Jan Ken Managing Conflict in Relationships Essay

Jan Ken: Managing Conflict in Relationships Unit 9 Assignment Marie Holloway Kaplan University Author Note: This research is being submitted on March 11, 2014 for Mark Lambertson’s CM206 Interpersonal Communications course. Q #1: Using the chapters on language and emotions to help frame your answer, suggest two ways that Ken could open this conversation more productively, beyond clearly expressing his emotions and using â€Å"I† language. Ken could have used language that promotes cooperation and mutual respect. †Jan, we’ve been friends for a long time and I’d like to discuss a situation before it interferes with our relationship.† or â€Å" Jan, there’s a problem in our friendship that we need to†¦show more content†¦204-206), and nonverbal metacommunication (Wood, 2013, P. 27, 233). Ken used them in his unsuccessful attempt to emphasize the seriousness of the situation, whereas Jan utilized them with her defensive listening (Wood, 2013, P. 155). This created a negative outcome. Cues are a symbolic perception of how we are interpreted whether it be verbal or non verbal. Therefore, our intention must first be focused on creating a good outcome and cons ider effective communication by engaging in dual perspective and monitor the communication (Wood, 2013, P. 31-33) to become productive and resolve any conflict. Secondly, relax! Don’t be so tense and intense about the situation, it comes across as the chilling effect (Wood, 2013, P. 178) and causes an unwanted reaction. Show that you are emotionally involved within the conflict by effectively expressing your emotions (Wood, 2013, P. 180-181) and respond sensitively when others communicate their emotions (Wood, 2013, P. 186-187). Show grace while engaged in the conflict (Wood, 2013, P. 243). Q #5: The conversation seems to be framed in a win-lose orientation to conflict. Each person wants to be right, and to win at the expense of the other. How can Jan and Ken move their conflict discussion into a win-win orientation? They should focus on a healthy conflict that involves all three parties: Ken, Jan and the relationship (Wood, 2013, P. 241). Honoring all three within theShow MoreRelatedThe Workplace Of The 21st Century2710 Words   |  11 PagesThe workplace of the 21st century is continuously changing. There is more diversity in the workplace than ever before. Diversity is defined as real or perceived differences among people that affect their interactions and relationships (Bell 4). In this paper we will explore multi generations in the workplace with focus on the millennial cohort. According to Merriam Webster, cohort is a group of people used in a study who have something (such as age or social class) in common. 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David Walker’s Appeal Free Essays

Chatarpaul 1 David Walker’s Appeal to the Colored Citizens of the World is aimed towards African-American slaves and freedmen. His goal was to have all his â€Å"brethren†, rise up and fight against slaveholders and farmers. Walker called for vengeance against white men, but he also expressed the hope that their cruel behavior toward blacks would change, making vengeance unnecessary. We will write a custom essay sample on David Walker’s Appeal or any similar topic only for you Order Now His message to the slaves was direct; if they were not given liberty, then should take action and rebel. The Appeal caused a stir among slaveholders and slaves. In it, Walker argued that armed resistance was justified and should be used if necessary. As could be expected, slaveholders feared that it would cause slave uprisings. Slaves on the other hand, were encouraged by its message. It was common for groups of slaves to gather and listen to the reading of the text. Depending upon whether one was a slave or a slaveholder, the Appeal had become both dangerous and inspiring. David Walker’s appeal to me is targeted towards blacks. More specifically it is aimed at slaves and freedmen. It is clear that Walker is very well strong about making his point to his brethren when he states, â€Å"The whites want slaves, and want us for their slaves, but some of them will curse the day they ever saw us. As true as the sun ever shone in its meridian splendor, my color will root some of them out of the very face of the earth. They shall have enough of making slaves of, and butchering, and murdering us in the manner which they have. †(22) In this quote, it may appear that Walker is bad spirited but he is not because he wants the whites to feel the same pain as his people and he is feeling. Walker only wants the worse for those slaveholders that abuse their power over their slaves. I am sure many slaves agreed with what Walker said here because Chatarpaul 2 whites don’t know how much pain and suffering they’re causing to the slaves. Walker believed that slavery was a crime against humanity. He wanted the whites to feel what his people were feeling. Walker’s appeal is really about trying to get black people in the north and south to prepare themselves any way they can for resistance and slavery. The man who would not fight under our Lord and Master Jesus Christ, in the glorious and heavenly cause of freedom and of God† (14), as Walker states, had no right to be free; but those who did were promised by Walker a renewed sense of self-respect, and communal and spiritual identity. Walker later goes on to say, â€Å"Are we men! I ask you, O my brethren! Are we men? Did our Creator make us to be slaves to dust and ashes like ourselves? †¦ Have we any other Master but Jesus Christ alone? † (18). The answers to these questions would only be determined by the slaves themselves because it was up to them to make a stand. Walker appeals to the slaves and freedmen when he later says, â€Å"America is more our country than it is the whites-we have enriched it with our blood and tears†¦ will they drive us from our property and homes, which we have earned with our blood? † Walker here is referring to colonization, where free blacks were supposed to be moved to a colony in Africa. By what Walker said in the above quote, he believed that America belonged to all who helped build it. He also emphasizes this by saying to the whites, â€Å"America is as much our country, as it is yours. Treat us like men, and there is no danger but we will all live in peace and happiness. † This quote is basically addressed to his white readers in hoping to change their heart. With that being said, Walker knows that it will be Chatarpaul 3 hard to convince whites to change their minds, but at least he mentions it and whites can take it with a sigh of relief. The readers of Walker’s Appeal are supposed to be enlightened and arouse by it because he is urging them to claim their human rights. He states, â€Å"Oh! My colored brethren, all over the world, when shall we arise from this death-like apathy? -And be men!! In this quote there’s a sense of urgency and Walker makes that clear. I think that by reading this many slaves were feeling connected to Walker and with that connection they were ready to accept the appeal and do something about slavery. Those who were free was also ready to make a stand because Walker preached that all â€Å"brethren† should unite, those free and those not free. In order for blacks to make a statement to the whites, they all had to unite to prove that they shouldn’t be treated the way they were. In the following quote he clearly addresses his fellow blacks by saying, â€Å"I would wish, candidly †¦ o be understood, that I would not give a pinch of snuff to be married to any white person I ever saw in all the days of my life. à ¢â‚¬  Here he is trying to show that no matter what the situation is he will not have anything to do with white people, men or women. He really wants his readers to understand him in many ways more than one. He goes on to say, â€Å"†¦until you see your way clear-when that hour arrives and you move, be not afraid or dismayed†¦Ã¢â‚¬ , he doesn’t want slaves to be afraid of the whites. With this appeal, many slaves and freedmen would agree with Walker because he is giving them great reasons to make a stand. He is also encouraging them by talking about god and what rights they have as humans. Although it took many a while to understand Walker’s points, his appeal was definitely a starting point for blacks to put an Chatarpaul 4 end to slavery. If blacks are successful in putting and end to slavery then he states,†Ã¢â‚¬ ¦we will want all the learning and talents among ourselves, and perhaps more, to govern ourselves. † By saying this adds a positive point to Walker’s appeal because he is telling them about the possible outcome of ending slavery. Walker’s appeal inspired the slaves and freedmen to try and put an end to slavery. The appeal was a document aimed towards blacks, slaves and freedmen. It urged and encouraged them to fight for their liberty, and if they didn’t get that, then they rise in rebellion. Both of these two groups, black slaves and freedmen would agree to Walker’s appeal because he was trying to show them a way towards liberty and happiness. Although it didn’t happen at that point, it certainly opened up new ways for blacks to fight for their own rights. This appeal inspired many that were there at the present time of David Walker and also those who followed such as Frederick Douglas, and Nat Turner. The appeal was successful because many slave revolts began soon after it was published and smuggled around by seamen. This appeal sought out to get slaves to fight for their freedom and blacks as a whole to get their liberty, and it did that. Walker died in Boston on June 28, 1830, under mysterious circumstances. His challenge to the slaves to free themselves was an important contribution to the assault on human slavery. How to cite David Walker’s Appeal, Essay examples

Kennedy Essays (2480 words) - Kennedy Family, John F. Kennedy

Kennedy His Life and Legacy On November 22, 1963, while being driven through the streets of Dallas, Texas, in his open car, President John F. Kennedy was shot dead, allegedly by the lone gunman, Lee Harvey Oswald. John Fitzgerald Kennedy was the 35th President of the United States, the youngest person ever to be elected President, the first Roman Catholic and the first to be born in the 20th century. Kennedy was assassinated before he completed his third year as President therefore his achievements were limited. Nevertheless, his influence was worldwide, and his handling of the Cuban Missile Crisis may have prevented the United States from entering into another world war. The world had not only lost a common man, but a great leader of men. From his heroic actions in World War II to his presidency, making the decisions to avert possible nuclear conflict with world superpowers, greatness can be seen. Kennedy also found the time to author several best-selling novels from his experiences. His symbolic figure represented all the charm, vigor and optimism of youth as he led a nation into a new era of prosperity. From his birth into the powerful and influential Kennedy clan, much was to be expected of him. Kennedy was born on May 29,1917 in Brookline, Massachusetts. His father, Joe, Sr., was a successful businessman with many political connections. Appointed by President Roosevelt, Joe, Sr., was given the chair of the Securities and Exchange Commission and later the prestigious position of United States ambassador to Great Britain (Anderson 98). His mother, Rose, was a loving housewife and took young John on frequent trips around historic Boston learning about American Revolutionary history. Both parents impressed on their children that their country had been good to the Kennedys. Performing some service for the country must return whatever benefits the family received from the country they were told. (Anderson 12). The Kennedy clan included Joe, Jr., Bobby, Ted and their sisters, Eunice, Jean, Patricia, Rosemary, and Kathleen. Joe, Jr., was a significant figure in young John's life as he was the figure for most of John's admiration. His older brother was much bigger and stronger than John and took it upon himself to be John's coach and protector. John's childhood was full of sports, fun and activity. This all ended when John grew old enough to leave for school. At the age of thirteen, John left home to attend an away school for the first time. Canterbury School, a boarding school in New Milford, Connecticut and Choate Preparatory in Wallingford, Connecticut completed his elementary education ("JFK" 98). John graduated in 1934 and was promised a trip to London as a graduation gift. Soon after, John became ill with jaundice and would have to go to the hospital. He spent the rest of the summer trying to recover. He was not entirely well when he started Princeton, several weeks later in the fall of 1935. Around Christmas the jaundice returned and John had to drop out of school. Before the next school year began, he told his father he wanted to go to Harvard ("JFK" 98). On campus, young people took interest in politics, social changes, and events in Europe. The United States was pulling out of the Great Depression. Hitler's Nazi Germany followed aggressive territorial expansion in Europe. It was at this time that John first became aware of the vast social and economic differences in the United States. In June 1940, John graduated cum laude (with praise or distinction) from Harvard. His thesis earned a magna cum laude (great praise) ( "JFK" 98). After graduation, John began to send his paper to publishers, and it was accepted on his second try. Wilfrid Funk published it under the title Why England Slept. It became a bestseller. John, at twenty-five, became a literary sensation. In the spring of 1941, both John and Joe, Jr., decided to enroll in the armed services. Joe was accepted as a naval air cadet but John was turned down by both the army and navy because of his back trouble and history of illness ("JFK" 98). After months of training and conditioning, John reapplied and on September 19, John was accepted into the navy as a desk clerk in Washington. He was disgusted and applied for a transfer. In June 1941, Kennedy was sent to Naval Officers Training School at Northwestern University in Evanston, Illinois and then for additional training at the Motor Torpedo Boat Center at Melville, Rhode Island. In late April 1943, Lieutenant John F. Kennedy was put in command

Why We Should Use Japanese Internment Camps essays

Why We Should Use Japanese Internment Camps essays President Roosevelt, as your Foreign Policy Advisor I am highly against the internment of Japanese-Americans, but very flexible on my stance. We are taking away every liberty that the Japanese-Americans have. Yes I know what happened on December 7, 1941, when the Japanese planes bombed our American military installations in Hawaii, killing over a thousand men and woman; all but destroying the United States Pacific Fleet. Causing us the next day to officially enter the Great World War. The Japanese attack on our soil shocked the country, and many of us became suspicious of any and all persons of Japanese descent in America. With the media and the government also inflating this racial prejudice and discrimination isn't any help. Unfortunately you will sign Executive Order 9066 on Feb. 12, 1942. The Act will make it legal for the United States to extract Japanese-American families from their homes. How can U.S. citizens become prisoners in their own country, simply because of the ir cultural background, they did nothing wrong. They were not a part of Yamomoto's fleet. They had nothing to do with the bombing. Sir, the impact of this will be looked on as one of the worst decisions of your presidency if you indeed sign this order. How can we single out any culture to blame. We are doing exactly what the Nazi's of Germany are doing with the Jewish (creating a scapegoat). Sir, we are a better country than that of which locks up their fears. To take away the freedoms of our citizen, to stereotype in such a way would be despicable. What are we next going to do, throw all German-Americans in a "camp" too? How about the Italian-Americans, throw them in there as well? I should stop getting ahead of myself here. Maybe this is good. Maybe we should "protect our citizens from them". We have to do something like this. We need to do this now. Especially to appease our citizens. So why not do it to the group that has the least amoun...

5 Inspirational Books for Teen Writers

5 Inspirational Books for Teen Writers 5 Inspirational Books for Teen Writers 5 Inspirational Books for Teen Writers By Mark Nichol A site visitor requested from me a roster of books that teenagers should read before they graduate from high school. However, I never strove to work my way through the literary classics (whatever they are), so any list I compile may seem deficient to those who believe that doing so will prepare young people to be great writers. The truth is, any compilation will be of some value, especially if the collection consists of stories that speak to the adolescent’s hopes and fears about entering the adult realm. What I offer here is a selection from the books I have read mostly since graduating from high school, because I was not a flashlight-under-the-covers bookworm (until later, that is) that I found memorable because of their emotional resonance. Each one of these stories is also distinguished by a distinctive style prospective young novelists should not seek to imitate but will be inspired by. (One more thing: You’re never too old to read or find inspiration in any of these books.) 1. His Dark Materials Perhaps better known by the titles of its constituent parts The Golden Compass (originally published in the United Kingdom as The Northern Lights), The Subtle Knife, and The Amber Spyglass, Philip Pullman’s complex fantasy trilogy pits a plucky young girl and her allies against sinister forces fomenting conflict around the discovery of a mysterious substance known as Dust. These remarkably imaginative and inventive stories have been criticized for their antireligious sentiments, but they should be applauded for their championing of intellectual liberty. They also eloquently demonstrate that world-building doesn’t require science fiction hardware, or heroic-fantasy trappings such as multitudinous races and creatures. The quest, the talisman, the helpers all the fantasy tropes are here, but in original guises. 2. The House of the Scorpion Nancy Farmer writes young-adult fiction that not-so-young adults will find challenging, too. In this story set in the near future, a boy growing up in a sovereign opium-growing state carved out of land formerly belonging to United States and Mexico learns the unsettling truth about his identity and sets out defy the dictates of others and control his own destiny. The House of the Scorpion deals with mature themes without being graphic or grim, but it’s laden with dark thoughts and deeds. It also demonstrates how a young protagonist can realistically navigate the grown-up world. 3. I, Claudius This faux autobiography of the titular Roman emperor by the late British novelist and poet Robert Graves has a fascinating premise: Although Claudius is physically disabled, he is highly intelligent and savvy enough to play the fool to survive perilous palace intrigue. The story of a life spent negotiating a treacherous world is heartbreaking and masterfully narrated. It’s a sophisticated tale, but one accessible to younger readers and engrossing as the protagonist strives to avoid dangerous confrontations and deadly plots. 4. The Shadow of the Wind Spanish writer Carlos Ruiz Gafon’s gothic melodrama is the saddest story I have ever read a perfect package of romantic angst for hormone-addled adolescents. The story, masterfully translated by Lucia Graves (daughter of esteemed British author Robert Graves), follows a young bibliophile who becomes enmeshed in an ongoing tragedy involving a failed writer. Saturated with a brooding atmosphere, The Shadow of the Wind is a triumph of style laid over a bedrock of substance. 5. Watership Down In this novel, British novelist and poet Richard Adams creates a modern but timeless myth. Employing anthropomorphized but generally naturally behaving rabbits as protagonists, he sends a band of wanderers off from their doomed dwelling place to seek a new home. Along the way, they face perils from predators and fellow lagomorphs (the latter providing fodder for subtle political allegory) while occasionally stopping to hear their resident storyteller regale them with tales about a legendary trickster hero named El-ahrairah. Adams deftly manages to produce a Homeric epic in which familiar animals substitute for humans without compromising the dignity the characters must possess to appeal to discerning readers. The neat invention of a mischievous, resourceful god for a culture whose members are beset by countless types of predators (El-ahrairah means â€Å"Prince with a Thousand Enemies†) is a masterstroke that serves as an inspiration to writers who wish to incorporate an internal mythology to their story’s milieu. Make sure to check 20 Classic Novels You Can Read in One Sitting as well, which is a list we published a while ago. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:70 Idioms with HeartThe Six Spellings of "Long E"20 Classic Novels You Can Read in One Sitting

I haven't think about it, just leave it blank Essay

I haven't think about it, just leave it blank - Essay Example Every section complements the other, and the organization of the sections makes it easy for the reader to comprehend what the young woman went through in her life. Racial and color discrimination has always been there, perturbing the minds of people belonging to all ages; and, cultural implications impose great impacts on people’s perceptions of beauty and perfection (thesis). This paper tends to shed light on this thesis statement, while presenting examples from the text to show what the young lady has to tell the world about her experiences of color prejudice. In the skin section, Cofer tells the story how she got chicken pox when she was ten. Before then, she was a pretty girl in the eyes of her mother, but the chicken pox event snatched away all her confidence as she grew into adolescence. She says: â€Å"This was when I learned to be invisible† (Cofer 434). This shows how she lost all her self-assurance when a school nurse made her realize the ugliness of her skin. This section connects with the section of color that comes automatically in the reader’s mind, who wants to know whether the color of the skin compensated for her ugly skin or not. Peurto Ricans called her â€Å"pale† and â€Å"blanco† because she was fair skinned as compared to other Peurto Ricans. Even there, she would feel that she was an outcast. But, when she moved to the United States, she again failed to fit in the society, as she was darker than other American schoolmates. The irony comes here, when Cofer (434) states: â€Å"In the human world color triggers many more complex and even deadly reactions.† Cofer has tried to express the cruelty of humans by comparing them to animals. Animals consider color to be attractive yet dangerous; while, humans of color are considered unattractive and negligible. Cultural implications of color in Peruto Rico and America made the girl suffer from color complex. Her experiences of being driven away by a superma rket man and being rejected from a date by a white school boy strengthened the idea that she did not fit in the so-called humane society. Another cultural implication comes in the account of the girl’s size section. She is taller than her school mates in Peurto Rico. But, she is not as tall as her American friends. Hence, she is a tall Hispanic girl, but is short in America. Cofer has tried to express how people’s perceptions are linked to demographical backgrounds. She fears playing with her tall school mates no matter how much she tries. She uses irony to tell that the games which the Hispanic considered as fun are taken as â€Å"fierce competitions where everyone is out to â€Å"prove† they are better than others† (Cofer 437). Due to the size issue, the girl’s teachers always picked her in the end or never at all. This made her feel unwanted and inferior. â€Å"I wanted to be wanted† (Cofer 437) depicts the despair of the young girl becau se she wants to be loved and appreciated despite her inability to physically fit with the standards of others. In the looks section, Cofer states that she had to suffer from discrimination in this regard too, while the tragedy was that the cultural implications play their role here as well. She states: â€Å"I came there from Peurto Rico, thinking myself a pretty girl, and found that the hierarchy for popularity was as follows: pretty white girl, pretty Jewish girl, pretty Peurto Rican girl, pretty black girl†

High School English Experience Essay Example | Topics and Well Written Essays - 750 words

High School English Experience - Essay Example Being a member of the Middle East region, I personally have experienced the difficulties the non-English speaking communities undergo predominantly while living in an English speaking country as well as while rendering one’s services at a multinational organization. Being the citizen of one of the Arab states, I did not have English speaking background altogether; consequently, having least knowledge about this international language was certainly a natural phenomenon. While recalling my school years to my mind, it becomes evident that a large majority of my school-mates had been undergoing the same problem of having almost no knowledge or information about English language. Somehow, it was my elder sister that not only provided me with information about this foreign language, but also laid stress upon learning the same. I had obtained an opportunity of seeking the knowledge of English from my intermediate years. Our dedicated professor at college increased the passion of gett ing acquainted with the basics of English in his students. However, his immediate departure and replacement with a non-serious and demanding instructor lessened my passion for learning English to a great extent, and feelings of not getting able to learn English started haunting my thoughts subsequently. Though the hopes of embarking upon the process of learning English appeared to be losing ground, when I got a job at a multinational company, where speaking in English was the only source of communication partly because of the very reality that the employees at the company belonged to divergent nationalities and regions of the globe working under the same environment. Though English was not the primary language of all co-workers; nonetheless, almost all people could convey their message by speaking some words and phrases of English language. As a result, the idea of having command of the language made its certain place in my mind subsequently in order to make sure headway on the way to making achievements in professional life and career. In the meantime, I proceeded to the USA for higher education, and emphasized upon paying due heed in the learning of language. I had got admission at Ashland University, where the supervision of sincere and devoted teachers during my under graduation years turned out to be extremely supportive in respect of obtaining understanding of the language in a skillful and proficient manner, though I experienced serious challenges on the way to obtaining command over the subject actually. As a result, I developed great taste for English language and literature. Actually in Arabic language, there is no helping verb, and the structure of sentences is quite different one in comparison with English. The concept of definite and indefinite articles i.e. a, an and the, as well as appearance of subject in the beginning of sentences are also quite different ones in my primary language i.e. Arabic. Somehow, developing taste for the great literary giants including Shakespeare, Milton, Pope, Coleridge, Keats, Jane Austen and Emily Bronte etc wide opened new horizons of knowledge before my eyes, and I was determined to elect English 100 as an optional subject in my four year graduate program.