...therapy techniques, and following the emergence and popularity of new ideas and technologies.Group dynamics are at the core of understanding racism, sexism, and other forms of social prejudice and discrimination. These applications of the field are studied in psychology, sociology, anthropology, political science, epidemiology, education, social work, business, and communication studies. 12 Angry Men is one such movie which shows how group dynamics can actually lead to success or failures.12 Angry Men is a classic movie which was released in 1957.In the movie 12 men are put in one single room to discuss a case and reach a final decision on it. Until they don’t come up with a final decision no one is allowed to leave. Much similar to a typical GD session.Group dynamics is related with the structure and functioning of groups as well as the different types of roles each individual plays. In the film, twelve men are brought together in a room to decide whether a boy is guilty of killing his father. In the whole movie, each member has been crafted very carefully. He has been given a proper role to play in the group dynamics. The whole spectrum of humanity is represented in this movie, from the bigotry of Juror No.10 to the coldly analytical No.4. Whether they brought good or bad qualities to the jury room, they all affected the outcome. In the start, the movie shocks the viewer. There is...
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...Small Group Analysis of ’12 Angry Men’ Interpersonal and Group Dynamics – SOSC 301 Instructor: Mr. Crisp Bryant & Stratton College October 31, 2012 A Small Group Analysis of ’12 Angry Men’ Set in a large U.S. city, in the 1950’s, Twelve men of a jury are sequestered in a room and are unable to leave until a weighty decision is made, one that will either condemn a young man to death or set him free. The twelve strangers are trapped within the confines of the jury room until the goal is achieved. They melt in the hot humidity, which is worsened by the room's stuffiness and by the stress as they grapple with each other and with their responsibility (Lumet,1957). The characters of each of the twelve men was carefully crafted into a particular role within the group dynamics. A complete spectrum of issues among the different characters was developed to add chaos to the group decision-making process. From the bigotry of Juror No.10, to the coldly analytical No.4, each character brought good and bad qualities to the jury room; they all had to be addressed to reach an outcome (Lumet,1957). At the beginning of the movie, as the twelve men sit down to begin the deliberation process, there is no discussion and they decide to begin by a vote of guilty or not guilty. Eleven of the jurors quickly vote ‘guilty’ and try to leave the room. Nobody even bothers to think what their decision means for the accused. Juror No. 4 is too rigid to change and Juror No. 7 just wants to...
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...In the movie, 12 Angry Men, the concepts we learned throughout the duration of this course were apparent. Group dynamics is portrayed through jury deliberation in this film where twelve men are brought together to decide whether a boy is guilty of killing his father. From the personality conflicts to the decision making process, this film is filled with characteristics of group dynamics. Each juror brought something to the room, affecting the group’s decision. Right from the beginning of the movie, eleven jurors voted in favor of convicting the accused boy before even discussing the evidence presented at the trail. This is where the concept of groupthink comes into play. We have learned that when working in groups, members are more likely to make riskier decisions than they would on their own. This results from the fact that when working in groups, no one individual is completely accountable for the decision, making it easier for members to accept more extreme solutions than they normally would. Juror #8 was the one and only man in the room who refused to vote guilty. This juror refused to fall victim to groupthink and in the end, saved an innocent man’s life. He admits up front, that he was not certain whether the accused was innocent or guilty, but that he thought it important for the group to have a discussion and explore each possible decision. This not only lead to a discussion about the facts of the case, but also gives us an in-depth look at each juror, their role...
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...The Assignment BUS 520 Meaning of action: semantic vs pragmatic. The importance of language : How we speak about action; what are the specific circumstances between actors. Language creates new meanings. New linguistic meanings create new possibilities and social realities. And language and action inform each other. Example: the statement “Jump from the window!” can mean many things. The statement can be “reinterpreted in many ways” and “different kinds of actions” are compatible/triggered by that statement, other than the literal interpretation and action that reflects the literal meaning. Semantics views action as propositional sentences. Seen as statements that someone makes to someone about something; they refer to events in the world (mere descriptions of things). Theory of action: from what? To Why? To who? (the agent). Focusing too much on What? and Why? and losing track of Who? (The who? Is ultimately needed for understand action from an ethical perspective.) We need to understand action related to an agent (not just a logical agent but a self). Attribution (of predicates) to a logical subject is not the same as: Ascription to a self where the agent can self-designate himself in the action he performed (or better yet, that he has not yet performed). Imputation (of moral value to an action) is an improvement over attribution but it is not enough. We must distinguish between event vs. action, knowing how vs. knowing that. Action can...
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...Social Studies School Based Assessment Social Studies School Based Assessment Subject: Social Studies School: St. George’s College Candidate Number: Territory: Jamaica Teacher: Mrs. Oliver Year: 2015 Title: An investigation into the role elders play in preventing drugs abuse among teenagers in the community of Pembroke Hall. Title: An investigation into the role elders play in preventing drugs abuse among teenagers in the community of Pembroke Hall. ACKNOWLEDGEMENT Firstly, I would like to give thanks to God almighty who gave me the strength and knowledge to be able to complete this project. For the advice given towards the completion of this project I would like to give special thanks to my parents, Orville Reid and Marva Perkins, for their continued guidance and help in this project and for providing me with the tools needed. Special thanks must also be given to my brothers, Scott Reid and Sean Reid, for providing me with the books needed to assist me in gathering the information for this project. I would also like to thank my teacher of Social Studies, Mrs. Oliver, for valuable time on giving assistance when needed and also assisting and guiding me of the right way of completing this project. Lastly, I would like to give special thanks to the members of the community of Pembroke Hall for their cooperation and support in answering the questionnaires. TABLE OF CONTENTS Topic Page Number...
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...THE CONCEPT OF ANGER IN ENGLISH AND LITHUANIAN AND ITS TRANSLATION MASTER THESIS Research Adviser: Dr. L. Stankevicien_ CONTENTS Introduction ………………………………………………………………………………………3 I. The Review on the Emotion Lexis Research ……………………………………………….….6 II. Linguistic Expression of the Concept and Principles of Its Contrastive Analysis……………12 1. Concept as an Object of Cognitive Linguistics ………………………………………...12 2. Specifity of Emotion Concepts …………………………………………………………16 3. Cognitive Theory of Metaphor and Its Application in Comparative Researches……….19 III. The Levels of the Analysis of the Concept of Anger and the Peculiarities of Its Translation……………………………………………………………………………………….25 1. Lexicographical Level…………………………………………………………………...25 2. The Level of Scenario of Prototypical Situation………………………………………...33 2.1. The Cause of Anger……………………………………………………………...34 2.2. The Manifestation of Anger……………………………………………………...37 2.3. The Attempt at Controlling Anger……………………………………………….42 2.4. The Loss of Control……………………………………………………………...45 2.5. The Retribution…………………………………………………………………..49 3. The Level of Conceptual Metaphors and the Peculiarities of Translation of the Concept of Anger…………………………………………………………………………………….50 3.1. ANGER IS A HOT FLUID IN A CONTAINER ……………………………….53 3.2. ANGER IS HEAT……………………………………………………………….58 3.3. ANGER IS FIRE………………………………………………………………...60 3.4. ANGER IS A LIVING BEING………………………………………………….63 3.5. ANGER IS AN OPPONENT IN A STRUGGLE……………………………….65 3.6. ANGER...
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...Analyzing and Interpreting Literature 2012 Examination Guide These materials are owned and copyrighted by the College Board. They may not be posted on the Internet or on any other public document sharing site. The materials in these files are intended for PERSONAL USE ONLY. Violations of this policy may be subject to legal action including, but not limited to, payment for each guide that is disseminated unlawfully and associated damages. V isit our website at w ww.collegeboard.org/clep f or the most up-to-date information. © 2011 The College Board. College Board, CLEP, College-Level Examination Program, SAT and the acorn logo are registered trademarks of the College Board. inspiring minds is a trademark owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. Introduction This is the only official guide to the 33 College-Level Examination Program® (CLEP®) exams. CLEP exams are administered on computer test centers across the country. This Guide has been written mainly for adults who are making plans to enroll in college, but it contains information of interest to others as well. College-bound high school students, current college students, military personnel, professionals seeking certification and persons of all ages who have learned or wish to learn college-level material outside the college classroom will find the Guide helpful as they strive...
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...Components of the Psychoanalytic Approach to Personality Sunny Pilkington PSY/250 October 15, 2012 Dr. Alisa Cortez . Psychologists Alfred Alder, Sigmund Freud, and Carl Jung are prominent founders and contributors in the components of psychoanalytic approach to personality. Alder, Freud, and Jung formulated separate theories worth comparing and contrasting. “Although their theories were at least as distinct as the four men were, they were passionate about their endeavors, and never settled with conclusion - their entire lives were spent in earnest search for better understanding of the human psychological frailties and their betterment” (Psychological-Musings.blogspot.com, n.d.).. Nevertheless, critical thinking and disagreements coexists among the theories founded by each to explain personality and improve quality of life and understanding. These three psychologists have different stances on the manner psychology functions in humans. In the components of psychoanalytic approach to personality, each of the psychologists seems to be striving to be unique. In this, many disagreement publications are brought about and many mirror similarities among the three. Following are the components of psychoanalytic approach to personality per psychologist. Alfred Alder’s theory holds that” basic psychological element of neurosis was a sense of inferiority and that individuals suffering with symptoms of this phenomenon spent their lives...
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...CASE STUDY ASSIGNMENT EK RUKA HUA FAISLA GROUP - 3 Group Members:- Amit Pandit Mittal Shah Ramachandran Ravi Kumar Saleem Ali Shaman Singh PLOT SUMMARY: In this movie, the jury of twelve men is entrusted with the power to send an uneducated, teenage boy to the Death Penalty. The crime that the boy is accused of is killing his father with a knife. The jury is locked into a small, claustrophobic room, on a hot summer day, until they come up with a unanimous decision. The decision that is to decide a boy’s life is to be either guilty or not guilty. The film is particularly important as it examines the twelve men's deep-seated personal prejudices. These are reflected in the perceptual biases and weaknesses, indifference, anger, personalities, unreliable judgments, cultural differences, ignorance and fears, that are in a position to mar their decision-making abilities, and subsequently cause them to ignore the real issues in the case. This can potentially lead them to a miscarriage of justice. What are the key learning for you as leaders? First and foremost, we learn that every decision should be based on reasonable evidence and it can be dangerous to rush to conclusions. In the movie, most of the Jury members were initially in a hurry to shut the case and pronounce the accused guilty even when they know it’s a matter of someone’s life. Only Mr. Raina stands against such a decision and demands that the jury should give appropriate time to the issue and have a healthy...
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...and scientists alike. Years later, he returned to England and found himself caught up in the growing tension between the thirteen colonies and the British government. Franklin’s loyalties were divided. He felt affinities to the colonies and to King George II of England. When he could tolerate the British government’s policies toward the American colonies no longer, he sailed back to the colonies. By the time his ship arrived, the first battles of the American Revolution had already been fought. Franklin was chosen to serve on the Second Continental Congress, which, acting as the government for the colonies, declared independence from Britain and appointed George Washington as commander in chief of the American army. Franklin was one of five men selected to draft the Declaration of Independence, the formal document proclaiming freedom from British rule. During the war, Franklin secured from France financial assistance for the colonies. He also helped formulate the peace treaty between the colonies and Great Britain. He was present at Versailles in 1783 when that treaty—the Treaty of Paris—was signed. He then returned to...
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...patriarchy and gender. It also discusses the idea of community participation in relation to TfD, Patriarchy and participation in gender related projects. The analysis in this dissertation focuses on GEWE project which was carried out by CRECCOM as a form of TfD for gender based violence. I look at field work in research, i conduct the performance analysis of the TfD for gender based violence performance and i conduct the analysis for the whole case study, i provide evidence for gender based violence and patriarchal rule in the community and i analyse the involvement of both men and women in the performance and how this helps in challenging patriarchy. This dissertation claims that TfD for gender based violence can be used to challenge the idea of patriarchy through community participation. This dissertation shows that the performance space in TfD for gender based violence provides a forum on which men and women can discuss and deal with issues of GBV as well as challenging patriarchy. it shows how the participation of...
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...and scientists alike. Years later, he returned to England and found himself caught up in the growing tension between the thirteen colonies and the British government. Franklin’s loyalties were divided. He felt affinities to the colonies and to King George II of England. When he could tolerate the British government’s policies toward the American colonies no longer, he sailed back to the colonies. By the time his ship arrived, the first battles of the American Revolution had already been fought. Franklin was chosen to serve on the Second Continental Congress, which, acting as the government for the colonies, declared independence from Britain and appointed George Washington as commander in chief of the American army. Franklin was one of five men selected to draft the Declaration of Independence, the formal document proclaiming freedom from British rule. During the war, Franklin secured from France financial assistance for the colonies. He also helped formulate the peace treaty between the colonies and Great Britain. He was present at Versailles in 1783 when that treaty—the Treaty of Paris—was signed. He then returned to...
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...alike. Years later, he returned to England and found himself caught up in the growing tension between the thirteen colonies and the British government. Franklin’s loyalties were divided. He felt affinities to the colonies and to King George II of England. When he could tolerate the British government’s policies toward the American colonies no longer, he sailed back to the colonies. By the time his ship arrived, the first battles of the American Revolution had already been fought. Franklin was chosen to serve on the Second Continental Congress, which, acting as the government for the colonies, declared independence from Britain and appointed George Washington as commander in chief of the American army. Franklin was one of five men selected to draft the Declaration of Independence, the formal document proclaiming freedom from British rule. During the war, Franklin secured from France financial assistance for the colonies. He also helped formulate the peace treaty between the colonies and...
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...Relationship Between Psychological Intimacy and Romantic Jealousy Abstract Most of the research on romantic relationships are emphasizing the roles of psychological intimacy and the generated jealousy evoking behaviors. However, the causal effects of these constructs in relation to jealousy have not yet been examined enough. Some of the factors such as affection, affirmation levels, attachment style, and levels of intimacy play an important role in changing the style of jealousy related behaviors either cognitive or surveillance. Results show that the negative type of jealousy where the emotion of fear, aggressiveness hold to the person’s character may be the reason of perceived threats to the relationship from third parties. When there is a threat in a romantic relationship, it is seen that the partners are more likely to be engaged in jealousy behaviors. Keywords: Jealousy, Psychological intimacy, Romantic relationship Relationship Between Psychology Intimacy and Romantic Jealousy Have you ever seen that either you or your romantic partner turned into a green eyed monster? Green eyed monster is socially named for the concept, jealousy. Being jealous has always considered to be negative yet many people engage in jealousy evoking behaviors. There are many factors lying behind the emotion such as psychological intimacy. In other words, interpersonal closeness. Due to different give and takes, interpretations...
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...CHAPTER 3 - PERSONALITY AND EMOTIONS CHAPTER OBJECTIVES After reading this chapter, students should be able to: 1. Describe the eight categories in the Myers-Briggs Type Indicator (MBTI) personality framework. 2. Identify the Big Five personality variables and their relationship to behavior in organizations. 3. Describe the impact of job typology on the personality/job performance relationship. 4. Differentiate felt from displayed emotions. 5. Identify the six universal emotions. 6. Explain if it is possible for a person to be emotionless. 7. Describe ways in which emotions influence work-related behavior. LECTURE OUTLINE I. PERSONALITY A. Introduction 1. When we describe people in terms of characteristics such as quiet, passive, loud, and so on, we categorize them in terms of personality traits. 2. An individual’s personality, therefore, is the combination of psychological traits we use to classify that person. (ppt 4) B. The Myers-Briggs Type Indicator (MBTI) (ppt 5) 1. One of the most widely used personality frameworks. 2. Essentially a 100-question personality test that asks people how they usually feel or act in particular situations. 3. Individuals are classified as: a) extroverted or introverted (E or I) (ppt 6) b) sensing or intuitive (S or N) (ppt 7) c) thinking or feeling (T or F) (ppt 8) d) perceiving or judging (P or J) (ppt 9) 4. These...
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