Health Lesson Plan Life, Loss, and Relationships

Teacher pacing will vary depending upon the students' ability to grasp the material. Repeat, rephrase, and review material to ensure student comprehension. Teachers must be motivating and enthusiastic. Students respond well to verbal praise and your enthusiasm. Teachers must use firm and consistent behavior management techniques. Make sure that students are seated in their assigned seats. Group C seating chart is posted on the wall as you enter the door. (right hand side of the door) Students explored interpersonal relationships in their 7th grade Health class (developing and maintaining).Currently in their Language Arts class, students are exploring the topics of loss and interpersonal relationships. During this exploration they have read/ viewed/discussed: the novels Tuck Everlasting, by Natalie Bait and Bridge to Terrestrial, by Katherine Paterson, several short stories from the text Chicken Soup for the Teenage Soul, by Jack Canfield, and the film The Last Lecture, by Randy Bausc h. Today's lesson will be an interdisciplinary presentation that will encompass the material that they have studied in their Language Arts class.Therefore, students will build upon prior knowledge of loss and interpersonal relationships that they aimed in their 7th grade Health class and current 8th grade Language Arts class. In their Language Arts class, several of the students discussed their experience with the death off relative, friend, or pet, and the impact of this loss on their life. Those students who have not personally experienced the death of a person have exposure based upon the impact of a death in a movie or book, or of a TV character.Today's lesson will require them to examine other types of losses they have experienced which were not related to death, as well as the impact of these losses upon their relationships and lives. The students will examine the concept of loss of the assumptive world today and share emotions that are associated with loss. This lesson lays t he foundation for an in-depth week of the examination of loss and leads into the suicide prevention and bullying units.As such, teachers must be prepared to address sensitive personal issues, as well as make the appropriate referrals to the guidance department regarding potential or current student concerns/ apprehensions. Observe students closely while you are presenting the lesson and allow students that appear overwhelmed due to a recent death, to leave the room. These students may report to the guidance office. The guidance counselors are aware of this possible situation and are available to assist students.The class consists of 25 students and reflect the following demographics: 15 girls ( 5 girls have PEPS) 10 boys (3 boys have Peps) 2 students with Autism (Mary and Jack) Mary and Jack may need you to re-explain information and directions. They both have limited comprehension but are capable of completing exercises with assistance. Ask them to repeat the directions and summari ze the material after you review it with them. Check to make sure that they are completing the exercises correctly. 2 students with ADD (Tom and Jim) Make sure these students are seated in their assigned seats at the front of the room.Give each student a stress ball to hold during the class lecture and activities. (They should not play with the ball and they will return it before leaving. ) Also, allow them to pass out or collect papers and materials when possible. Being a helper is an affective incentive for helping them to stay focused on the lesson. This also gives them an opportunity to move around in an orderly fashion. However, they will do well even if that don't have many opportunities to move. Just make sure that they are seated in their assigned seats and have their stress balls. Student who is a diabetic can) Jan may request to visit the health room. Please allow her to leave immediately. Upon returning to the class, Jan should work on the current class work. Missed assig nments can be made up before the period ends or during the next class period. Remind Jan that she may also complete work in the Special Education office during her lunch period or after school. 1 student with limited writing ability (Alice) Allow Alice to type BPCS, Ecru, and essays on the computer. Make sure that he receives the modified worksheet and class notes that are labeled with her name for other class assignments. For some assignments, such as group work, Alice will not require a modified worksheet. She will not be the designated writer for the group activity. She is an excellent speaker, and will serve as the group presenter. Check to make sure that she performs this role in the group, when appropriate. 1 student who has a Behavior Intervention Plan(Blip) (Sam) Sam will often become bored and/or non-compliant and throw items on the floor. Give him a verbal warning if he exhibits this behavior. He is a very intelligent young ND is capable of performing the assignments witho ut exhibiting this kind man of behavior.In accordance with his BPI, if he continues to exhibit inappropriate behavior or is non- complaint after the verbal warning, send him to the main office immediately. Also, make sure that he is handling the art supplies appropriately. Review the accommodations folders. Give students the opportunity to access accommodations noted on their Peps. If the student does not want to utilize their accommodation, allow them to complete the assignment in class. Please document this information. Goals, Objectives, Key Focus Questions Goal(s): MASC. 1. : Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness. FPS HE. 800. 10: Students will gain knowledge and skills that lead to an understanding of self and one's relationships with others. FPS HE 800. 10. 01: Students will explore ways to express emotions. Objective(s): Students will be able to (SWABS): Describe how feelings and behavior affect and are affected by interpersonal relationships. Discuss the impact of rejection, separation , or loss of friends or family members, Discuss the impact of the loss of personal belongings and dreams.Identify appropriate methods for self-expression Key Focus Question(s): (Reflect the objective (s). 1. Why do feelings and behaviors affect your relationships with other people? 2. What kinds of losses do teenagers experience? 3. How does the loss make you feel? How do you act? 4 What happens as a result of these losses? (How does your life change? ) 5. How do teenagers cope with the losses that they experience? (What do you do or don't do? ) 6. Do adults recognize and understand the impact of teenage losses? 7. How can you express your emotions appropriately and comfortably?Materials and Resources (Should be high quality, scientifically-based; meaningful technology use) Materials/ Resources: I Wish I Could Work Sheet Health and Loss Packet: Assumptive World Graphic Organizer (Com pleted Handout) Tuck Everlasting Graphic Organizers (2) Teenagers and Loss Graphic Organizer Teens Talk: Letter to the Editor (Group Activity) Teens Talk : Suggestion/Note Sheet (Independent) Teen Time Enrichment Activities Teen Time: Last Words to My Best Friend (Homework Assignment) Teen Loss Exit Pass Life and Loss: a guide to help grieving children by Linda Goldman (Teacher Resource)Living through loss; Interventions across the life span by R. Homonym and B. J. Kramer (Teacher Resource) Tuck Everlasting by Natalie Bait Bridge to Terrestrial by Katherine Patterson Chicken Soup for the Teenage Soul by Jack Canfield The Last Lecture (movie) by Randy Bausch Art Supplies (Poster paper, construction paper, markers, colored pencils, scissors, rulers, and glue) Technology: Computer/Screen (Teacher) Computers (Enrichment Activities) 1 Lap Top Computer (for Alice) LESSON ACTIVITY Instructional Delivery Notes regarding â€Å"Groupings† (Group C- 5 separate Group CSS, numbered 1-5) 1 .Group C- Cooperative Learning Groups Students are evenly dispersed based upon their abilities. They enjoy working in their assigned groups. Students are cooperative, supporting of each group member, and usually on task during each activity. At the end of the activities, the class will vote to select group awards that are based upon cooperation, participation, voice control (volume), task completion, and respect. Teachers will also participate in the voting process. Each group receives a prize (first through fifth). Students enjoy this incentive and work hard to receive 1st place.Prizes are raying amounts of free computer time for each group member or one homework pass for each group member. This selection will be made at the end of this weeks lessons. 2. We use this grouping frequently and students are aware of their assigned seats. 3. A seating chart is posted on the side wall (as you enter the room) which includes each student's picture above their name. Also, students have a lis t of groupings. 4. With the exception of Jan and Jack, our students with autism, the six students listed in the class demographic notes (Mary, Jack, Tom, Jim, Alice, and different groups. Sam), are in 5.Both Jan and Jack, our students with autism, are in the same group. Prior to this activity, they worked with the speech pathologist and gained an understanding of the concepts of death and loss. Continue to monitor their understanding, but they should be able to participate in today's exercises with minimal assistance. Therefore, please do not enable them. Warm-up/Engagement: The teacher will greet the students as they enter the room, and hand them the â€Å"l Wish I Could Worksheet†. The teacher will instruct the students to complete this worksheet independently and to seat in their Group C assigned seats. These erections are also written on the front board. ) â€Å"l Wish I Could† (Worksheet) Complete prompt 1 or prompt 2. You can state your true feelings. You will no t be required to share your answer with the class. Prompt #1: The alarm clock Just went off. Oh no, it's good old Monday morning, back to school. I wish I could Prompt #2: I keep trying to explain to everyone what's going on, but no one is listening. They Just keep telling me what they think, what they feel, and what I should do. Does anyone even care what I think, how I feel, or what I want to do? After 5 minutes, collect the warm-ups.One of the teachers should review the warm-ups. When appropriate, make student referrals to Guidance/Special Education Departments or parent contacts. Instructional Delivery: Direct Instruction 1. Introduce today's lesson: Inform the students that: Today we will examine the affect of loss on our behaviors, interpersonal relationships, dreams, and life. We will also discuss ways that we can express our feelings about loss that is both comfortable and appropriate for teenagers. If you begin to feel overwhelmed as we continue our discussions, please tell one of your teachers.Now, I know that you have discussed the topic of loss that is related to death in your Language Arts classes, but there are other types of losses that you experience and I believe that we don't usually take the time to examine these losses. Each of you read short stories from the book, Chicken Soup for the Teenage Soul, and those stories talked about real life situations that teenagers cope with. Is that a correct statement? (Wait for a response, ex. Yes, nod, and then continue. ) Well, I want to introduce a new term to you, which is the assumptive world. (Write the term on the board. Does anyone have any idea of what this means? And please think about the root word assume. Wait for a response and acknowledge answers. ) Introduce Concept of Loss of the Assumptive World. (Complete a graphic organizer with the class as you explain the concept. ) Well, first the assumptive world is every hope, dream, desire, and belief that you have for your life. It is simply how you believe your life should be now and in the future. It is the heart of what we believe those beliefs that keep us stable and working toward our goals. Now of course, these beliefs are influenced by what you learn and what you experience.For example, we assume each morning everyone will: Wake up. Take a shower. Get dressed. Eat breakfast. Go to school or work. But we never assume that we won't wake up. We never assume that we won't be able to get dressed by ourselves. We never assume that we won't be able to continue our daily routines. So, we assume that our assumptive world will not change. However, when our assumptive world does change, we use the term Loss of the Assumptive World to express these changes in how we think our world should be. Check for understanding. K. Please give me a thumbs-up if you understand the term Loss of the Assumptive World. Re-explain the term if you don't have a 100% of the students wowing of thumbs-up. ) Wonderful! (Be sure to praise students, get them motivated, and engaged by stating expressions of positive reinforcement. They respond well to your enthusiasm. ) Guided Practice/Modeling 2. Introduce the Health and Loss Packet (Mr.. Jones, the co-teacher will walk around and monitor student progress and the assistance as needed. During the 3rd class session, Mr.. Jones will lead students in their independent research on teenage losses. ) Now, today you will complete a group activity that deals with teenage losses. Mr..Jones is giving you your Health and Loss Packet for today. Oh, I believe that everyone now has their packet. Wonderful! Now, turn to page 1 of your packets and you will see the Assumptive World Graphic Organizer that I Just completed with you. Next, turn to page 2, which has the Tuck Everlasting Organizer. Let's review this together. After reviewing the organizer, tell the student to turn to page 4 in their packet, which is entitled Teenagers and Loss. Tell the students, â€Å"We will now complete this graphic organizer together. Fill in your organizer as I write the answers down. † (Use the computer to type the answers.Zoom in at 200 to enlarge the print for the students. Using the model provided, scaffold responses and record short answers for the students to copy. Print a copy of the completed graphic organizer for Alice. Make sure that you remind her to Just focus on the lesson and you her will give a typed copy later. ) Ask the students, â€Å"What other losses do teenagers experience today? Think about your personal lives, your friends, the characters in the Chicken Soup for the Teenage Soul short stories, the characters in Bridge to Terrestrial novel, and Randy Pouch's story from his move The Last Lecture†.Call on students and list their responses on the graphic organizer. Student responses could include friends, home, parents, relatives, relationships, pets, safety, summer Jobs, favorite or special object, self-respect, self-esteem, and physical abilities). Encourage responses by relating a personal experience such as, â€Å"um†¦ In 6th grade I remember one of my teachers telling me that I would always be a poor reader. From that day on I believed this until my 7th grade teacher told me the she was very proud of my reading progress and to keep up the good work. Has anything like this ever happened to you? (Wait for students to respond. ) Compliment the students on their responses†¦ Ex . Great ideas!! Now, how do you feel when you experience a loss? For example, when my 6th grade teacher told me that I would always be a poor reader, I felt angry and sad. I wanted to just hide somewhere, but I was also mad because she destroyed my dream of going to college. So, tell me, what you felt or how you felt when you experienced a loss? Give the student a chance to respond. Type the emotions on the computer and display the answers for everyone to see. Possible answers might be: angry, sad, mad, hurt, lonely, afraid, scared, confused, depressed, and helpless. ) Encourage the students: These are very honest responses. I know that sometimes it is difficult to talk about loss, but thank you for doing such a fantastic Job. It is very important for each of us to express what we feel and how we feel. Today, you have been emotional champions, and I am very proud of you. Hopefully this experience has given you a way to express your emotions by calmly and truthfully saying how you feel and what you are thinking.Give me thumbs up how loss can impact you and why you need to express those feelings. Nice! (Be sure to check for a response from every student and validate their acknowledgement. ) Now we will begin our last activity, which is a roof activity. This activity is another way that you can express your feelings calmly and truthfully. Since you are already seated in your Group C areas, please turn your desk to form a circle. Also, we will vote on group awards at the end of this week. As a class, tell me what the awards are based on? (Students responses should be cooperation, participation, voice control (volume), task completion, and respect.And what are the prizes? (Students response should be free computer time or home work pass for each person). Wonderful! I am sure that this will be another challenging awards selection! Mr.. Jones, I believe that they are ready for their independent activity. Mrs.. Whey, I think they are burning with anticipation! Well, we have an exciting activity planned, so let's get started! It's time for Teen Talk! Independent Practice 3. Draft Letter to the editor (Glasswork). Last words to your best friend (Homework). Briefly review the direction with the students.Now let's review your Homework assignment first. Turn to page 11 and I will read the prompt and directions to you. Read the prompt: You and one of your parents are flying to Africa for a vacation. You have been dreaming about the trip for weeks. Suddenly, you hear the pilot's voice, â€Å"†¦ The plane is very low on fuel and we are making a crash landing†¦ † You stop listening and begin to wonder if you will die in the crash. You thoughts are racing and you frantically try to write a few lines to your best friend. In these final moments, what final words would you leave your best friend?What losses would run through your mind (dreams, plans, family, etc)? What words of wisdom or thoughts would you leave behind? How could your encourage your best friend to enjoy life without you? (Think about how Jess felt when Leslie died in Bridge to Terrestrial. What suggestion (s) would you give your friend to make sure that they express their feelings and emotions? Write a letter to your friend. Be sure to include answers to the questions stated above. You may write or type your letter. Now, the homework assignment is very similar to your group activity.Are there any questions about the homework? (Answer questions. ) Nice listening! You will need to take the Homework Sheet home to complete the assignment, so place this sheet in your backpack now. Please remember that the homework is an independent activity and this assignment is posted on our school web site. Alright teens, let's get move ND groove!†¦ On to the Groovy Group Work! Now, please turn to page 5 in your packet entitled Teens Talk: Loss, Relationships, and Life. Using the forms provided, you will write an informal letter to the editor about teen loss.You may use the graphic organizers that we completed today for this assignment. This is a group project and Recorder Number 3 will write the letter for the group. Other group members may use their packet to record notes or comments about the group discussion. As usual, each person must have at least one suggestion on their sheet that they presented to the group. Remember that this is Just a draft of your letter. You will have time to make changes/ corrections, and additions during our next class. Don't worry if you do not finish your letter today.You will have time to finish your draft and/or write your final copy tomorrow. Listen while I read the directions for this exercise. Write a letter to the editor about a loss, difficulty, or a crisis situation that teens experience today. Be sure to include how the teens feel and possible ways that others could help teens with these concerns. Use the key focus questions stated below to help you formulate or think of a response. Also, refer to your graphic organizers for Teen Loss and Tuck Everlasting. Remember, this is simply your opinion. They are no incorrect answers.This is your opportunity to state how you feel, what you think, and what you believe. Key Focus Question(s): (Reflect the objective (s). 1. Why do feelings and behaviors affect your relationships with other people? 2. What kinds of losses do teenagers experience? 3. How does the loss make you feel? How do you act? Losses? (How does your life change? ) 4 What happens as a result of these 5. How do teenagers cope with the losses tha t they experience? (What do you do or don't do? ) 6. Do adults recognize and understand the impact of teenage losses? 7. How can you express your emotions appropriately and comfortably?Now, let the talking and writing begin!! Check for Understanding: Ask the students if they have any questions. Answer questions. Instruct the students to begin the draft letter. Walk around the room and make sure that the students are on task and participating in the group activity. Closure: 1. Instruct the students to complete the Teenage Loss exit card that is in their packet. Question: What loss of your assumptive world has affected you the most and why? 2. Students will place the exit card and their packet in their Class EXIT Basket as they leave Time 5 min. The classroom.

Social Problems And The Foundation Of A Society Essay

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1960s Essay examples - 1119 Words

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Domestic Violence The Rights Of Women Essay - 2697 Words

ABSTRACT Most often the term ‘Domestic Violence’, pictures a scene where a woman is beaten up by her husband. But is the scope of the term just limited to that or is there much more to it? Is domestic violence actually a women’s issue or is there something to do with the issues involving the men in our society? Is it the wife who is subjected to such torturous situations or do the mothers, sisters and daughters also face similar situations at home? These are certain questions that need to be answered to make one understand the true implications of domestic violence. As far as the legal position is concerned, our Parliament has passed an Act called ‘The Protection of Women from Domestic Violence Act, 2005’ with the aim to provide more effective protection of the rights of women, who are victims of violence of any kind, occurring within the family, within the domestic spheres. One of the major drawbacks of this Act is that it does not extend its protection to women living in the household other than the wife. The only provision they have is the ‘Right to Reside’. Moreover, domestic violence is considered to be a domestic affair and women often, in the name of the honor of the family do not report the violence, they rather prefer to remain silent on such occurrences of cruelty. Further, this Act does not address the issue of Marital Rape which is a crime. Unfortunately our constitution has not provided any remedy for the victims of such a crime. This paper aims to find realShow MoreRelatedTopics Involving Employment For Women, Women s Rights, And Domestic Violence / Sexual Assault1475 Words   |  6 Pages The individual that I chose to interview on topics involving employment for women, women s rights, and domestic violence/sexual assault was Pam Polm. Pam was born on December 15, 1953 at Mercy Hospital in Bakersfield, CA. Pam is the oldest of two siblings, having two younger brothers. Growing up, both of her parents worked, her mother working on and off at certain times throughout her childhood. She got married in 1972 to her husband Dennis and is still happily married to him today. TogetherRead MoreCulture affects Domestic Violence Essay857 Words   |  4 PagesDomestic violence is the act of violence or abuse against a person living in one’s household, especially a member of one’s immediate family (Dictionary.com). I believe that domestic violence is affected by culture. In many communities, domestic vi olence is not a big topic, but to many women in different cultures; it is an event many women deal with everyday. Domestic violence is more common in other cultures and culture can affect women’s rights. Throughout many cultures around the world, domesticRead MoreDomestic Violence Against Women Essay1691 Words   |  7 PagesOrganization defines violence as: â€Å"The intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, mal-development or deprivation†. WHO has declared violence against women both a public health problem and a violation of human rights. Violence against women is of many types and has many faces. Also called Gender-based violence, public healthRead MoreDomestic Violence And Violence Against Women1662 Words   |  7 Pagesdefinition of domestic violence is, â€Å"Violent confrontation between family or household members involving physical harm, sexual assault, or fear of physical harm†. Domestic violence takes place in many forms, including physical assault, threats, sexual abuse, intimidation, etc. Domestic violence destroys the meaning behind a home and the feeling of a safe environment. No one man, woman, or child deserves to be abused. The abuser is the one who should take responsibility of the violence occurring, notRead MoreThe Pros And Cons Of Domestic Violence952 Words   |  4 PagesDomestic Violence is known as â€Å"Any abusive, violent, coercive, forceful, or threatening act or word inflicted by one member of a family or household on another can constitute domestic violence† (Clark, A. (201 1)). Domestic violence has gone rapid in the homes of many families. Most people believe that whatever happens in a home should stay in the home. That idea is an issue when it comes to domestic violence. Not only is it an issue within the statement and household, it is also a social and distinctRead MoreThe Domestic Violence Against Women1130 Words   |  5 Pagesarrest for domestic violence cases. States kept adding to the list and as of 1983, there were more than 700 shelters for abused women across the country. The number of shelters kept increasing, as did the organizations intended to assist the victims of domestic violence. After 1986 that the first Domestic Violence Awareness Month was first held in October, the United Nations included violence against women as a human rights violation in 1993. The next year, the US Congress passed the Violence AgainstRead MoreDomestic Violence : A Part Of Culture1498 Words   |  6 PagesTo this day, domestic violence is seen to be a part of culture in many countries. Some people view domestic violence as un just and cruel, yet many see it as a form of power and control over another. Domestic violence plays a key role in different societies around the world as it is becoming a social norm. Domestic violence frequently begins when one partner feels the need to control the other. This feeling is sprouted from several factors such as jealousy, low self-esteem, and difficulties in regulatingRead MoreDomestic Violence Is Now Broadly Defined As All Acts Of1586 Words   |  7 Pages Domestic violence is now broadly defined as all acts of physical, sexual, psychological and economic violence committed by a family member or intimate partner. It has to do with a pattern of power and control exerted by partner or family member upon another. The constancy and severity of the abuse can vary however, it always has a negative impact on the relationship. The devastating impact can last for a long time crossing generations or a lifetime. The battered women movement goal was to seeRead MoreImpact Of Public Health Of Domestic Violence847 Words   |  4 PagesThe impact of public health of Domestic Violence in United States. The violence against women is a global health problem of epidemic and unpreventable circumstances. Domestic violence doesn’t have a controlled policy because it can extend into the society with devastating effects on its victims and costs that ripple across the economy. The two major reasons that the issue are being addressed by policy are not enforced in actions. First reason is that every 9 seconds in the US a woman is assaultedRead MoreA Victims Deliberate Use of Deadly Force Is a Just Response to Repeated Domestic Violence990 Words   |  4 Pagesforce is a just response to repeated domestic violence. According to Senior Senator Dianne Feinstein, Domestic violence causes far more pain than the visible marks of bruises and scars. It is devastating to be abused by someone that you love and think loves you in return. It is estimated that approximately 3 million incidents of domestic violence are reported each year in the United States. It is because I agree with Senator Feinstein, that domestic violence must be stopped, that I must affirm

Deviant Society Behavior Free Essays

The world of humans is oftentimes unpredictable, changing and wondrously exciting. However, when these attributes become extremely bizarre and painfully detrimental, humans become sick and worried about to what extent can other humans afford to inflict harm against them. Suicide bombing is, if not the most, one of the most gruesome acts anybody can commit. We will write a custom essay sample on Deviant Society Behavior or any similar topic only for you Order Now It is outright crazy and stupid. One must be beside the normal to be entertaining such a thought in mind. Ironically, fanatics who have committed and attempted suicide bombings in the past, were deemed normal until the day when the execution of their ultimate plans were made public whether foiled or completed. People who are afflicted with mental disorder may, as other people, travel for the same reasons – vacation, visiting friends or relatives, business, recreation, and sometimes for religious or spiritual focus (Miller Zarcone, 1968). Others indeed may travel for reasons other than the normal – for reasons triggered by malformed mental state such as the men who carried out the 911 attack of the Twin Towers in New York. Along the 911 attack, suicide bombing through aircraft came to prominence resulting in the stirring of the awareness among the international public of the fact that the regular traveler might not be that â€Å"regular† anyway. It is probable that some of them are driven by excessive anger or motivated by utopic hope as taught in the communities wherein they have pledged their life allegiance (Silke, 2003). In a recent turn of events in Pakistan, upon the return of former Pakistani Prime Minister Benazir Bhutto to her home country, 124 were killed and 320 plus got injured as a result of another suicide bombing. The bomber threw grenades among crowds of people and afterwards blasted himself to death (CNN update, Oct. 18, 2007). It’s difficult to think of sensible reasons why a sane person (if that person was ever considered sane by his colleagues) has committed such an act in the first place. To spend and expend one’s self for a noble cause is commendable only if they benefit people outside one’s own community. It’s never an ideal to advance a religion’s cause at the expense of the lives of other people. A suicide bomber is demented in that even in the logic of religion, all religions presupposed a benevolent god who is both powerful and loving. There must be distortions somewhere within the suicide bomber’s mind to have associated the act of delivering a bomb and acts of piety. Understanding mental health: Factors that contribute to a Suicide Bomber’s Behavior The majority of theories and models of human behavior fall into one of two basic categories: internal perspective and external perspective. The internal perspective considers the factors inside the person to understand behavior. People who subscribe to this view understand behavior as psychodynamically oriented. Behavior is explained in terms of the thoughts, feelings, past experiences and needs of the individual. The internal processes of thinking, feeling, perceiving and judging lead people to act in specific ways. This internal perspective implies that people are best understood from the inside and that people’s behavior is best interpreted after understanding their thoughts and feelings (Jourad, 1963). The other category of theories takes an external perspective. This focuses on factors outside the person to understand behavior. External events, consequences of behavior, environmental forces to which a person is subject, are emphasized by this external perspective. A person’s history, value system, feelings and thoughts are not very important in interpreting actions and behavior. Kurt Lewin for instance considered both perspectives in saying that behavior is a function of both the person and the environment (Tiffin, McCormick, 1958). Man is a social being and as such his personality is viewed from the society and culture where he belongs. A society represents a geographical aggregate and has boundaries, similar government or a group of persons in meaningful interaction and engaged in social relationship. Personality is the individualizing traits of man which constitute his singularity and differentiate him from any other human being. The three determinants of personality: 1] biological heritage which has direct influence on the development of personality. This includes musculature, the nervous system, and the glands; 2] E. Q. factor describes qualities like understanding one’s feelings, empathy for the feelings of others, and the â€Å"regulation of emotion in a way that enhances living (Gibbs, 1995);† 3] environmental factors. Taking everything normal, environment plays an important role in personality development. Environmental factors are cultural environment, social environment, home and family, culture, status and role and social agent. Many of men’s pronounced stirred-up state of mind such as fear, anger, disgust, and contempt, have posed the question, why? What has caused such a reaction? What has brought a change to his/her behavior? What is the frustration that has brought about such behavior? In the world of a suicide bomber, he/she contemplates on various input or stimuli from the world he/she evolves in. There are frustrations of every form and even without these, his/her psyche or mental state functions on the basis of anything he/she receives (actively or passively) from the milieu. Life’s problems are numerous and as long as one is alive and kicking he will always be faced with problems, be they big or small. Such problems stir-up one’s emotions or feelings which maybe pleasant or unpleasant. Physiological problems, environmental problems, personal deficiencies and psychological concerns bring on a variety of responses; some predictable, others are not. Disorganization of family life, disintegration of personality brought about by depression, great personal suffering, any of these may take any person beyond the limits of his tolerance. Man is born in a social environment surrounded by cultural norms and values. He is faced with cultural taboos and acceptable social behavior. Numerous environmental factors come to the fore which may or may not be easily overcome. One of the most difficult problems in this area is one’s cultural dos and don’t s. Environmental frustrations cannot be avoided, for there are always certain factors in a person’s growth and achievement. Psychological or internal problems are the most difficult to resolve as they are within the inner feelings of a person. One may not be able to detect his/her concerns/anxieties through his /her overt behavior. It may only be inferred from what his/her inner thoughts and feelings are but will not know what caused such a feeling. Psychological concerns of various forms represent a more serious threat to the personality of the individual than do environmental pressures. If severe enough, they may create considerable emotional tension with accompanying behavior disorders. Reacting to pressures and other concerns such as frustration varies from person to person because of their personality differences. These reactions maybe defensive, neurotic or psychotic. Most people are sympathetic to people who develop physical ailments, but regard an individual with mental disorder as â€Å"crazy. † At this juncture, does a suicide bomber then be considered a person with a mental disorder or deemed as â€Å"crazy? † definitions of mental health vary considerably. Freud when asked what he thought a normal, healthy person should do well replied â€Å"love and work. † Karl Menninger’s (1956) definition is quite similar to Freud’s. He states: â€Å"Let us define mental health as the adjustment of human beings to the world and each other with a maximum of effectiveness and happiness. Not just efficiency, or just contentment, or the grace of obeying the rules of the game cheerfully. It is all together. It is the ability to maintain an even temper and happy disposition. This, I think, is a healthy mind. † When we therefore, try to define mental health, we have in mind the adjustment process which an individual brings into force when he is faced with a problem situation. Adjustment is defined as an individual’s manner of reacting or responding adequately to a perceived problem. From the standpoint of mental health, adjustment refers to a happy and socially acceptable response to life’s situations. Mental health therefore, is the ability of the individual to function effectively and happily as a person in one’s expected role in a group and in the society in general. It is a condition of the whole personality and is not merely a condition of the â€Å"mind† as is often supposed. It is an out-growth of one’s total life and is promoted or hindered by day-to-day experience, not only by major crises as some assume (McCllelland et al, 1973). Mental health is the capacity to live harmoniously in a changing environment; to face and solve one’s problems in a realistic manner; to accept the inevitable, and to understand and accept one’s own shortcomings as well as the shortcomings of others. In this sense, people who develop and encourage Jihad or any â€Å"terroristic† ideas and brainwash others to do the same, are seen people who do have unrealistic way of looking at life and their experiences. They are commonly classified as people having delusions of grandeur among others. This term refers to people who experience a bloated sense of importance or missions and oftentimes associated with corresponding persecution complexes (Jourad, 1963). They therefore harbor also a sense of anxiety that some people are out there to cut off their goals and obstruct their missions. Their resolve to deliver their target aims is even stronger the reason for their methodical and systematic way of doing things. Since they cannot accept that they must co-exist with people whose beliefs radically differ from theirs, they accept the notion that annihilation is a solution and dying a martyr’s death to ensure this goal is the ultimate sacrifice. This kind of mindset comes only from a frame of thinking that has been exposed only to a few options; in fact, only very narrow options. That option is the radical Islamic alternative and nothing else. When living in this world, co-existence is not just something that is talked about inside the halls of the academe: co-existence signifies a mindset that is healthy as well and free from disorders. Mental health is a matter of degree. There is no hard and fast line that separates health from illness. It is not a simple matter to divide the population into two distinct groups-those who should be institutionalized and those who should not be. Many of us at one time or another exhibit traits and pattern of behavior which if, accentuated and continuous, would necessitate psychiatric care (Jourad, 1963). Though radical a thought this may seem, and naturally sounds unrealistic, the ideal place is to set monitoring and evaluation of mental hygiene at some point in time. How to do this is going to be a big issue, expectedly. However, terrorism and the likes of suicide bombing can probably be controlled in some ironic way: by referring to them as idiosyncratic, delusional or even possessing mental disorders. Another way of classifying them is through the Diagnostic Statistical Manual IV (DSM) classification system; these people are versions of psychopaths or psychotics; because the symptoms are there and they cannot function normally among any general population. Conclusions The difficult but frequently asked question is that â€Å"Will suicide bombers be able to wreak havoc again as they did in 911 in New York? † The possibilities are largely and unsurprisingly high that it might happen again. People are people: as indicated in the opening statement, we are unpredictable, inundated with problems and those extremists have come to the point in their lives that their choices of so-called â€Å"martyrdom† that they do for religion and their god is close to pleasurable, fulfilling and the dream of their lifetimes. What can probably compel them against that? What can possibly move them away from doing what seemed to be â€Å"heroic acts?† What is being done in the United States today like tightening security and vigilance that other countries had been doing (e. g. , Israel) and for which others are also implementing (i. e. , United Kingdom/England), is by far the best that they can do. But that is as far as any human or groups of individuals are also capable of doing. The bottom line is that when a certain person intends to kill or murder, it is just time that they are running against with. Somewhere, some how, some people will be able to make themselves explode and duplicate 911. How to cite Deviant Society Behavior, Papers

Cultural Diversity and Team Performance †Free Samples to Students

Question: Discuss about the Cultural Diversity and Team Performance. Answer: Introduction For having a strong and effective workforce, there is a need to have an efficient and robust recruitment process in the organisation. The recruitment process is highly important for any organisation as it reflects the future of the company as the more competent a workforce is, the higher is the competitive advantage and competence gained by the organisation. The talent, competence and abilities of the employees are those factors that support the development of any company but in present time, the organisations are facing extreme challenges in recruiting the capable employees which is declining the growth and success rate of the organisations. There are number of factors that impact the recruitment process of ALDI such as low supply of labour in the market, ageing workforce, increasing cultural diversity, intensive market competition and brand image of the company (Connell, Nankervis and Burgess, 2015). All such factors pose a strong and negative impact on the recruitment process and develop challenges for the company. The report has kept its focus on highlighting recruitment challenges of ALDI as it is a well-known company with global business operations. In the year 1913 i.e. 104 years ago, the organisation was established by Karl Albrecht and Theo Albrecht. The company is performing well but in last few decades there has been recognized some recruitment challenges at its stores in various countries. ALSI gives employment to thousands of potential individuals but then also it is required to manage its recruitment process for increasing the present number (ALDI, 2017). Major recruitment challenges experienced by ALDI ALDI is a recognized supermarket chain which has more than 10, 000 stores across the globe and give an employment platform to thousands of individuals. From the past few decades, due to several factors the organisation is having some issues in its re recruitment process and thus the efficiency and the overall productivity of the company is impacting. The first challenge in the recruitment process of ALDI is growing cultural diversity. Because of huge presence of migrants, nationals as well as people from various other multicultural groups, there is continuously growth cultural diversity and thus recruitment challenges are taking place. Being a global company, there are several regions where the organisation has its store and there is a need to employ individuals but issues of cultural diversity occurs (Ely and Thomas, 2001). Managing the diverse workforce is very difficult as the language, opinion and other cultural factors are diverse in nature which creates several issues in recruitment. Due to diversity in cultural there are times when the recruiters are not capable enough to analyse the potential of the candidates who are culturally different and this at as a barricade in recruiting potential candidates in the organisation (Podsiadlowski, et al., 2013). The second challenge in the recruitment process of ALDI is intense competition in the business environment. With increasing presence of various industries and organisations, there is a demand for potential candidates and thus other organisations offer a good amount of wages and salary packages to the employees (Gully, Phillips and Kim, 2014). And this result in less interest of the candidates in joining retail sector organisations where there is a limited pay as well as target based incentives. There is extreme shortage of talented candidates applying for jobs in ALDI and various other retail sector companies due to less appealing job profiles and this develop another challenge in the recruitment process of ALDI i.e. of talent management. People have developed a notion that even the under-graduates can have employment opportunity in retail sector organisation as there is no specific or particular knowledge or professional skill required for managing the business operations and theref ore the talented employees develops a notion to avoid employing in such organisations (Kuo, 2013). The third challenge in the recruitment process of ALDI is the established image of the organisation and the industry. ALDI is a well-recognized and one of the best supermarket chain but in respect with the view point of the individuals seeking job opportunity, the organisation hold an image which is not much impressive. Due to features such as regular targets, sales based incentives and issues in customer management, the individuals do not opt for developing their career in the retail industry and this result in reduced number of skilled and talented individuals coming as applicants (Price, 2016). Because of an already established aspect of the overall industry, the individuals tend to ignore the benefits of recruiting in such organisation and thus it weakens the recruitment process of ALDI. The fourth major challenge in the recruitment process of ALDI is the lack of availability of the labour and high demand for workers on the other hand. Because of continuously upsurge business operations and establishment of industries, the labour is migrating from one place to another and is impacting the demand for the workers (Ashton, Maguire and Spilsbury, 2016). Same is in the case of ALDI; there is a shortage of labour supply which makes the organisation weakened to carry on its business functions without any resistance. Because of lack of workers, the overall sales, operations as well as the other departmental functions are hampering and thus there are comparatively very les number of applicants which is challenging the recruitment process of the organisation (Horbach, 2014). The last and the fifth challenge in the recruitment process of ALDI is the increasing generation gap among the employees as well as increasing number of ageing workforce in the organisation. Across the globe, ageing workforce is a primary issue that is restricting the recruitment of competent employees in the organisation. The presence of employees who are old in age results in lack of fresh talent and innovativeness in the business organisations. The organisations in present and modern world need individuals who are techno savvy and have talent to operate the innovative and technologically updated operations. But such expectations cannot be made from the employees who fall under ageing workforce (Rau and Adams, 2014). Thus, it decreases the potential of the organisation to have better productivity and end results. The issue of ageing workforce impacts the recruitment of young individuals too as in such organisations like ALDI where there is present increasing number of employees of high age group, the young individuals does not tend to join such organisations due to a perception of having lack of opportunities and chances of domineering rule of those already existing employees over the new ones restrict the talented and young ones to get recruited in the organisation (Ciutiene and Railaite, 2014). Recommended strategies to overcome the recruitment challenges To overcome the issues of diverse culture, it is suggested to ALDI that there must be provided continuous cross-cultural trainings to the employees as well as the recruiters so that there can be effective recruitment of talented candidates and the employees can also have a better understanding of the processes (Saxena, 2014). The managers must also provide regular feedbacks to the employees so that they do not restrict themselves to work at such place where there is high cultural diversity. One more recommendation which can be implemented in the organisation is to have more of informal communication to overcome the differences of diverse cultural groups (Pieterse, Van Knippenberg and Van Dierendonck, 2013). To overcome the issues of competitive business environment in the recruitment process, it is suggested to ALDI that the organisation must understand the importance of employer branding and implement the same strategy for the organisation. As per the strategy of employer branding, the organisation invest on itself to develop itself as one of the most liked and preferred employer of choice by the individuals seeking jobs in that particular sector (Gully, Phillips and Kim, 2014). The employers of the choice are those organisations where there is a large pool of applicants who want to join the company as well as retain for extended time period. If ALDI will make efforts to develop itself as the employer of choice through employer branding strategy then it will be able to gain increase number of talented applicants and visibility in the market (Van Hoye, et al., 2013). The more number of competent workers will try to develop an association with the company and this will help in managing t he challenge of competitive business environment. To overcome the issues of organisational image in the recruitment process, it is suggested to ALDI that the company must work upon developing a better and improved organisational image of the company in the views of the people searching for job opportunities. It is necessary that a proper communication flow must be maintained which can boost the visibility of ALDI as one of the best place to work and replacing the set notions about the industry by offering the employees with a good work-life balance and stress free work life (Choudaha, Chang and Kono, 2014). To overcome the issues of lack of supply of labour in the recruitment process, it is suggested to ALDI that the organisation must take initiatives to have a better and improved recruitment plan, policies and high wages and incentive plans. Such initiatives will boost the attractiveness of the job opportunities of ALDI. Due to switching of labours from one organisation to another due to factors such as wages, rewards, work-life balance, etc. ALDI can retain them by offering all such benefits to the employees it recruits (Bakker and Demerouti, 2014). Thus, it will help the company to have more of talented and skilled employees as the applicants and this will also result in managing a balance between the demand and supply for the labours in eth organisation. To overcome the issues of generation gaps and ageing workforce in the recruitment process, it is suggested to ALDI must have more advertisement and marketing of the organisation as one of the best employer in the retail sector. To attract more number of young and competent candidates, there must be taken use of activities by which there attention can be seek such as by displaying adds on social media channels, campaigning at various universities and other institutes to make the individual understand the significance of the jobs in their career growth (Colley, 2014). And to overcome the challenge of generation gaps, it is suggested to ALDI that it must work upon developing more informal communication channels among the workforce so that there can be exchange of ideas and views among the old and young employees, sharing of opinions and open discussions are the best practices to overcome the challenge and have better recruitments in future (Ciutiene and Railaite, 2015). Conclusion Recruiting and the recruitment process are essentials of an organisation which determines the success of the companies. ALDI being a renowned supermarket chain has also faced some key issues and challenges in its recruitment process which slows down the recruitment of competent and talented pool of candidates in the organisation. thus, from the report, it can be conclude that to overcome and manage the recruitment challenges, the recommendations offered must be effectively implement and more investments must be done on strategise such as employer branding, improving rewards and recognition and cross cultural training so that the challenges can be sustained and ALDI can have a better recruitment process in future. References ALDI, (2017). About ALDI, Retrieved on: 27th September, 2017, Retrieved from: https://www.aldi.com.au/en/about-aldi/ Ashton, D., Maguire, M., Spilsbury, M. (2016).Restructuring the labour market: The implications for youth. Springer. Bakker, A. B., Demerouti, E. (2014). Job demandsresources theory.Wellbeing. Choudaha, R., Chang, L., Kono, Y. (2014). International student mobility trends 2013: Towards responsive recruitment strategies. ?iutien?, R., Railait?, R. (2014). Challenges of managing an ageing workforce.Procedia-Social and Behavioral Sciences,156, 69-73. Ciutiene, R., Railaite, R. (2015). Challenges of managing an ageing workforce.Engineering Economics,26(4), 391-397. Colley, L. (2014). Understanding Ageing Public Sector Workforces: Demographic challenge or a consequence of public employment policy design?. Public Management Review,16(7), 1030-1052. Connell, J., Nankervis, A., Burgess, J. (2015). The challenges of an ageing workforce: an introduction to the workforce management issues.Labour Industry: a journal of the social and economic relations of work,25(4), 257-264. Ely, R. J., Thomas, D. A. (2001). Cultural diversity at work: The effects of diversity perspectives on work group processes and outcomes.Administrative science quarterly,46(2), 229-273. Gully, S. M., Phillips, J. M., Kim, M. S. (2014).Strategic Recruitment: A Multilevel(pp. 161-183). The Oxford Handbook of Recruitment. Horbach, J. (2014).Determinants of labor shortage: With particular focus on the German environmental sector(No. 22/2014). IAB Discussion Paper. Kuo, Y. K. (2013). Organizational commitment in an intense competition environment.Industrial Management Data Systems,113(1), 39-56. Pieterse, A. N., Van Knippenberg, D., Van Dierendonck, D. (2013). Cultural diversity and team performance: The role of team member goal orientation.Academy of Management Journal,56(3), 782-804. Podsiadlowski, A., Grschke, D., Kogler, M., Springer, C., Van Der Zee, K. (2013). Managing a culturally diverse workforce: Diversity perspectives in organizations.International Journal of Intercultural Relations,37(2), 159-175. Price, R. (2016). Controlling routine front line service workers: an Australian retail supermarket case.Work, employment and society,30(6), 915-931. Rau, B. L., Adams, G. A. (2014). Recruiting older workers: Realities and needs of the future workforce.The Oxford handbook of recruitment, 88-109. Saxena, A. (2014). Workforce diversity: A key to improve productivity.Procedia Economics and Finance,11, 76-85. Van Hoye, G., Bas, T., Cromheecke, S., Lievens, F. (2013). The instrumental and symbolic dimensions of organisations' image as an employer: A large?scale field study on employer branding in Turkey.Applied Psychology,62(4), 543-557.

Platos Phaedo Essays (577 words) - Socratic Dialogues,

Plato's Phaedo In Plato's Phaedo, Socrates is explaining to his friends that the acquiring knowledge comes from a recollection of things from a previous life. Socrates uses this as a way to comfort his friends. Based on this, according to Socrates, if a human being can learn anything, they must have known something about what it is they are learning about. If a human being has known something without having been taught it (in this life), they must have learned it before their birth. If the soul existed prior to birth it stands to reason that it survives death, and thus Socrates' friends have no cause for grief. This prior knowledge is triggered into consciousness by sensory input. Plato is trying to work beyond a two-fold paradox. Namely, if a human being does not know something, they cannot learn it since they know nothing about it. If, on the other hand, a person knows it, they do not need to learn it. When Crito asks Socrates how he wishes to be buried when he dies, this is a mistake because it shows his lack of understanding. Crito's lack of understanding lies in the fact the he doesn't understand how the soul survives the body at death, and in fact Socrates will still in actuality be alive. By making this mistake, according to Socrates, he Crito is harming the soul. If Crito were in understanding of this, he would not have asked Socrates about burying his body, because Socrates is not merely a body, but rather the body is a casing for the spirit and who he is. Socrates does not take Crito's question seriously because to Socrates the body is not the basis of who he is. To Socrates, the fact that his body is going to die does not mean he will be dead. In fact, his soul will go on, be born in a different body, and go back to learning what the soul seeks to know. Socrates wants Crito to know that he will not be burying him, but instead just his body. Socrates is justified in his response to Crito's question because Crito's question goes against everything that Socrates says and stands for. I think that Socrates is upset with Crito for being so ignorant. He shows this by laughing at Crito for his question. He also shows this by telling the others that Crito only sees him as the body he will be burying, rather that the person talking to them. When it came time for Socrates to drink the poison, Crito again shows his lack of understanding by asking Socrates to wait awhile before taking it. Crito wants Socrates to try and enjoy the last bit of life that he can enjoy. Socrates again puts Crito in his place by saying that any human being would do this, but it is not right for Socrates. Socrates does not want to appear ridiculous for clinging to life when there is none left. Overall Socrates is trying to tell human beings that life is nothing more than an opportunity for the soul to learn what it is in search for. The human body is nothing more than an instrument for the soul to use. A person should not fear or run from death, but rather look at it as a chance for the soul to move on to something else and to another chance to learn more based on what was already learned