Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
- Describe, in some detail, a conflict that you have experienced or are currently experiencing. (approximately 1 pages).
- Respond to each of the questions in the Conflict Assessment Guide. (chapter 7) Your responses should be based on the information given in your conflict. (approximately 5 – 8 pages)
Conflict Assessment Guide I. Nature of the Conflict A. What are the “triggering events” that brought this conflict into mutual awareness? B. What is the historical context of this conflict in terms of (1) the ongoing rela- tionship between the parties and (2) other, external events within which this conflict is embedded? C. Do the parties have assumptions about conflict that are discernable by their choices of conflict metaphors, patterns of behavior, or clear expressions of their attitudes about conflict? D. Conflict elements: 1. How is the struggle expressed by each party? 2. What are the perceived incompatible goals? 3. What are the perceived scarce resources? 4. In what ways are the parties interdependent? How are they interfering with one another? How are they cooperating to keep the conflict in motion? E. Has the conflict vacillated between productive and destructive phases? If so, which elements were transformed during the productive cycles? Which ele- ments might be transformed by creative solutions to the conflict?
- Orientation to the Conflict A. What attitudes toward conflict do participants seem to hold? B. Do they perceive conflict as positive, negative, or neutral? How can you tell? C. What metaphoric images do conflict participants use? What metaphors might you use to describe the conflict? D. What is the cultural background of the participants? What is the cultural con- text in which the conflict takes place? E. How might gender roles, limitations, and expectations be operating in this conflict?
III. Interests and Goals A. How do the parties clarify their goals? Do they phrase them in individualistic or systemic terms? B. What does each party think the other’s goals are? Are they similar or dissimi- lar to the perceptions of self-goals? C. How have the goals been altered from the beginning of the conflict to the present? In what ways are the prospective, transactive, and retrospective goals similar or dissimilar?
Chapter 7 Analyzing Conflicts 253 D. What are the topic, relational, identity, and process goals? E. How do the TRIP goals overlap with one another? F. Which goals seem to be primary at different stages of the dispute? G. Are the conflict parties “specializing” in one type or the other? H. Are the identity and relational issues the “drivers” of this dispute? I. Are any of the goals emerging in different forms? J. How do the goals shift during the prospective, transactive, and retrospective phases?
- PowerA. What attitudes about their own and the other’s power does each party have? Do they talk openly about power, or is it not discussed? B. What do the parties see as their own and the other’s dependencies on one another? As an external observer, can you classify some dependencies that they do not list? C. What power currencies do the parties see themselves and the other possessing? D. From an external perspective, what power currencies of which the partici- pants are not aware seem to be operating? E. In what ways do the parties disagree on the balance of power between them? Do they underestimate their own or the other’s influence? F. What impact does each party’s assessment of power have on subsequent choices in the conflict? G. What evidence of destructive “power balancing” occurs? H. In what ways do observers of the conflict agree and disagree with the parties’ assessments of their power? I. What are some unused sources of power that are present?
- StylesA. What individual styles did each party use? Use the five-style, dual-concern description of styles. B. How did the individual styles change during the course of the conflict? C. How did the parties perceive the other’s style? D. In what way did a party’s style reinforce the choices the other party made as the conflict progressed? E. Were the style choices primarily symmetrical or complementary? F. From an external perspective, what were the advantages and disadvantages of each style within this particular conflict? G. Can the overall system be characterized as having a predominant style? What do the participants say about the relationship as a whole? H. Do the participants appear to strategize about their conflict choices or remain spontaneous? I. How does each party view the other’s strategizing? J. What are the tactical options used by both parties? K. Do the tactical options classify primarily into avoidance, dominating, or collaboration? L. How are the participants’ tactics mutually impacting on the others’ choices?
- Conflict and Emotions A. In your situation, what approaches to change have you utilized or are you contemplating? How effective are these approaches? B. Choose several emotions that the parties have expressed in this conflict. What are the functions of these emotions? How are they mitigated or moderated? Use the circumplex model to describe the emotions. C. What can you learn about emotions in this particular conflict? Do the feelings cluster around “needs being met” or “needs not being met”? D. What emotions are seldom expressed? What is the result? E. Discuss how parties might use positive emotions to help in this particular conflict. F. In this conflict, has anyone strayed out of the “zone of effectiveness”? How? What have you or might you do about this? G. How is mindfulness being used/not used in this conflict?
VII. Analyzing Interactions and Overall Patterns A. What system dynamics characterize this conflict? B. What rules of repetitive patterns characterize this conflict? C. What triangles, coalition, and microevents best characterize the conflict? D. How destructive is the tone of this conflict?
VIII. Attempted Solutions A. What options have been explored for managing the conflict? B. Have attempted solutions become part of the problem? C. Have third parties been brought into the conflict? If so, what roles did they play and what was the impact of their involvement? D. Is this conflict a repetitive one, with attempted solutions providing temporary change but with the overall pattern remaining unchanged? If so, what is that overall pattern? E. Can you identify categories of solutions that have not been tried?
- NegotiationA. Are the parties able to negotiate with one another? Why or why not? B. What is done to equalize power? C. Do the parties use primarily dominating tactics, collaborative tactics, or some combination? D. Were the parties able to reach agreements that are durable?
- Forgiveness and ReconciliationA. In this conflict, are parties working toward forgiveness or reconciliation? Clearly state which in terms of the chapter’s information on the difference between the two. B. In this conflict, what power imbalances should be addressed? How are parties doing/not doing that? C. For you, is forgiveness a decision or a process? Use information in the chapter to discuss your position. D. In what way is your situation calling for intrapersonal or interpersonal forgiveness, or both?
Chapter 7 Analyzing Conflicts 255 E. Discuss the problems of apology in this conflict. F. What lessons from other cultures might inform your study of your own conflict?
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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