Rutgers The State University Business Research Method Questions

KSU Social Learning and Social Factors in Adolescent Substance Use Discussion

KSU Social Learning and Social Factors in Adolescent Substance Use Discussion.

As surveys are among the most popular forms of research published in criminology, this discussion allows you to praise or critique surveys for their quality.Read my research article “Social Learning and Social Factors in Adolescent Substance Use ” that present survey data on a student drinking and drug use topic.Note the following information for the survey and the measurement of variables: sampling design, manner of administration, response rate, number of surveys completed, and variables measured in the survey. This information should be easily identifiable in the methods section of the article.Discuss the generalizability of findings based on the survey. In particular, consider any potential problems for generalizability based on response rates.+++++Lee, G., Akers, R. L., and Borg, M. (2004). Social Learning and Structural Factors in Adolescent Substance Abuse. Western Criminology Review 5:17-34http://www.westerncriminology.org/documents/WCR/v05n1/article_pdfs/lee.pdf
KSU Social Learning and Social Factors in Adolescent Substance Use Discussion

Examining Models of Reflection on Leadership and Management

research paper help “The final test of a leader is that he (sic) leaves behind him in other men the conviction and the will to carry on.” [Lippmann , 1945] The quote from Walter Lippmann above highlights a major part of what a leadership entails. The ability to inspire others to carry on with work once we have moved on or are not there to lead ourselves is a skill that many of us have to work hard to acquire. Being a leader is not as easy as it sounds. Sometimes a leader has to make unpopular decisions for the good of all. How this is achieved is also a skill that good leaders display. The leadership styles in management also vary on the type of people that the leader works with. Some need the iron fist, others need the velvet glove. Leadership styles in management hinge on two things, the leader himself and the people around him. The leadership style which the leader chooses ought to ideally be the one which will help him extract the best out of the people around him. So having said that, here are the dominant leadership styles in management.. Good leaders are made not born. If the one have the desire and willpower, he can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience (Jago, 1982). While leadership is learned, the skills and knowledge processed by the leader can be influenced by his or hers attributes or traits, such as beliefs, values, ethics, and character. Knowledge and skills contribute directly to the process leadership, while the other attributes give the leader certain characteristics that make him or her unique. Leadership and management are essential skill for all qualified healthcare professionals. when leadership comes to nursing, it is recognised that nurses who have leadership capabilities can improve motivational levels of others in the work environment, this helps nurses to have a positive attitudes about their work, and to run their daily tasks and responsibilities more effectively. Treat the patients and other staff members with respect, and be able to reach personal goals and objectives. It involves an individual’s efforts to influence the behaviour of others in providing direct individualised one in that the primary responsibilities of the nurse and health care personnel’s in the delivery of nursing care. The process of leadership and management are based on a scientific approach called problem solving method. The function of these scientific method is to increase the probability of success for a nurse manager’s action, given the particulars of a unique environment. In a typical nursing environment, there are staff members, clients, managers, situational variables such as polices and norms, and material resources, there are unique science it would be impossible to find this exact environment in another place or time. The goal of nurses manager is to identify the environment’s resources and put them to work as a whole system in accomplishing goals and facilitating growth. “Reflection involves describing, analysing and evaluating our thoughts, assumptions, beliefs, theories and action” [Fade 2005] The educationalist and philosopher John Dewey developed his ideas on thinking and learning and focused on the concept of thinking reflectively, defining it as; ” Active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” [Dewey 1933.p 9] He says reflective thinking as a thinking with a purpose and focused strongly on the need to test out and challenge true beliefs by applying the scientific method through deductive reasoning and experimentation. He implied the emotions and feelings are part of reflective thinking but , interestingly, this is not something on which he expanded. He made some important assumptions about people emphasising our tendencies towards quick solutions, tradition and ‘mental ruts’ and the pervading influence of culture and the environment upon our thinking. He also emphasised the need the need for thinking to be directly linked with action, demonstrating the pragmatic nature of his philosophy, and suggested that any thinking can be intellectual. Thus emphasising the importance of practical as well as the theoretical. Reflection starts with the individual or group and their own experiences and can result, if applied to practice, in improvement of the clinical skills performed by the individual through new knowledge gained on reflection. Clamp (1980) noted that nurses’ attitudes largely govern how care is administered to their client and the commonest causes of poor care are ignorance and inappropriate attitudes. This process of reflection, if then related into practice, can assist the individual in gaining the required knowledge, leading to a potential improvement in the quality of the care received from that individual. The outcome of reflection as identified by Mezirow (1981) is learning. Louden (1991) describes in ordinary language reflection as serious and sober thought at some distance from action and has connotations similar to “meditation” and “introspection “. It is a mental process which takes place out of the stream of action, looking forward or (usually) back to actions that have taken place. Reflective Practice Reflective practice is associated with learning from experience, and is viewed as an important strategy for health professionals who embrace life long learning. The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed professionals. Engaging in reflective practice is associated with the improvement of the quality of care, stimulating personal and professional growth and closing the gap between theory and practice. Models of reflection In the models of reflection, I would like to discuss about Gibbs Frame work for Reflection and Johns Model of Structured Reflection â- 1.Gibbs Framework for Reflection (Linked with the core skills of reflection) In that Stage 1: Description of the event Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing; what was the context of the event; what happened; what was your part in this; what parts did the other people play; what was the result. Stage 2: Feelings and Thoughts (Self awareness) At this stage, try to recall and explore those things that were going on inside your head. Include:How you were feeling when the event started?What you were thinking about at the time?,How did it make you feel?,How did other people make you feel? ,How did you feel about the outcome of the event? ,What do you think about it now? Stage 3: Evaluation Try to evaluate or make a judgement about what has happened. Consider what was good about the experience and what was bad about the experience or what did or didn’t go so well Stage 4: Analysis Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include: What went well?,What did you do well?,What did others do well?,What went wrong or did not turn out how it should have done? .In what way did you or others contribute to this? Stage 5: Conclusion (Synthesis) This differs from the evaluation stage in that now you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insight into you own and other people’s behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently. Stage 6: Action Plan During this stage you should think yourself forward into encountering the event again and to plan what you would do – would you act differently or would you be likely to do the same? Here the cycle is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycle â- 2 Johns model of structured Reflection . Chris John’s (1994; 1995) model arose from his work in the Burford Nursing Development Unit in the early 1990’s. He envisaged this model as being used within a process of guided reflection. His focus was about uncovering and making explicit the knowledge that we use in our practice. He adopted some earlier work by Carper (1978) who looked at ways of knowing in nursing. According to his model of reflection the ways of knowing are Aesthetics – the art of what we do, our own experiences • What was I trying to achieve? • Why did I respond as I did? • What were the consequences of that for the patient? Others? Myself? • How was this person (people) feeling? • How did I Know this? Personal – self awareness • How did I feel in this situation? • What internal factors were influencing me? Ethics – moral knowledge • How did my actions match my beliefs? • What factors made me act in an in-congruent way? Empirics- scientific • What knowledge did or should have informed me? • • References • C Rodgers (2002) Teachers collage records: the voice of scholarship in education • Elaine Lymne La Monica (1986) Nursing leadership and management: an experiential approach • Chris Bulman Sue Schutz (2004) Reflective practice in nursing • Gibbs G (1988) Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit, Oxford. • Johns C (1995) Framing learning through reflection within Carper’s fundamental ways of knowing in nursing. Journal of Advanced Nursing 22 226-234 •

read a article and write argument about the JUSTICE theory

read a article and write argument about the JUSTICE theory.

Read the case here: Microsoft workers call for canceling military contract for technology that could turn warfare into a ‘video game’at least one page single space, no topic. just write paragraphs. If you are not familiar with JUSTICE theory, read the attached document at page 29.OUTLINE FOR JUSTICE ARGUMENT.RULE OF THUMB for step 4: When applying Justice, if possible, state differences, do not state equalities. There are logical problems with equalities (universal instantiation problem): when you say “all should” this could mean none should, better to stress differences if you can.1.Define JUSTICE: Justice demands that we treat equals equally and unequals unequally. (just copy/paste the definition)2. Give a general statement of the unfairness (or fairness) of the case. Best language to use:X is being treated the same as YorX is being treated differently from Y3. Give some idea of who is doing the distribution of judgment in the case. (Be careful, a party being compared in the case cannot be the one doing the comparing.)4. State whether equals should be treated equally or whether unequals should be treated unequally. Best language to use:X should be treated the same as YorX should be treated differently from Y5. Give your criteria (can be more than one) for why equals should be treated equally or why unequals should be treated unequally.6. Explain how your criteria fit.7. COUNTERARGUMENT: Give an argument for the other side that people would likely or have proposed.8. Explain why your comparison fits better, and why it is ethically better.
read a article and write argument about the JUSTICE theory

Intercultural Communication Analytical Essay

Intercultural Communication Analytical Essay. Anyone who has visited or lived in a different country will notice that people speak and interact in different ways from what people in other cultures are commonly used to. These differences in cultural, religious and ethnic backgrounds are what are used to explain intercultural communication. Intercultural communication is defined as a type of global communication that is used by individuals from different religious, social, ethnic and educational backgrounds. It seeks to provide an understanding of how people from various cultures communicate in the global context by providing the forms of communication used in these cultures. As a field of research, intercultural communication provides in-depth information on the various communication and interactional situations that people from different ethnic backgrounds and communities find themselves in and also how they interact with people from different cultures (Gudykunst 2003). Intercultural communication also focuses on the attributes and perceptions of people who are termed to be intercultural so as to explain the types of communication strategies and practices they engage during networking sessions. Interculturality is an essential aspect of intercultural communication because it is able to capture the complex phenomenon of cross-cultural interactions. It talks about the various cultures that exist in the world as well as the ethnic backgrounds of different people and how this affects interactions and communication. Intercultural communication combines the concepts of interculturality and discussion to gain a useful insight into the theories and frameworks that form this concept (Hess-Luttich, 2003). There are various theories which have been developed to explain the concept of intercultural communication some of which include the theories focusing on communication networks, theories focusing on effective outcomes, theories on accommodation, negotiation and management theories and theories based on acculturation and adjustment (Gudykunst 2003). The purpose of this study will be to evaluate the various theories and frameworks that are used to explain pragmatic intercultural concepts. Theories on Intercultural Communication As mentioned in the introductory part of the essay, there are various theories that have been developed to explain the pragmatic concepts that make up intercultural communication. One of these theories is the theory of effective outcomes and an example of this theory is cultural convergence. The cultural convergence theory explains intercultural communication to be a type of communication system that begins to form in a relatively closed social system where interactions between members are unrestricted. Cultural convergence occurs when members within such a system begin to converge together over a particular time to form a more excellent cultural uniformity meaning communication interactions will be similar amongst all the members in the group. In the case of a restricted social system, cultural convergence within the society will diverge towards a diverse state of uniformity where they are able to adopt the various communication practices of members who exist in other communities (Wiseman, 2003). The theories focusing on accommodation or adaption explain intercultural communication to be the use of linguistic strategies that are meant to decrease or increase the distances that exist in cross-cultural communication interactions. The theories that fall under this category include communication accommodation theories, intercultural adaption theories and co-cultural theories. The communication accommodation theories explain intercultural communication as the type of strategies, techniques, or approaches that are used to bridge the gap that exists between people of a different cultural setting. Intercultural adaption, on the other hand, explains intercultural communication to be how people from a diverse cultural background adapt to the communication needs of others especially in purpose-related encounters which necessitate the adaption of cultural factors (Griffin, 2000). The co-cultural theory explains intercultural communication to be the interactions that exist amongst under-represented or dominant cultural groups. This theory explains co-cultures to include people of a different color or ethnic race, women, homosexuals, lower-class people and people who are disabled. This theory, therefore, seeks to address the communication needs of these groups of people by providing an explanation for how different people are able to communicate (Griffin, 2000). Identity management theories are also a form of intercultural communication theory developed to explain the cross-cultural aspect of communication where intercultural communication under this theory is seen to originate from the intercultural and intracultural types of speakers from the same and different cultures. This theory developed by William R. Cupach and Tadasu Todd Imahori focuses on the multiple identities that various individuals possess as well as the cultural and relational identities that are regarded to form part of the identity management theory. In this theory, Cupach and Imahori claim that the individual identity of a person reveals the various faucets of their cultural background. These theory looks at intercultural communication as an act of trial and error that addresses similar aspects in individual identities, a form of mixing up the identities of communicators so as to achieve a relational identity that is acceptable to all participants and a kind of distinctive cultural identity that helps to establish relations with people that possess different relational identities (Gudykunst, 2003). The identity negotiation theory refers to the various processes that people have to go through for them to reach an agreement with others in regards to the type of relationships they will have with other people. The double swing model of identity negotiation focuses on how individuals, cultures and intercultural notions change the course of communication and translational exchanges. This intercultural theory is referred to as double model because it shows that both communication parties play the role of the addresser and addressee. Intercultural communication is seen as an infinite process that allows the two participants of the communication process to change during the meeting (Lindner, 2009). All these three theories focus on explaining the importance of an individual’s identity in understanding intercultural communication. The theories of communication networks explain intercultural communication to be a pattern of contact that is created by the flow of messages between various communicators. These theories argue that for cross-cultural communication to take place, the concept of the message has to be understood by all parties in the communication network. This will, therefore, require gaining an understanding of data, information, knowledge, images and symbols that can be moved from one point of the network to another (MongeIntercultural Communication Analytical Essay