Christian Schussele Men of ProgressOil on canvas, 1862Coope.docxtroutmanboris
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docxtroutmanboris
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docxtroutmanboris
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docxtroutmanboris
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docxtroutmanboris
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docxtroutmanboris
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chosen brand CHANELStudents are required to research a fash.docxtroutmanboris
Chosen brand:
CHANEL
Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market.
● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand.
● The report will be covering the following subjects:
1. Analysis Of The Macro And Micro-environment of the brand.
2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait)
3. Competitor Analysis.
4. Critical evaluation of the marketing communications strategy of the brand
supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH.
NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks
see attached file
word count: 2000 words
.
Chose one person to reply to ALBORES 1. Were Manning’s acti.docxtroutmanboris
Chose one person to reply to:
ALBORES
1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act?
The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister.
Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment.
If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275).
2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act?
Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.
Choosing your literary essay topic on Disgrace by J. M. Coetzee .docxtroutmanboris
Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary analysis paper.
After reading the novel, you should be able to decide in which direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel.
The protagonist's conflict, the hurdles to be overcome, and how he resolves it.
Examples:
It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid.
The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron?
Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or conclusion:
Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one).
Do
not
open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.
Choosing your Philosophical Question The Final Project is an opp.docxtroutmanboris
Choosing your Philosophical Question
The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3).
For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx.
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support.
DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God:
Answer the question: Does God really exist?
Use Aquinas and your own reasoning in your argument.
Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas'
Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II.
Summa Theologica, Part 1, Question 2, Articles 1-3
The Existence of God
Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in
Himself, but also as He is the beginning of things and their last end, and especially of rational
creatures, as is clear from what has been already said, therefore, in our endeavor to expound this
science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of
Christ, Who as man, is our way to God.
In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns
the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the
procession of creatures from Him
Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His
existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His
operations — namely, His knowledge, will, power.
Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is
self-evident? (2) Whether it is demonstrable? (3) Whether God exists?-
FIRST ARTICLE
Whether the Existence .
Choosing Your Research Method in a NutshellBy James Rice and.docxtroutmanboris
Choosing Your Research Method in a Nutshell
By James Rice and Marilyn K. Simon
Research Method Brief Type
Action research Participatory ‐ problem identification, solution,
solution review
III
Appreciative inquiry Helps groups identify solutions III, IV
Case Study research Group observation to determine how and why a
situation exists
III
Causal‐comparative research Identify causal relationship among variable that
can't be controlled
IV
Content analysis Analyze text and make inferences IV
Correlational research Collect data and determine level of correlation
between variables
I
Critical Incident technique Identification of determining incident of a critical
event
III
Delphi research Analysis of expert knowledge to forecast future
events
I, IV
Descriptive research Study of "as is" phenomena I
Design based research/ decision analysis Identify meaningful change in practices II
Ethnographic Cultural observation of a group
Evaluation research Study the effectiveness of an intervention or
program
IV
Experimental research Study the effect of manipulating a variable or
variables
II
Factor analysis Statistically assess the relationship between large
numbers of variables
I
Grounded Theory Produce a theory that explains a process based on
observation
III, IV
Hermeneutic research Study the meaning of subjects/texts (exegetics is
text only) by concentrating on the historical
meaning of the experience and its developmental
and cumulative effects on the individual and society
III
Historical research historical data collection and analysis of person or
organization
IV
Meta‐analysis research Seek patterns in data collected by other studies and
formulate principals
Narrative research Study of a single person's experiences
Needs assessment Systematic process of determine the needs of a
defined demographic population
Phenomenography Answer questions about thinking and learning
Phenomenology Make sense of lived experiences of participants
regarding a specified phenomenon.
III, IV
Quasi‐experimental Manipulation of variables in populations without
benefit of random assignment or control group.
II
Q‐method A mixed‐method approach to study subjectivity ‐
patterns of thought
I
Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group
(non‐random) used to study effectiveness of an
intervention
II
Repertory grid analysis Interview process to determine how a person
interprets the meaning of an experience
I
Retrospective record review Study of historic data collected about a prior
intervention (both effected and control group)
II
Semiology Studies the meaning of symbols II, III
Situational analysis Post‐modernist approach to grounded theory
(holistic view rather than isolated variables) by
studying lived experiences around a phenomenon
Trend Analysis research Formulate a f.
Choose two of the systems (education, work, the military, and im.docxtroutmanboris
Choose
two
of the systems (education, work, the military, and immigration). Explain how they fit into the domain of social work and the social justice issues social workers should be aware of in these systems.
How does the education, military, workplace, or immigration system rely on social workers?
What is one social justice issue found in education, the military, the workplace, or immigration that influences the practice of social work?
.
Choose two disorders from the categories presented this week.C.docxtroutmanboris
Choose
two disorders from the categories presented this week.
Create
a 15- to 20-slide Microsoft® PowerPoint® presentation that includes the following:
Describes the disorders and explains their differences
Discusses how these disorders are influenced by the legal system
Discusses how the legal system is influenced by these disorders
Include
a minimum of two peer-reviewed sources.
Format
your presentation consistent with APA guidelines.
Submit
your assignment.
*3 slides on How is the legal system influenced by schizophrenia with speaker notes*
.
Choose ONE of the following topics Length 750-900 words, .docxtroutmanboris
Choose
ONE
of the following topics
Length:
750-900 words, double spaced, 12 pt. font
Identify the different forms of religious groups that are comprised in the typology outlined by the classic sociologists of religion. Explain the basic characteristics of each and provide examples.
Establish a distinction between the popular misuses of the term "myth" and its meaning in the scholarly context of Religious Studies. Explain the functions of myth according to the scholar Joseph Campbell.
.
Choose one of the following topicsAmerica A Narrative.docxtroutmanboris
Choose
one
of the following topics
America: A Narrative History
notes Thomas Jefferson's election to the presidency set the tone of "republican simplicity". In what ways was this still true in 1850 following the "Market Revolution" and in what ways was it not?
Connect the technological improvements in water transportation of the early 19th century to the territory acquired in the LA Purchase.
.
Choose one of the following topics below. Comparecont.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
500 words
.
Choose one of the following topics below. Comparecon.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
requirement of this assignment
Write a 500 word essay
.
Choose one of the states of RacialCultural Identity Development.docxtroutmanboris
Choose one of the states of Racial/Cultural Identity Developmental Model and reflect on how you will intervine with a client in that stage.
Stages:
Conformity
Dissonance and Appreciating
Resistance and immersion
Introspection
Integrative Awareness
.
Choose one of the following topicsNative AmericansWomenEnvi.docxtroutmanboris
Choose
one of the following topics:
Native Americans
Women
Environment
Latin Americans
Sexual liberation
Read
at least three different newspaper articles between 1968 and 1980 that cover important changes affecting your topic. In the University Library, use the ProQuest
®
historical newspaper archive (available under
General Resources > ProQuest >
Advanced Search
>
Search Options
>
Source Type
), which includes the following major newspapers, among others:
New York Times
Washington Post
Wall Street Journal
Los Angeles Times
Christian Science Monitor
Write
a 700- to 1,050-word paper in which you describe the status of the chosen group or idea and how that group or idea was affected by the changes brought about during the 1960s. Include information gleaned from the newspaper articles as well as other material.
.
Choose one of the following films for review (with faculty’s appro.docxtroutmanboris
Choose
one of the following films for review (with faculty’s approval). Put yourself in the movie by choosing one character to follow. What cultural issues would you face? What are cultural challenges? Write a short paper describing the film and your observations. Present your findings in class.
•
Secret Lives of Bees
•
Chocolate
•
Under the Same Moon
•
Maid in Manhattan
•
Walk in the Clouds
•
Get Rich or Die Trying (Gang Culture
) "I like this one"
•
Mu
lan
•
Mississippi Burning
•
A Time to Kill - "
I Also like this one
"
•
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Choose and complete one of the two assignment options.docxtroutmanboris
Choose
and
complete
one of the two assignment options:
Option 1: Forecasting Comparison Presentation
Identify
a state, local, or federal policy that impacts your organization or community.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation in which you complete the following:
Describe how forecasting can be used to implement this policy and highlight any limitations of the usage of forecasting.
Compare and contrast the different forms of forecasting used to aid decision-makers when evaluating policy outcomes.
Discuss the types of information needed to ensure forecasts are accurate.
Analyze the relationship between forecasting, monitoring of observed policy outcomes, and normative futures in goals and agenda setting.
Include
speaker notes with each slide. The presentation should also contain and at least four peer-reviewed references from the University Library.
I live in Lawrence, KS if you can find a policy within this community.
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
28. Working Through
Conflict
Now in its eighth edition, Working Through Conflict provides
an introduction to conflict and
conflict management that is firmly grounded in current theory,
research, and practice,
covering a range of conflict settings (interpersonal, group, and
organizational). The text
includes an abundance of real life case studies that encompass a
spectrum of theoretical
perspectives. Its emphasis on application makes it highly
accessible to students, while
expanding their comprehension of conflict theory and practical
skills. This new edition
features a wealth of up-to-date research and case examples,
suggested readings and video
resources, and integrated questions for review and discussion.
Joseph P. Folger is Professor of Adult & Organizational
Development at Temple University.
He is co-founder and current president of the Institute for the
Study of Conflict
Transformation.
29. Marshall Scott Poole is the David L. Swanson Professor of
Communication, Senior Research
Scientist at the National Center for Supercomputing
Applications, and Director of I-CHASS:
The Institute for Computing in the Humanities, Arts, and Social
Sciences at the University of
Illinois, Urbana-Champaign.
Randall K. Stutman is Managing Partner of CRA, Inc. He is the
author of Communication in
Legal Advocacy (with Richard D. Rieke, 2008).
2
Working Through
Conflict
Strategies for Relationships, Groups, and Organizations
Eighth Edition
Joseph P. Folger Marshall Scott Poole Randall K.
Stutman
31. form or by any electronic, mechanical, or other means, now
known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be
trademarks or registered trademarks,
and are used only for identification and explanation without
intent to infringe.
First edition published by Pearson Education, Inc. 2001
Seventh edition published by Routledge 2016
Library of Congress Cataloging-in-Publication Data
Names: Folger, Joseph P., 1951– author. | Poole, Marshall
Scott, 1951– | Stutman, Randall K.,
1957–
Title: Working through conflict : strategies for relationships,
groups, and organizations /
Joseph P. Folger, Marshall Scott Poole, Randall K. Stutman.
Description: 8th edition. | New York, NY : Routledge, 2018.
32. Identifiers: LCCN 2017029114 | ISBN 9781138238954
(hardback) | ISBN 9781138233928 (pbk.)
Subjects: LCSH: Social conflict. | Conflict (Psychology) |
Conflict management. | Social
interaction. | Interpersonal conflict.
Classification: LCC HM1121 .F65 2018 | DDC 303.6—dc23
LC record available at https://lccn.loc.gov/2017029114
ISBN: 978-1-138-23895-4 (hbk)
ISBN: 978-1-138-23392-8 (pbk)
ISBN: 978-1-315-29629-6 (ebk)
Typeset in ITC Giovanni
by Apex CoVantage, LLC
Visit the companion website at www.routledge.com/cw/folger
4
https://lccn.loc.gov/2017029114
http://www.routledge.com/cw/folger
5
33. To our parents:
Ed and Virginia
Ed and Helen
Bernie and Marge
6
Contents
List of Cases
Preface
Acknowledgments
Introduction
Case I.1A The Women’s Hotline Case
Case I.1B The Women’s Hotline Case
34. I.1 Conflict Defined
I.2 Arenas for Conflict
I.3 Communication Media and Conflict Interaction
I.4 Productive and Destructive Conflict Interaction
I.5 Judgments About Conflict Outcomes
I.6 Plan of the Book
I.7 Summary and Review
I.8 Activities
Chapter 1 Communication and Conflict
1.1 A Model of Effective Conflict Management
1.1.1 Moving Through Differentiation and Integration
1.1.2 Taking the Middle Path: Moving Toward Integration
1.1.3 Recognizing Destructive Cycles
1.1.4 Tacking Against the Wind
1.2 Properties of Conflict Interaction
1.2.1 Property 1: Conflict Is Constituted and Sustained by
Moves and
Countermoves During Interaction
1.2.2 Property 2: Patterns of Behavior in Conflicts Tend to
Perpetuate
Themselves
1.2.3 Property 3: Conflict Interaction Is Influenced by and in
35. Turn Affects
Relationships
Exhibit 1.1 Confrontation Episodes Theory
1.2.4 Property 4: Conflict Interaction Is Influenced by Context
Case 1.1 The Columnist’s Brown Bag
1.3 Summary and Review
1.4 Activities
1.5 Conclusion
Chapter 2 The Inner Experience of Conflict
7
kindle:embed:0006?mime=image/jpg
kindle:embed:0006?mime=image/jpg
Case 2.1 The Parking Lot Scuffle
2.1 The Psychodynamic Perspective
Exhibit 2.1 Collusion and Intractable Conflict
Case 2.2 Psychodynamic Theory and the Parking Lot Scuffle
2.2 Emotion and Conflict
Exhibit 2.2 Verbal Aggressiveness
36. Case 2.3 Emotion in the Parking Lot Scuffle
2.3 Social Cognition and Conflict
2.3.1 Social Knowledge About Conflict and Conflict Interaction
2.3.2 Social Cognitive Processes and Conflict
Case 2.4 Social Knowledge About Conflict and the Parking Lot
Scuffle
Case 2.5 Expectancy Violations and the Parking Lot Scuffle
Case 2.6 The Role of Attributions in the Parking Lot Scuffle
2.4 The Interaction of Psychodynamics, Emotion, and Social
Cognition in
Conflict
2.5 Summary and Review
2.6 Activities
2.7 Conclusion
Chapter 3 Conflict Interaction
3.1 Stages of Conflict
3.1.1 Rummel’s Five-Stage Model
3.1.2 Pondy’s Model
3.1.3 Stage Models of Negotiation
3.1.4 Insights of Stage Models of Conflict
37. Case 3.1 Stage Models and the Parking Lot Scuffle
3.2 Interdependence
Case 3.2 Interdependence and the Parking Lot Scuffle
3.3 Reciprocity and Compensation
Exhibit 3.1 Can Conflict Competence Be Assessed?
Case 3.3 Reciprocity and Compensation in the Parking Lot
Scuffle
Exhibit 3.2 The Tit-For-Tat Strategy
3.4 Framing Issues in Conflict Interaction
Case 3.4 Issue Framing and the Parking Lot Scuffle
3.5 Social Identity and Intergroup Conflict
Case 3.5 Intergroup Conflict Dynamics and the Parking Lot
Scuffle
Exhibit 3.3 Counteracting the Negative Impacts of Social
Identity and
Intergroup Conflict
3.6 Summary and Review
3.7 Activities
3.8 Conclusion
Chapter 4 Conflict Styles and Strategic Conflict Interaction
4.1 Origins of Conflict Styles
Case 4.1 Conflict Styles in the Parking Lot Scuffle
8
38. 4.2 What Is a Conflict Style?
4.3 An Expanded View of Conflict Styles
4.3.1 Competing
4.3.2 Avoiding
4.3.3 Accommodating
4.3.4 Compromising
4.3.5 Collaborating
4.4 Determining the Styles of Others
4.5 Pairings of Conflict Styles
4.6 Shifting Styles During Conflict Episodes
Case 4.2 College Roommates
4.7 Selecting Conflict Styles
Exhibit 4.1 A Procedure for Selecting Conflict Styles
4.8 Cultural, Gender, and Racial Influences on Conflict Styles
4.8.1 Cultural Influences
4.8.2 Gender Influences
4.8.3 Racial and Ethnic Influences
4.9 Styles and Tactics in Practice
39. Case 4.3 The Would-Be Borrower
4.10 Summary and Review
4.11 Activities
4.12 Conclusion
Chapter 5 Power: The Architecture of Conflict
5.1 Power and the Emergence of Conflict
Case 5.1A A Raid on the Student Activity Fees Fund
Case 5.1B A Raid on the Student Activity Fees Fund
5.2 A Relational View of Power
5.2.1 Forms of Power
Case 5.2 The Amazing Hacker
5.2.2 Social Categorization
5.2.3 The Mystique of Power
5.2.4 Interaction
5.2.5 Legitimacy
5.2.6 Endorsement and Power
5.3 Power and Conflict Interaction
Case 5.3 The Creativity Development Committee
5.4 The Use of Power in Conflict Tactics
5.4.1 Threats and Promises
40. 5.4.2 Relational Control
5.4.3 Issue Control
5.5 The Balance of Power in Conflict
5.5.1 The Dilemmas of Strength
Case 5.4 The Copywriters’ Committee
Case 5.5 Unbalanced Intimacy
9
Case 5.6 Job Resignation at a Social Service Agency
5.5.2 The Dangers of Weakness
5.5.3 Cultural Differences in Values Concerning Power
5.6 Working with Power
5.6.1 Diagnosing the Role of Power in Conflict
5.6.2 Fostering Shared Power in Conflicts
5.6.3 Bolstering the Position of Those Not Typically in Power
5.7 Summary and Review
5.8 Activities
5.9 Conclusion
41. Chapter 6 Face-Saving
6.1 The Dimensions of Face
6.2 Face-Loss as It Relates to Face-Saving
6.3 A Threat to Flexibility in Conflict Interaction
Case 6.1 The Professor’s Decision
Case 6.2 The Outspoken Member
Case 6.3 The Controversial Team Member
6.4 Conflict Interaction as a Face-Saving Arena
6.5 Face-Saving Frames in Conflict Interaction
6.5.1 Resisting Unjust Intimidation
6.5.2 Refusing to Give on a Position
6.5.3 Suppressing Conflict Issues
6.6 Face-Saving in Other Cultures
6.7 Face-Giving Strategies
Exhibit 6.1 Why Do Meteorologists Never Apologize?
Exhibit 6.2 Disagreeing Agreeably
6.8 Working with Face-Saving Issues
Exhibit 6.3 When Honor Can Kill
Case 6.4 The Productivity and Performance Report
6.9 Summary and Review
6.10 Activities
6.11 Conclusion
42. Chapter 7 Climate and Conflict Interaction
7.1 Climate and Conflict
Case 7.1 Riverdale Halfway House
7.1.1 More Precisely Defining Climate
7.1.2 Climate and Conflict Interaction
Exhibit 7.1 Identifying Climates
7.2 Working with Climate
Case 7.2 Breakup at the Bakery
Exhibit 7.2 Climate and Predicting What Marriages Survive
Case 7.3 The Expanding Printing Company
7.3 The Leader’s Impact on Climate
10
Case 7.4 The Start-Up
7.4 Summary and Review
7.5 Activities
7.6 Conclusion
Chapter 8 Managing Conflict
43. 8.1 Review of the Normative Model for Conflict Management
8.2 Navigating Differentiation
8.2.1 Framing Problems or Issues
8.2.2 Rethinking How Problems Are Defined
Case 8.1 The Psychological Evaluation Unit
8.2.3 Cultivating a Collaborative Attitude
8.2.4 Moving from Differentiation to Integration
8.3 A Procedure for Managing Conflicts
Exhibit 8.1 A Procedure for Moving Through Differentiation
and
Integration
8.4 Addressing Severe Challenges to Conflict Integration
8.4.1 Challenging Belief Systems That Escalate Conflict
Responses
8.4.2 Moving Beyond Deep Transgressions Through
Forgiveness
8.5 Dispute Systems: Managing Conflicts Within Organizations
Exhibit 8.2 What Type of a Dispute Resolution System Does an
Organization Have?
44. 8.5.1 Working with Organizational Dispute Resolution Systems
8.6 Summary and Review
8.7 Activities
8.8 Conclusion
Chapter 9 Third Party Intervention
9.1 Property 1: Conflict Interaction Is Constituted and Sustained
by Moves and
Countermoves During Interaction
9.1.1 Third Party Mandate
9.1.2 Responsiveness to Emerging Interaction
Case 9.1 Organizational Co-Heads
Case 9.2 The Family Conflict
Case 9.3 Mediator Pressure and the Intransigent Negotiator
9.2 Property 2: Patterns of Behavior in Conflict Tend to
Perpetuate Themselves
9.2.1 Third Parties and Conflict Cycles
Case 9.4 Party Process Control
Case 9.5 Neighbor Noise Problems
9.2.2 Third Parties and the Overall Shape of Conflict Behavior
Exhibit 9.1 Third Parties, Differentiation, and Integration
45. 9.3 Property 3: Conflict Interaction Is Influenced by, and in
Turn Affects,
Relationships
9.4 Property 4: Conflict Interaction Is Influenced by the Context
in Which It
Occurs
11
9.4.1 Third Party Roles and Ideologies
Exhibit 9.2 Transformative Mediation: A Relational Approach
to Conflict
Intervention
9.4.2 Third Party Roles and Climate
Exhibit 9.3 Testing Your Own Ability to Intervene
Transformatively
9.5 Summary and Review
9.6 Activities
9.7 Conclusion
References
Index
46. 12
Cases
I.1A The Women’s Hotline Case
I.1B The Women’s Hotline Case
1.1 The Columnist’s Brown Bag
2.1 The Parking Lot Scuffle
2.2 Psychodynamic Theory and the Parking Lot Scuffle
2.3 Emotion in the Parking Lot Scuffle
2.4 Social Knowledge About Conflict and the Parking Lot
Scuffle
2.5 Expectancy Violations and the Parking Lot Scuffle
2.6 The Role of Attributions in the Parking Lot Scuffle
3.1 Stage Models and the Parking Lot Scuffle
3.2 Interdependence and the Parking Lot Scuffle
3.3 Reciprocity and Compensation in the Parking Lot Scuffle
3.4 Issue Framing and the Parking Lot Scuffle
3.5 Intergroup Conflict Dynamics and the Parking Lot
Scuffle
4.1 Conflict Styles in the Parking Lot Scuffle
4.2 College Roommates
47. 4.3 The Would-Be Borrower
5.1A A Raid on the Student Activity Fees Fund
5.1B A Raid on the Student Activity Fees Fund
5.2 The Amazing Hacker
5.3 The Creativity Development Committee
5.4 The Copywriters’ Committee
5.5 Unbalanced Intimacy
5.6 Job Resignation at a Social Service Agency
6.1 The Professor’s Decision
6.2 The Outspoken Member
6.3 The Controversial Team Member
6.4 The Productivity and Performance Report
7.1 Riverdale Halfway House
7.2 Breakup at the Bakery
7.3 The Expanding Printing Company
7.4 The Start-Up
8.1 The Psychological Evaluation Unit
9.1 Organizational Co-Heads
9.2 The Family Conflict
9.3 Mediator Pressure and the Intransigent Negotiator
9.4 Party Process Control
13
48. 9.5 Neighbor Noise Problems
14
Preface
The Study of Conflict
The main objective of Working Through Conflict is to provide a
summary and synthesis of
social science research and theory on conflict. It offers students
of conflict a review of the core
concepts and theoretical frameworks that enhance an
understanding of human behavior in a
wide range of conflict situations. The research and theory
covered in this book reflect the
many social science disciplines that have contributed to the
study of conflict.
Although it takes an interdisciplinary view of conflict, this book
emphasizes understanding
conflict as a communication phenomenon. It assumes that
conflict is something that people
49. create and shape as they interact with each other. Sometimes
conflict interaction is immediate
and face-to-face. In other instances, it is played out in a series
of moves, actions, and responses
that occur over time and in different places. This book
highlights the interactive nature of
conflict, no matter what form it takes. This focus on
communication means that readers gain
an appreciation for how mutual influence occurs, how language
and message choices shape
conflict, and how patterns of behavior and the structure of
human discourse create important
dimensions of any unfolding conflict.
In addition, Working Through Conflict offers a road map for
how theory and research can
be used to understand and influence conflict dynamics in
everyday life. The field of conflict
management is supported by a long history of useful research
and theory that forms a basis
for a wide variety of conflict management work. This book
demonstrates how conflicts across
settings can be understood by seeing them through a range of
theoretical lenses. It illustrates
how students of conflict can begin thinking and acting in ways
50. that can have profound effects
on the dynamics of difficult conflicts.
New to This Edition
We have revised this eighth edition of Working Through
Conflict to reflect new developments
in theory and research on conflict and conflict management. We
also clarified and expanded
certain discussions to make this the most user-friendly edition
to date, with special emphasis
on applying theory to practical, contemporary topics. Here are
the highlights of the changes in
this eighth edition:
Updated citations and inclusion of new literature throughout the
volume;
Suggested activities for each chapter to engage students in
exploring the meaning and
significance of the ideas discussed in the chapter;
A new section on the impact of communication media on
conflict and conflict
interaction in the Introduction;
15
51. Inclusion of the latest scholarship of the impact of media on
conflict throughout the
book;
Updating of Chapter 4 to include new research on conflict styles
and discussion of
racial and ethnic impacts on conflict styles;
A revised Chapter 5 to streamline and better define how power
is produced in
interaction and the role this plays in conflict;
A new case study has been added to Chapter 5;
Discussion of the leader’s role in shaping climate in Chapter 7.
While we capture the most current thinking about the topics
covered in this book, we have
also retained older references because they point to classic, core
work that has served as the
foundation for more recent studies. New, contemporary
scholarship is important, but we
believe that students should also be aware of the field’s
conceptual roots as represented in
classic conflict literature.
We consider conflicts occurring in a wide range of arenas, from
52. intimate relationships,
marriages, and friendships to group, inter-group, organizational,
and negotiation settings. This
added breadth makes the book suitable as a primary text for
courses in conflict and conflict
management, as well as a useful supplement to courses that
devote substantial attention to
conflict or third party work.
The title of this book is an intentional double entendre. Because
its major emphasis is on
communication patterns people use when attempting to manage
conflict, we hope that the
book will help people successfully work through difficult
conflicts. The book is also built on
the assumption that effective work is often promoted by the
emergence and productive use of
conflict. It is our hope that this book will encourage people to
confront their conflicts and to
work through them creatively rather than suppressing or
superficially “resolving” conflicts.
Developing Theory-Based Intuition
It is often said that people who are good at their work have
excellent intuition. Usually this
53. means that they instinctively make good decisions and employ
effective strategies to create
change or accomplish productive objectives. Intuition is often
assumed to be innate—it is seen
as a gift that some people have. But in most cases effective
professional intuition comes from a
broad background of knowledge, study, and experience gained
over time. Working Through
Conflict is written for those who want to develop their intuition
about how to react, interact,
and intervene in conflict situations. Conflict is usually
complex—it is often multilayered,
steeped in a history of events, and shaped by diverse
perspectives and understandings. As a
result, having good intuition about conflict starts by mastering a
broad repertoire of ideas—
ideas that create different explanations for why conflict
interaction moves in destructive or
constructive directions.
Working Through Conflict covers a wide range of essential
concepts and theories that
clarify the practical implications for managing conflicts in
relationships, groups, teams, and
organizations. It is a primer for those who might want to pursue
54. professional work in the
conflict management field as mediators, ombudspersons,
facilitators, or conciliators. It can also
help build a strong intuition in those who deal with conflict
daily in work and professional
16
settings and in those who want to have an impact on conflicts in
their personal lives within
families, romantic relationships, marriages, and friendships.
17
Acknowledgments
We thank Ann Bryan and David Roache for assistance and ideas
related to this revision. Once
again, we owe our greatest debt to our colleagues at the Center
for Conflict Resolution in
Madison, Wisconsin. We are very grateful to Lonnie Weiss for
55. her insight and help with our
analyses. We also thank Syd Bernard, Jim Carrilon, Betsy
Densmore, Robert Everett, Jay
Herman, Jan Shubert, Rick Sloan, Dennis Smith, Tommy Vines,
and Kathy Zoppi for their
responses to parts or all of the initial manuscript of the first
edition of this book. We also
thank Linda Klug, Jean Kebis, and Wayne Beach for supplying
the transcript of interaction in
Chapter 6. Subsequent editions were greatly improved by
comments from Charley Conrad,
Melissa Dobosh, Mistee Freeman, Tricia Jones, Leanne
Knobloch, Phoebe Kruger, Kevin Real,
Bethany Sills, Cynthia Stohl, Shirley A. Van Hoeven, and
Elizabeth Vegso.
We appreciate the feedback reviewers provided for this
revision: Stuart Allen, Corey Young,
Michael Comos, and Kathy Krone. We also want to express our
continued gratitude to
reviewers of previous editions, whose wisdom persists still:
Wayne Beach, Tom Biesecker, Lori
Carrell, Steven Colmbs, Charles R. Conrad, Alice Crume,
Robert J. Doolittle, David A. Frank,
Dennis Gouran, Bruce Gronbeck, Dale Hample, Thomas Harris,
56. Gary Hartzell, Tricia Jones,
Keven E. McCleary, Laura L. Jansma, Sara E. Newell, Linda
Putnam, Susan Rice, Gale
Richards, Tracy Routsong, Dale L. Shannon, Cynthia Stohl,
Michael Sunnafrank, Stella Ting-
Toomey, Shirley Van Hoeven, Hal R. Witteman, and Paul
Yelsma.
The excellent editorial and production staff at Routledge, Linda
Bathgate, Laura Briskman,
Nicole Salazar, and Jenny Guildford have greatly assisted with
the production of this volume.
Joseph P. Folger
Marshall Scott Poole
Randall K. Stutman
18
Introduction
Conflict offers a mixture of the good, the bad, and the
uncertain. On the positive side, conflicts
57. allow us to air important issues; they produce new and creative
ideas; they release built-up
tensions. Handled properly, conflicts can strengthen
relationships; they can help groups and
organizations to re-evaluate and clarify goals and missions; and
they can also initiate social
change to eliminate inequities and injustice. These advantages
suggest that conflict is normal
and healthy, and they underscore the importance of
understanding and handling conflict
properly.
But perhaps more familiar is the negative side of conflict.
Heated exchanges spiral out of
control, resulting in frustration, tension, hard feelings, and,
ultimately, more conflict. Low-
grade family conflicts, perpetuated through criticism,
arguments, nagging, and verbal abuse,
not only distance parents from children and spouses from one
another but also lower self-
esteem and create problems that can follow people throughout
their entire lives. Additionally,
conflicts are sometimes violent, not only between strangers but
also in the workplace and
within the family. Sometimes the source of frustration is not
58. being able to get someone else to
engage a conflict. If one friend persistently denies that a
problem exists or changes the subject
when it comes up, the other cannot discuss the things that are
bothering her or him, and the
friendship suffers. The various negative experiences we all have
with conflict are reinforced in
the media, where it often seems that the only effective way to
solve problems is to shoot
somebody.
Conflicts also bring uncertainty. As we will see, the great
“unpredictables” in life often arise
in interactions we have with others. Conversations, meetings,
and conflicts all have in
common the fact that they may suddenly move in unexpected
directions. Indeed, the
uncertainties that arise during conflicts often cause them to
move in negative directions.
The twists and turns of the following case—in this instance a
conflict in a small office—offer
a good illustration of the positive, negative, and uncertain sides
of conflict. The conflict in
Case 1.1 at the women’s hotline initially exhibits several
59. negative features and might easily
move in a destructive direction.
Case Study I.1 A The Women’s Hotline Case
Imagine yourself as a staff member in this organization. How
would you react as this
conflict unfolded? What is it about this particular conflict that
makes it seem difficult to
face—let alone solve?
Women’s Hotline is a rape and domestic crisis center in a
medium-sized city. The
center employed seven full- and part-time workers. The
workers, all women, formed a
cohesive unit and made all important decisions as a group.
There were no formal
19
supervisors. The hotline started as a voluntary organization and
had grown by capturing
local and federal funds. The group remained proud of its roots
60. in a democratic, feminist
tradition.
The atmosphere at the hotline was rather informal. The staff
members saw each other
as friends, but there was an implicit understanding that people
should not have to take
responsibility for each other’s cases. Because the hotline’s work
was draining, having to
handle each other’s worries could create an unbearable strain.
This norm encouraged
workers to work on their own and keep problems to themselves.
The conflict arose when Diane, a new counselor who had only
six months of
experience, was involved in a very disturbing incident. One of
her clients was killed by a
man who had previously raped her. Diane had trouble dealing
with this incident. She felt
guilty about it; she questioned her own ability and asked herself
whether she might have
been able to prevent this tragedy. In the months following,
Diane had increasing
difficulty in coping with her feelings and began to feel that her
co-workers were not
61. giving her the support she needed. Diane had no supervisor to
turn to, and, although her
friends outside the hotline were helpful, she did not believe
they could understand the
pressure as well as her co-workers could.
Since the murder, Diane had not been able to work to full
capacity, and she began to
notice some resentment from the other counselors. She felt the
other staff members were
more concerned about whether she was adding to their
workloads than whether she was
recovering from the traumatic incident. Although Diane did not
realize it at the time,
most of the staff members felt she had been slow to take on
responsibilities even before
her client was killed. They thought Diane had generally asked
for more help than other
staff members and that these requests were adding to their own
responsibilities. No one
was willing to tell Diane about these feelings after the incident
because they realized she
was very disturbed. After six months, Diane believed she could
no longer continue to
work effectively. She felt pressure from the others at the center,
62. and she was still shaken
by the tragedy. She requested two weeks off with pay to get
away from the work
situation for a while, to reduce the stress she felt, and to come
back with renewed energy.
The staff, feeling that Diane was slacking off, denied this
request. They responded by
outlining, in writing, what they saw as the responsibilities of a
full-time staff worker.
Diane was angry when she realized her request had been denied,
and she decided to file a
formal work grievance.
Diane and the staff felt bad about having to resort to such a
formal, adversarial
procedure. No staff member had ever filed a work grievance,
and the group was
embarrassed by its inability to deal with the problem on a more
informal basis. These
feelings created additional tension between Diane and the staff.
Discussion Questions
Can you foresee any benefits to this conflict?
Is it possible to foresee whether a conflict will move in a
63. constructive or
destructive direction?
What clues would lead you to believe that this conflict is going
to be productive?
20
Several elements of this case suggest a move in a negative
direction. First, the situation at the
hotline was tense and threatening. This was a difficult time for
the workers. Even for “old
hands” at negotiation, conflicts are often unpleasant and
frightening. Second, the parties
experienced a great deal of uncertainty. They were unable to
understand what was going on
and how their behavior affected the conflict. Conflicts are
confusing; actions can have
consequences quite different from what is intended because the
situation is more complicated
than we had assumed. Diane did not know her co-workers
thought she was slacking even
before the tragedy. When she asked for time off she was
surprised at their refusal, and her
64. angry reaction nearly started a major battle. Third, the situation
was fragile. A conflict may
evolve in very different ways depending on the behavior of just
a single worker. If, for
example, the staff chose to fire Diane, the conflict may have
been squelched, or it may fester
and undermine relationships among the remaining staff. If, on
the other hand, Diane won
allies, the others might split over the issue and ultimately
dissolve the hotline. As the case
continues, observe staff members’ behavior and their method of
dealing with this tense and
unfamiliar situation.
Case Study I.1B The Women’s Hotline Case (Continued)
Imagine yourself in the midst of this conflict. What would you
recommend this group do
to promote a constructive outcome to this conflict?
The committee who received Diane’s grievance suggested that
they could handle the
problem in a less formal way if both Diane and the staff agreed
to accept a neutral, third
party mediator. Everyone agreed that this suggestion had
65. promise, and a third party was
invited to a meeting where the entire staff could address the
issue.
At this meeting, the group faced a difficult task. Each member
offered reactions they
had been previously unwilling to …