an end of module exam. As a result, the module teacher gave me numerous test papers to prepare the students for their exams. Having been given all the material I only had control on how I was to deliver it. I then started to plan and explore a variety of ways of delivering the session and began to visualise how I could assess each student (Chellapan and van der Meer 2015). I also considered and attempted to experiment whether the session should be social and promote peer learning or be quiet and reclusive like most practice exams (Tillman, Dorminey, Hartman, Williams-Johnson and Bodur 2014) I believe it is important for teachers to get to know their students. However, teaching two different groups so close to the end of module I didnt get the chance to know them all as well as I wanted to. In addition, preparation to teaching was made slightly more difficult as I did not have the opportunity to assess the student profiles and learn about their abilities. Planning for contemporary Issues The second subject I taught was the contemporary issues module (level 3). Fortunately I took over this module in the early stages so getting to know my students was achievable. However, I was restricted as a huge proportion of the sessions were taken up by a pre recorded panopto lecture, which I had no real control over (Cilesiz 2015). Nevertheless, the remainder of the sessions promoted social learning and embedding employability skills by allowing all learners the opportunity to contribute as much as they please in a group activities and discussion. Not having the opportunity to assess the student profiles and learn about their abilities, in preparation to teaching, made my preparation a slightly more difficult. Faraday et al. (2011) mentioned that teachers wanting to teach effectively needs to be mindful of differentiation. As a result, I had to attempt various learning activities to see whether the activity was suitable for their level, certifying if the activities were differentiated to allow all students to progress and achieve. Although I did not have access the student profiles I found the journey of overcoming this obstacle incredibly rewarding and beneficial to have encountered this in the early stages of teaching (Kolb 2014). Teaching methods My teaching would be best expressed as both cognitive and social-constructivist approach. My session starts off with a highly social activity to actively engage the students from the offset (Roehl, Reddy and Shannon 2013). These activities are either used to recap from a previous lecture (Computer Systems) or to assess prior learning through a series of activities such as think, pair and share to encourage the learners to be active in their own learning (Contemporary Issues). Each session for both modules concludes with a tutor-led discussion on the topic. This scaffolding approach promotes employability skills and enriches knowledge through sharing with peers that understand more than others (Vygotsky, 1978). Occasionally as some point in the session students have known to become passive, to avoid this I would reflect on Maslows hierarchy of needs and propose breaks or even offer rewards to increase participation. I also applied this on several occasions even when the students were engaging. I found that by following Maslows hierarchy of needs with the students I gained further respect and the students participated more throughout the session (Brophy 2013). Resources Not all students learn in the same way so using a range of resources can improve a session dramatically (O'Malley 2012). Although I didnt have control of much of the material, I still would have used cognitive approach such as PowerPoint presentations to deliver part of my session for those learners who learn better through visual aids as well as discussions for those auditory learners. I also encourage the students to use technology to carry out the activities to appeal to kinaesthetic learners. When thinking up activities I avoided handouts that the students needed to fill in as I felt the students would only copy off each other and not benefit from the session. Strangely I found most of the students to be much older than myself and yet somehow hadnt adopted employability skills through gaining life experience (Maxwell, Irwin and Bennett 2015). As a result, I made the session highly social as I felt students would contribute more using this method and their social skills and confidence would grow throughout the module. I also used a scaffolding technique by providing handouts with some key questions for students to use during the activities. Assessing students It is imperative to carrying some form of assessment throughout the session to assess if all the sessions learning outcomes are being met. Grade marking should not be the only way of assess students, therefore formative assessments should be carried out to ensure each students process of learning (Group, 2002). Within my teaching file, I have used a various ways of formatively assessing students to ensure that they fulfil the learning outcomes identified at the beginning of each session. I also became more vigilant for key characteristics of learning difficulties through formative assessment exploring each students reading, writing, attention, behaviour and socialisation skills within every activity (Brown, Bull and Pendlebury 2013). At first I struggled to identify these learning disabilities among the students. However, I eventually I attended a lecture on disability awareness and disability support I became more aware of each students ability and identify learning disability much more easily through formative assessments. An example of assessing students was when I carried out a highly social group activity to the contemporary issues students. These activities gave students the chance to research and discuss their main findings and issues being reported on the news at the moment. Once they had spent enough time researching and analysing news stories, each group then shared their main finding to the class (Booth, 2004; Riebe et al., 2010). As a result the group activity gave me the time to assess students by Socratic questioning (Walsh and Sattes, 2011). However I didnt go too in-depth with my questioning to avoid them from being discouraged from participation. I also found that the two hour contemporary issues workshop after the session had a humanist approach and helped to discuss the strengths and areas of development for each student who attended these sessions. I also spent time with certain students when they wanted to confide any issues or concerns. Although these workshops were optional I found that students would turn up to these sessions to identify and overcome their personal goals. Some reference to these can be seen in when evaluating the contemporary issues sessions. Evaluating sessions Through teacher training I have established that evaluating each session is as equally as important as teaching. I found that through post session reflection I could implement changes if needed in the next session. Although I have only been observed four times to date (*2 tutor and *2 mentor), and those observations are within such a small timeframe. I have still learnt so much from feedback which will help me develop as a teacher. In addition, once I got to know my students I also asked them for feedback after each lesson to get as much feedback as I can while I can. I took any feedback as constructive criticism and told the students to be as honest as they can and I wouldnt take it personally. This approached worked fairly well and I shown much appreciation for their feedback (Cowan and George 2013). However I wouldnt use this approach until you know your learners well enough or get offended easily. Conclusion I never considered that I would be teaching a subject not in my subject area (contemporary issues). However, discovering that the students were studying ICT and they had no real interest in the subject. I explored ways of incorporating ICT into the subject. For example, for the obesity session I proposed that the students were to carry out a think, pair and share activity. They used prior knowledge in emerging topics such big data, advances in autonomous robotics and IOT which allowed each student to independently determine what they thought the future of the human race if current obesity trends continue (Beard, 2010). Embedding ICT in the subject got the students more motivated and engaging. In addition to this, I have also learnt that I could teach other subjects areas not related to my subject area. In addition, activities like think, pair and share give students to chance to analyse independently as their own pace (King and Lawley, 2013). For a number of the contemporary issues sessions I found I also had to additional background research into the subject opposed to the computer systems module were I already had the prior knowledge. Having done this gradually gave me confidence to gather knowledge in such a small time frame and be able to confidentially delver a session. Overall my teaching methods have developed and improved. Initially I believed that my sessions would be more tutor-led. However, through taking on two different subjects I adopted a more student centred approach which I honestly prefer over my initial opinions towards teaching. I have also learnt that ponopto PowerPoints should not be used, and if they are used, limit the time of them as they can seriously put the student in a passive state. As mentioned earlier, evaluating each session is as equally as important as teaching. Initially I had no idea reflecting upon a session could be so beneficial. Following my final observation I will continue to evaluate my sessions to continue my professional development as a teacher. This summative statement has explored diverse array of planning and teaching methods, resources, ways of assessing, evaluating my approaches which can be observed in the teaching file. Reference List Beard, C. (2010). The Experiential Learning Toolkit: Blending Practice with Concepts. London: Kogan Page LTD. Booth, J. (2004), Briefings on Employability 6. Good Learning and Employability: Issue for Higher Education Careers Services and Careers Guidance Practitioners. LTSN:York. Brophy, J.E., 2013.Motivating students to learn. Routledge. Brown, G.A., Bull, J. and Pendlebury, M., 2013.Assessing student learning in higher education. Routledge. Chellapan, L. and van der Meer, J., 2015. Challenges in Implementing the Flipped Classroom Model in Higher Education.Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age, p.352. Cilesiz, S., 2015. Undergraduate students experiences with recorded lectures: towards a theory of acculturation.Higher Education,69(3), pp.471-493. Cowan, J. and George, J., 2013.A Handbook of Techniques for Formative Evaluation: Mapping the Students' Learning Experience. Routledge. Faraday, S., Overton, C. and Cooper, S. (2011), Effective Teaching and Learning in Vocational Education. Holborn: LSN. Group, A. R. (2002). Assessment for learning: 10 Principles. Research- based principles to guide classroom practice . King, D. and Lawley, S. (2013), Organizational Behaviour. Oxford: Oxford University Press. Kolb, D.A., 2014.Experiential learning: Experience as the source of learning and development. FT press. Maxwell, R., Irwin, W. and Bennett, S., 2015, October. When Education met Innovation met Employability: The Birth of Employability Plus. InECEL2015-14th European Conference on e-Learning: ECEl2015(p. 347). Academic Conferences and publishing limited. O'Malley, C. ed., 2012.Computer supported collaborative learning(Vol. 128). Springer Science Business Media Reibe, L., Roepen, D., Santerelli, B. and Marchiovo, G. (2010), Teamwork: Effectively Teaching and Employability Skill. Education and Training. Vol.52. No. 6. pp. 528-539. Roehl, A., Reddy, S.L. and Shannon, G.J., 2013. The flipped classroom: An opportunity to engage millennial students through active learning.Journal of Family and Consumer Sciences,105(2), p.44. Tillman, K., Dorminey, S., Hartman, C., Williams-Johnson, M. and Bodur, Y., 2014. Educational Research as Authentic Preparation for Teaching in Todays Classroom. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press. Walsh, J.A. and Sattes, B.D. (2011), Thinking Through Quality Questioning: Deepening Student Engagement. London: Sage Ltd.