Reflective Report on Mega Simulation Game

Reflective Report on Mega Simulation Game EXECUTIVE SUMMARY The report is about a 12-week critical evaluation about my experience of the Mega Simulation Game that I was to execute with other four group members. The exercise requires identifying the primary reflective theories that will be used for reflective learning. In my case, I used Lawrence-Wilkes REFLECT and Gibbs Reflective Model. I used these two models to enumerate on two incidences in the group work experience, which were related to interpersonal dynamics, and personal performance in-group work. The interpersonal dynamics such as personality clashes, different cultural values, and personal interests acted as a hindrance to communication and collaboration. However, the commitment of the team was very high and this kept the team going. The second incidence was on personal performance where the group leveraged on individual strengths and delegated tasks. The delegation of tasks was fruitful but the end product was not due to personal interests overriding the group interests. I learnt t he need for effective communication, the power of leadership and the need to accommodate varied opinions. Introduction Reflection has numerous meaning that includes self-review, self-awareness, self-criticism, self-appraisal, self-assessment, personal cognizance and other terms that are related to these terms. Boyd and Fales (1983) defined reflection learning as the process of externally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self and which results in a changed conceptual perceptive. The definition brings out key important issues in reflective learning: there needs to be an issue that is examined, meaning of the issue must be derived and lastly the meaning should improve the perspective of the individual in a similar situation in the future. In this reflection paper, I will pursue two types of reflection: interpersonal dynamics and performance of the members of the groups. Teamwork is used everywhere from class settings to organizations and even communities to accomplish tasks that require collaboration, brainstorming and synergy. The primary objective of a team is delegation of responsibility and development of a proper plan for the completion of a goal (Hughes and Jones, 2011). The interpersonal dynamics is about how people use nonverbal cues such as facial expressions and body language to complement verbal communication in on-on-one interactions. The reason I decided to discuss interpersonal dynamics is because I saw the group as a cross-functional one rather than a functional one. The reasons I think the group was cross-functional was that all the members in the group were specializing on different careers and also we had never worked together as a team. The simulation game was a onetime project where the group would be dissolved after its completion. Parker (2015) noted that cross functional teams were more susceptible to interpersonal barriers such as cultural biases, work styles, turf wars, conflicts, lack of trust, and differing priorities. Some of these things played out during our game simulation task. The second area that I am going to explore is performance of members in the group. I felt this is an area worthy of exploitation as the different members had a different level of performance towards contributing to the success of the group. It is impossible to separate team performance from individual performance because the former depends on the latter. Individual standards comprise of the performance expectations that each team member expresses as personal pressure to achieve (Larson and LaFasto, 1999). I specifically noted that I put a lot of effort together with another member in the teamwork, which stimulated others to perform better, but sometimes it was not sufficient enough to reach our desired goals. I will employ the Gibbs Reflective Cycle (1988) and Lawrence-Wilkes REFLECT model (2014) to critically reflect on the two MSG experiences. I used Gibbs reflective model because it is a simple model to use and provides questions that I have to answer in a particular order. Just like the Gibbs model, Lawrence-Wilkes REFLECT model uses a simple concept of reflection making it easy for the user to apply it. The model uses a bacronym (an acronym devised in reverse to fit a word) on the word REFLECT. I will not be using the Honey and Munfords learning style as it is too simplistic in its steps to allow me to critically reflect on my experiences. Gibbs reflective model is a useful tool in reflection as it provides critical phases of an experience from what one experienced to how they would make changes and respond better in subsequent events. The different phases include description, feelings, evaluation, analysis, conclusion, and action plan. Below is the Gibbs reflective cycle with the relevant questions that need to be answered for each phase Figure 1 (Gibbs, 1988) Gibbs reflective model directly fits to the happenings of the group. In my reflection, I was first wondering why there was no sense of cohesion in the group when we started. The opinions were so diverse and the commitments were so dissimilar. I was feeling that personal priorities and interest were coming in the way of cooperative approach. Most of the group members, including I felt distraught and disillusioned by the progress of the group in the initial weeks due to the lack of organization and poor ranking. We did not have a leader who would inspire us through the disillusionment. In the Tuckmans stages, the group dwelled so much in the forming stage where the group members were getting to know each other and there was general socializing (Martin, 2006). Lawrence-Wilkes -REFLECT model (2014) comprises of steps that are almost similar to that of Gibbs reflective cycle but it goes to a deeper level to analyze elements such as strengths and weaknesses, reference to external checks, looking at the responsibilities and asking the what if question. The model examines more details that not only assist in reviewing past experiences but also learning from them and integrating new ideas to enable change. The model requires reviewing of experiences from both objective and subjective angles. Below is the REFLECT barconym used in the model. Table 1 (Lawrence-Wilkes and Ashmore, 2014)   Ã‚   Lawrence-Wilkes REFLECT model of Reflective Practice R 1. Reflect Look back, review and ensure intense experiences are reviewed cold (subjective and objective). E 2. Evaluate What happened? What was important? (Subjective and objective) F 3. Focus Who, what, where, etc. Roles, responsibilities, etc. (Mostly objective) L 4. Learn Question: why, reasons, perspectives, feelings? Refer to external checks. (Subjective and objective) E 5. Evaluate Causes, outcomes, strengths, weaknesses, feelings use metacognition. (Subjective and objective) C 6. Consider Assess options, need/possibilities for change? Development needs? What if? scenarios? Refer to external checks. (Mostly objective) T 7. Trial Integrate new ideas, experiment, take action, and make change. (Repeat cycle: Recall) Incident 1: My group was comprised of five members that are evidently from different cultural backgrounds and also hold diverse views and values. I noticed due to the diversity in the group, there was no effective communication and there were issues when it came to sense of responsibility.   The first incident was our groups inability to operate cohesively due to differences in personality and cultural values. My previous encounter with the topic of diversity is that it (diversity) can lead to team effectiveness and innovation (West, 2012). But on the contrary, the initial weeks of our groups was faced with communication challenges as we worked together. Initially, I thought that the reason for the incongruity was that the exercise was new to everyone and no one had substantive information on how to go about the exercise. Everyone in the group was in constant search of what is expected of the exercise. The disappointment was evident in week 3 due to the poor ranking, which left everyone demotivated. Waller, Gupta and Giambatista (2004) noted that lack of effective communication leads to deviation from attaining team goals. We got confused on what were our desired goals. Despite the miscommunication, the group was able to function as there were elements that were consistent with structuration theory on how groups use rules and resources to form its structure (Frey, Gouran and Poole, 1999). Our group was held together by the weekly meeting that were mandatory and I believe were it not for the rules, the team functioning would have been impaired. I must applaud my group because irrespective of the communication barriers, the group was able to hold on and try to overcome these barriers. The attendance of the meetings was satisfactory as there was minimal absenteeism, which was accompanied by apologies and genuine reasons such as illness or class time. In my assessment, the general theme of the group according to Myers Briggs Type Indicator (MBTI) was feelers instead if thinkers. Feelers judge situations based on feelings or emotions while thinkers judge situations based on logical analysis (Quenk, 2013). Most of the choices that were made such as marketing for image cars were based on personal emotions, which lead to disregard of facts and information. I must admit despite the personality clash in the group; all the group members were committed to accomplishing the task successfully. The commitment even inspired us on meeting twice a week to try and better our ranking and get a better grip of the whole game simulation concept. Personally, I was not thinking about how to bridge the miscommunication gap or clashing personalities but on the task at hand and this was also the general trend in the group. Even up to the end of the exercise in the 12th week, we communicated but we never did so effectively. The ranking of the group improved over time even though it did not reach the desired goal. Upon critical review at the end of the exercise, I could only make sense of the group performance through the self-organization theory. The theory postulates that order can arise from a disordered system due to interactions of distinct parts of the system. The incidence on interpersonal dynamics, especially the personality clashes and miscommunication between the group members, helped me to develop transferable skills to do with closing ranks when it comes to personality and cultural differences. The group would have attained a better rank if we resolved the disillusionment in the early stages of teaming as this would have gone a long way in working harmoniously (Searle and Swartz, 2015). I also saw the fruits of commitment as the members were able to perform regardless of the cohesion problems. Incident 2 The second incident was related to the individual performances and their contribution to the overall group performance. Personally, I believe am a natural leader who takes the mantle of leadership in any situation. I believe that one does not need to be appointed formally to take the leadership role but can take the steering wheel from any position. I subscribe to the relationship-oriented leadership model where the leader is more focused on the human resources than the task at hand. I would motivate the members of the group by telling them how the assignment was important and how we should all be committed towards improving our ranking. The group needed a small dose of external motivation to keep them going and energized (Beagle, 2012). When I was motivating and inspiring the team, I found the motivator in me, which was essential in keeping myself going and also the group. I noticed that a team produced synergy and a better output than an individual but it is the latter that contributes to the results of the former. Despite the shaky start, we realized that we need to use our individual strengths for team success (Graham et al., 2012). At different points of the assignment, we had to assign and delegate duties and cover ground on the different actions that needed to be taken. We tried to leverage on the strengths of the individual members as much as possible. The use of individual strengths to delegate tasks did not work effectively as I expected as the third phase of Fishers Theory of Decision Emergence was not adhered to. The third phase is the emergence phase where an individual needs to soften on their stance and let the interest of the team prevail over personal interests (Littlejohn, Foss and Oetzel, 2016). In some situations, we had to go with individual opinions instead of consensus, which did not work well for the team. In the future, I would advocate for more compromise and consensus instead of personal opinions as the latter risks being biased and non-inclusive. I learnt that anyone can be a situational leader if they wanted to make a difference amidst uncertainty and anyone can lead from any position (Alizor, 2013).   I saw the importance of delegating duties as it covered more ground but it needs better coordination to achieve a common goal. I believe my strength and individual contribution was leadership and motivation. Conclusion I appreciate the experience as it was an eye-opener especially on different aspects of group tasks. I understood how group dynamics can work against the success of a team and they need to be identified and dealt with at the early stages of an assignment.   For instance, team members need to understand each others values and culture, and accommodate them. Understanding each other is the first step of breaking the communication barrier. I appreciated the importance of effective communication, which our group lacked, eventually leading to poor coordination and cooperation. I must admit that the strength of our group lied in commitment more than anything else. After communication, personal interest was the other weakness. I learnt the need to let other team members speak their mind, brainstorming and softening individual stance for the good of the team. I was a culprit myself of holding strong stances, sometimes unconsciously, on some of the issues. Looking back at the exercise, I acknowledge that for better interpersonal reactions, the parties need self-awareness. Lastly, I appreciated the power of leadership in motivating and inspiring team members towards tasks accomplishment. References      Ã‚   Alizor, J. (2013). Leadership: Understanding Theory, Style, Practice: Things You Need to Know about Leading an Organization. 1st ed. Bloomington, IN: WestBow Press. Beagle, M. (2012). The Rock: Motivational Leadership: A Leaders Perspective On Inspiring Others While Finding the Motivator in You. 1st ed. Bloomington: iUniverse, Inc. Boyd, E. and Fales, A. (1983). Reflective Learning: Key to Learning from Experience. Journal of Humanistic Psychology, 23(2), pp.99-117. Frey, L., Gouran, D. and Poole, M. (1999). The handbook of group communication theory and research. 1st ed. Thousand Oaks, Calif.: Sage Publications. Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. 1st ed. [London]: FEU. Graham, S., Emery, S., Hall, R., Blanchard, K., Huntsman, J., Lennick, D., Kiel, F. and Jordan, K. (2012). Leading Teams with Integrity: Advice from Leadership Experts. 1st ed. Upper Saddle River, NJ: FT Press. Hughes, R. and Jones, S. (2011). Developing and assessing college student teamwork skills. New Directions for Institutional Research, 2011(149), pp.53-64. Larson, C. and LaFasto, F. (1999). Teamwork. 1st ed. Newbury Park (Calif.): Sage Publ. Lawrence-Wilkes, L. and Ashmore, L. (2014). The reflective practitioner in professional education. 1st ed. London: Palgrave Macmillan. Littlejohn, S., Foss, K. and Oetzel, J. (2016). Theories of Human Communication. 11th ed. Long Grove, IL: Waveland Press, Inc. Martin, B. (2006). Outdoor leadership: Theory and Practice. 1st ed. Windsor, ON: Human Kinetics. Parker, G. (2015). Cross- Functional Teams: Working with Allies, Enemies, and Other Strangers. 1st ed. San Francisco, Calif.: Jossey-Bass. Quenk, N. (2013). Essentials of myers-briggs type indicator assessment. 1st ed. Hoboken, N.J.: Wiley. Searle, M. and Swartz, M. (2015). Teacher Teamwork: How do we make it work?. 1st ed. New York: Association for Supervision Curriculum Development. Waller, M., Gupta, N. and Giambatista, R. (2004). Effects of Adaptive Behaviors and Shared Mental Models on Control Crew Performance. Management Science, 50(11), pp.1534-1544. West, M. (2012). Effective Teamwork: Practical Lessons from Organizational Research. 1st ed. Chichester, West Sussex: John Wiley and Sons. Theories Used 1. Gibbs Reflective Model (1988) 2. Lawrence Wilkes REFLECTION (2014) 3. Tuckman Stages of Group Development (1965) 4. Structuration Theory 5. Myers Briggs Type Indicator (MBTI) (1956) 6. Self-Organization Theory 7. Relationship-Oriented Leadership Model 8. Situational Leadership Model 9. Fishers Theory of Decision Emergence Appendices Logbook Week No./date of meeting(s) Action point(s) Team member/time of arrival/leave Potentially areas that every member worked on State of team / work in progress Week 2 (3th October 2016) Get all members of group together and sign learning contract Structuring what must be done for next meeting a)George Iashvili -11am b)Claudia Borges-11am c)Carlos Chalhoub-11am d)Cagri Ozecoglu-11am e) Ilya Ignatov-11am (All left same time as class was finished) There was no game simulation this week so no work to be done as a group yet Learning Contract signed and we got all group members now. Week 3-First Meeting on Gaming Simulation (14 October 2016) 1.Speak about steps we needed to take for the game and whether we all watched the video and read the game manual. 2.Start to look at game excel sheet. 3.Making sure all members had put their name in the game simulation. a)George Iashvili-1pm b)Claudia Borges-1pm c)Carlos Chalhoub-1pm d)Cagri Ozecoglu-1pm e) Ilya Ignatov-1pm -All members that attended looked at each section of the decision sheet together and made decisions as a group. Task completed-all the members looked at the decision document and discussed on WhatsApp what steps to take as well as what we needed to do in the next meeting, which was to figure out a more accurate strategy and approach. At this point we still didnt know how to play the game properly. Some group members still not giving suggestions on the decisions. Some members still not contributing. Week 3-Second Meeting on Gaming Simulation (17 October 2016) 1.Make sure we all knew how to fill in the decision document. 2. Conclude on what car we wanted. 2.Fill in decision document. 3.Submit the decision   document. a)George Iashvili -Didnt Attend, sick on day of meeting. b) Claudia Borges-Didnt Attend, informed group could attend due to having lesson c)Carlos Chalhoub-12:30 d)Cagri Ozecoglu-12:30 e) Ilya Ignatov-did not attend, could not attend due to having lesson too. -Claudia filled in some of the document and sent an email to the rest of the group. The members who attended all worked through the rest of the decision document together. -The group had little to no strategy in mind as we did not know the specifics on how to play the game properly yet. The group tried using common sense and logic as we hadnt known that the information was available on the mega learning website. Feeling disappointed with the result that we got for last week.However,we tried our best for the next decision to be better. Some group members go demotivated. Week 4(20/10/2016) 1.To look over everything and looked at the results of the last simulation game and analyse it. 2.We had the game reset this week 3.Try to make changes to the game in order to get better results. 4.To ensure the use of the information available on the mega learning website and blackboard on the consumer sensitivity and market growth, in order to configure a clear strategy. a)George Iashvili -13:00 b)Claudia Borges-13:00 c)Carlos Chalhoub-13:00 d)Cagri Ozecoglu-13:00 e) Ilya Ignatov-did not attend,but informed the group ahead of non-attendance. -We all looked through the decision document and made decisions on each section together as a group after thoroughly discussing everything. Also, we made sure we used the information available to us on consumer sensitivity, market growth and each decisions effect on budget. -We had a much better idea on how the game simulation works this week and used all the information given to us which made our decisions improve greatly. Also, almost the whole group was at the meeting which was very beneficial for the decision analysis and strategy direction that the group wanted to take. There was a clash in personalities which was affecting some decisions.There was a lot of miscommunication between the group. Week 5(27/10/2016) 1. We planned to keep to our strategy that we used in week 4 as it seemed to work. a)George Iashvili -11am b)Claudia Borges- did not attend c)Carlos Chalhoub-11am d)Cagri Ozecoglu-11am e) Ilya Ignatov-11am -All who attended analysed the decisions together as a group and made more aggressive decisions on many of the consumer behaviour sensitivity and prices of the sectors, which changed our strategy direction. -We couldnt keep to our strategy that we had in the previous week and the decisions made were too aggressive which gave us a low rank on the mega learning simulation. Some results and decisions that we made the week before worked and gave the game a good result so we kept them the same. Week 6 (3/11/2016) 1.Region 2 started this week So, we had to make sure to look at each section of the simulation game and try to increase our capacity of how many cars we can sell on region 1 and get much capacity for region 2.-Try to look at Eco-friendly cars and lower product appeal from the previous week because it was too high. 3.Look at marketing appeal for image cars higher and try focus on low cost and eco-friendly cars because the market growth is increasing in both these two sectors. a)George Iashvili -12:30am b)Claudia Borges-12:30am c)Carlos Chalhoub-12:30am d)Cagri Ozecoglu-12:30am e) Ilya Ignatov-12:30am -Claudia looked at filling how many models in range for each category, how many new parts needed and looking at price for the cars. -the rest of the group tried to focus on the action points so making sure that look at product appeal and which areas need the most product appeal, like eco-friendly was too high the previous week so to decrease that and -Focus on trying to get the EBIT down and capacity up and at the same time to make the best decisions for the simulations game based on last weeks results. -We now had a better understanding of how the game was worked and we starting to get better rankings now. Now we had a better understanding we   could do better for region 2. Week 7(8/11/2016) 1.Try to meet more as a group, have at least two meetings a week. 2.Try make sure we discuss the previous weeks results 3.Try to focus on eco-friendly and image sectors due to this these two sectors being the ones we are doing weak at the moment. 4.Try to look get product appeal up and again look at capacity for eco-friendly and image sector. Also, look at image cars due to sales revenue being so low in that sector and see what is happening and what is affecting for cars not to be selling. 5.Decrease low cost unit cost and family unit cost too. -Focus on region 1 as region 2 sales are good, however the sales for region 1 have gone down from last week. a)George Iashvili -14pm b)Claudia Borges-14pm c)Carlos Chalhoub-14pm d)Cagri Ozecoglu-14pm e) Ilya Ignatov-14pm As a group, we tried to resolve our action points such as meeting more often, so timetables were sent of each of the members timetable so we could see which day would be the best to meet. Secondly, we looked at resolving our problem with image cars and why we were not selling as much cars as we could and found out this was due to capacity was low and tried to increase this for the next weeks decision. Thirdly, try to decrease the unit cost for low cost due to being too high and also for family the unit cost was too high as well so we decreased this too. Look over previous weeks results and compare to current week to see what is happening and what is going wrong in the eco-friendly and image sectors and why our capacity is not increasing. Achieved a good ranking for region 1, however region 2 ranking went down. Week 8(17/11/2016) 1.Focus on family cars sector because our sales have gone down a lot from previous weeks 2.Focus on image sector too because our capacity for region 1 is still low and for region 2 is too low and we need to try and increase this. 3.Discuss our results from previous week and what decisions need to be changed based on teachers feedback and our online results. a)George Iashvili -14pm b)Claudia Borges-14pm c)Carlos Chalhoub-14pm d)Cagri Ozecoglu-14pm e) Ilya Ignatov-14pm -As a group we focused on looking at the capacity for the eco-friendly and image cars because it was really low and also tried to increase low cost cars capacity due to selling a lot of low cost cars each week, however not using all capacity. -Making sure that we kept some decisions the same such as low cost and family car unit prices. Week 9(24/11/2016) 1.Looking at previous weeks decisions as it was good result and there was a lot of increase for capacity for all regions 1 and 2 and sales revenue increased. So look at what decisions were made that got as to have such a good result. a)George Iashvili -14pm b)Claudia Borges-14pm c)Carlos Chalhoub-14pm d)Cagri Ozecoglu-14pm e) Ilya Ignatov-14pm -As a team we made sure we went through each region 1 and 2 and made sure we looked at the engineering, how much we were investing in capacity and also HR and also looking at unit prices for each sector such as low cost and family prices. These two sector prices were too high and causing us to lose customers. Capacity was also a problem for our region 2 because we had less capacity for low cost cars and family and we tried our best to increase this and tried to keep our costs down. However, at the same time trying to fix our problem with eco-friendly and image cars due to the fact that no cars were being sold in that sector. -Making sure that we make investments into region 2 -Try to look at unit prices whether too high or low. Week 10(1/12/2016) 1.Make investments in region 2 2. Look at facilities for each car section and for each region 1 and 2 3.Look at prices for each section 4.Again try to increase capacity in each section. a)George Iashvili -Could not attend b)Claudia Borges-Could not attend c)Carlos Chalhoub-1pm d)Cagri Ozecoglu-Could not attend e) Ilya Ignatov- Could not attend -Carlos looked at each section and saw what we could do to firstly increase the capacity. The sectors we tried to increase our capacity were low costs cars and family cars in region 1 and 2, and eco-friendly cars and image cars in region 2 due to the fact that the capacity was 0. Then Carlos sent a copy of the file by e-mail to everyone in the group to have a look at before we submitted. -We also made some investments in HR and capacity for region 2 -Increase Capacity -Look at eco-friendly and image cars sectors for regions two Week 11(8/12/2016) 1.Look at region 2 image cars and eco-friendly and see why no sales being made. 2.Again increase capacity for region 1 low cost and family cars and try to use all capacity available. a)George Iashvili -1pm b)Claudia Borges-1pm c)Carlos Chalhoub-1pm d)Cagri Ozecoglu-1pm e) Ilya Ignatov-1pm -As a group we discussed why we were having the problem in region 2 in the eco-friendly and image car sector. Due to the fact that for the last few weeks of decisions we have put invested in the HR department and also made others investments but despite this these two sectors did not make any sales. -We made a decision to sell off eco-friendly and image cars in region 2 and use the money to invest in region -Decision to sell off region 2 eco-friendly

Jimi Hendrix Essay -- History

Jimi Hendrix A legend was born on November 27, 1942 in Seattle with the conception of James Allen Hendrix. He was a true American of Black, White and Cherokee blood. As a child, James who later changed his name to Jimi, was very shy and was introverted to friends and family. He grew up in different homes that ranged from city life to living on the Cherokee reservation with his grandmother. With all of the difficulties that he struggled with in his early life he found refuge in music. His father bought him a guitar at the age of 13 and his love for music had begun. He grew up he listening to the music of the 40's and 50's and became well aquatinted with the sounds of other eras preserved in his father's record collection. There was a great influence of blues as well of R&B music that influenced his style and play. He spent what free time he had on the guitar and dropped out of school in 1959 so he would be able to further pursue his dreams. After he dropped out he enlisted in the army and! spent t his time trying to figure out who he really was. He followed his dreams and after his discharge from the army he became a musician. For the next ten years Hendrix played with a countless number of bands on the way to his notoriety. His greatest success occurred when he formed the Jimi Hendrix Experience in 66'. With this he exposed to America who he was and what he stood for. During his reign he confidently rose to success with powerful and inspiring music. He was, "a prolific and profligate creator who left almost everyone who heard or saw him with the distinct impression that the heartcenter of his work remained tantalizingly out of reach."1 Jimi Hendrix remains an enigma, an innovator that remains unparalleled in what he brought... ... believed was right. He knew no other way, but maintained his integrity. "A musician, if he's a messenger, is like a child who hasn't been handled too many times by man, hasn't had too many fingerprints across his brain. That's why music is so much heavier than anything you've ever felt."7 As stated by Hendrix in 69'. In life, Hendrix wanted the same thing as everyone else. He wanted to enjoy life and his occupation and he wanted to do something which added something positive to the world. He wanted to live life to the fullest and at the same time he wanted to have peace, an open mind, the freedom to be creative and the ability to make the world a better place for the next generations. Jimi Hendrix exemplified the Jesuit philosophy of being a man for others through his religious freedom, his opinionated political views and his positive influence on the community.

Smoking And Health Outcomes Health And Social Care Essay

This essay will try to analyze assorted articles in order to try replying four chief inquiries go arounding around smoking and wellness results. Specific mentions will be made to Anu Katainen s article: Social category differences in the histories of smoking â€Å" endeavoring for differentiation? The four chief inquiries revolve around how different groups account for their smoke and how societal factors, category factors and personal positions influence facets of smoke and wellness results.Question 1: How different groups account for their smokePrevious surveies have suggested that smoke is a pick and that the research participants in these surveies emphasise the positive points of smoke and restrain every bit far as possible from speaking about their dependence and the negative points of smoke ( Katainen 2010:1091 ) . In this treatment we will specifically mention to Katainen s research survey. The focal point of Katainen survey was on the cultural and societal facets of smoke ( Katainen 2010:1090 ) . Her survey consisted out of interviews conducted with two groups viz. manual and non-manual workers, aged between 24 and 58, the workers came from diverse work environments ( Katainen 2010:1090 ) . The interviews covered two chief subjects existent smoke behavior and the significances which attributed to smoking ( Katainen 2010:1090 ) . First we will discourse the consequences of the non-manual workers. The first determination in Katainen s ( 2010:1091 ) survey provinces that non-manual workers link smoking with E?pleasurable minutes. Non-manual workers do non merely see smoking portion of mundane life but besides see it as a memorabilia to singular minutes in life ( Katainen 2010:1091 ) . The one respondent expressed the followers: It s like a small bead of A ¦like the concluding touch at some fantastic minutes ( Katainen 2010:1091 ) . The following determination was singular, the respondents considered their smoke as an single wont and emphasised their ain individualism ( Katainen 2010:1091 ) . They province that their smoke cues were non dependant on others ( Katainen 2010:1092 ) . This was interesting due to the fact that it is by and large accepted that smoke is a societal dependence. The respondents refrained from lending to any generalizations or stereotypes ( Katainen 2010:1092 ) . This determination was besides applicable to white-collar respondents, who found it hard to depict or categorize themselves ( Katainen 2010:1092 ) . Another noteworthy find was that no category differentiations were made associating to smoking but differentiations were instead made associating to smoking wonts ( Katainen 2010:1092 ) . An illustration made, was that for certain participants smoking in the smoke room, at the work topographic point, was considered uncomfortable, and these participants would see their smoke as different from the other tobacco users being their smoke was a voluntary act and the other tobacco users smoking was more a modus operandi or an dependence ( Katainen 2010:1093 ) . Adding on to the above mentioned were besides the white-collar respondents who made a clear division between functional smoke and everyday smoke ( Katainen 2010:1093 ) . Smoke was considered more acceptable if it had a map ( e.g. relaxation after a nerve-racking state of affairs ) and less acceptable when it was done routinely ( e.g. smoking whilst walking indicates dependence ) ( Katainen 2010:1093 ) . Although it may look that the respondents all considered smoke in a positive manner there was an exclusion with two respondents, who had a negative attitude towards their ain smoke ( Katainen 2010:1093 ) . In general middle-class respondents viewed their ain smoke as witting Acts of the Apostless and reacted with disgust towards anybody who could non command their E?appetites ( Katainen 2010:1093-1094 ) . Next we will discourse the consequences of the manual workers. In researching the manual workers histories for smoke, consequences proved to be most surprising. Positive concluding such as rebellion, independency and wont which is associated with smoke was expected to correlate with the motive of manual workers but these premises were proven incorrect to some grade ( Katainen 2010:1094 ) . The first positive motive mentioned for smoke was in the instance of work context, for these respondents smoking provided a legitimate ground for interruption every bit good as protracting interruptions ( Katainen 2010:1093-1094-1095 ) . Harmonizing to the respondents the most important ground for their smoke was relaxation, for emphasis and anxiousness increased their smoke wont ( Katainen 2010:1095 ) . For illustration the one respondent, Antti ( R49 ) , said that smoke helps quiet you in minutes when something truly pisses you off ( Katainen 2010:1095 ) . Another positive facet of smoke was the sociableness of smoke ; it made it easier to acquire acquainted with other workers ( Katainen 2010:1095 ) . Smoke was at its most gratifying when uniting coffin nails with java ( Katainen 2010:1095 ) . Although there are a batch of similarities between the positive facets of smoke for both manual and non-manual workers the bulk of results remain different ( Katainen 2010:1095 ) . When discoursing the facets of smoking with manual workers they were more inclined to portray the negative facets of smoke and found it hard to portray positive facets of smoke ( Katainen 2010:1095 ) . This can be clearly seen through the interviews conducted with two of the respondents ( Katainen 2010:1096 ) : Int: Why do you smoke? R50: That s a good inquiry [ laughs ] ! I don t know. It s merely a bad wont. I don t hold anything wise to state about it. Int: Don t you think there s anything positive in smoke? R50: Well I haven t found anything positive yet. I can t believe what could be positive about it. ( 39-year-old male, building worker ) Int: Why do you smoke? R54: Because I m dependent on nicotine. It s every bit simple as that. It s a wont. ( 27-year- old female, building worker ) Non-manual workers accounted for their smoke through justifications and manual workers accounted for their smoke through alibis ( Katainen 2010:1096 ) . For white-collar workers smoking was a witting act/decision ; blue-collar workers on the other manus described it as compulsive, rooted in day-to-day modus operandis and merely happened ( Katainen 2010:1096-1097 ) . Thus the important point that differentiates manual workers from non-manual workers is the manner in which they account for their smoke ( Katainen 2010:1097 ) . There are multiple grounds why these histories differ the five chief facets are the undermentioned. First the different working environments of the two groups have a major impact, for smoke is more common in manual work environments ( Katainen 2010:1097 ) . Second the sum of coffin nails smoked on a day-to-day footing differs greatly among the two groups and thirdly the deficiency of justifications among manual workers every bit good as the accent on negative facets has another great influence ( Katainen 2010:1097 ) . The following major impact was the interviewees because they were female and the male respondents most probably would reply their inquiries in a manner that would do them sound good and hence go forth a good feeling ( Katainen 2010:1098 ) .Then in conclusion the inactive positions among the manual workers have a great influence over their thought procedures ( Katainen 2010:1098 ) . [ Word count: 1002 ]Question 2: Identify societal factors runing in the logical thinking behind smokeIn general it has been proposed that the ground behind the societal differences account for smoke is that educated people are more concerned about wellness related issues and therefore are more goaded to give up smoke ( Katainen 2010:1088 ) . Contradictory to the above mentioned, the latest surveies on category and wellness reveal that all societal groups consider wellness every bit of import but the ways in which these groups execute this importance differs ( Katainen 2010:1088 ) . The upper categories consider wellness as a norm that should be achieved which is reflected in day-to-day patterns, where lower categories consider wellness as enabling day-to-day modus operandis. In her article Katainen ( 2010:1088 ) references that it is of import to detect that surveies on wellness behavior may overrate the significance of witting wellness considerations in mundane life. Terminology used in wellness research may differ from nomenclature used in mundane life for illustration ; habitus termed as E?health behavior, in wellness research, is in mundane life more likely to be governed by modus operandis, cultural forms and societal patterns, than made by a witting attempt to better one s wellness as suggested by wellness research ( Katainen 2010:1088 ) . Habitus is E?the manner society becomes deposited in individuals in the signifier of permanent temperaments ( Wacquant 2005: 316 ) . For Katainen ( 2010:1089 ) Bourdieu s construct of habitus A ¦for the different societal groups, it serves as a common frame of reading through which action becomes apprehensible, based on shared life conditions and life events ( Katainen 2010:1089 ) . In contrast to this habitus has besides been critiqued for being excessively deterministic, people are more cognizant of the regulations and determiners of societal life, more than Bourdieu seemed to presume ( Katainen 2010:1089 ) . Another point Katainen makes is when mentioning to the societal significance of patterns and its ability to bespeak societal distance, which is derived from the place it has in the system of objects and patterns and is non derived from the built-in belongings of the pattern ( Katainen 2010:1089 ) , therefore it is of import obtaining objects and holding complete cognition on their use but besides the manner of gestating them in relation to others ( Katainen 2010:1089 ) . This returns to health-related affairs being personal thoughts of one s behavior every bit good as people actively negociating their topographic point in the universe and constructing and keeping their societal individualities as Katainen ( 2010:1089 ) acknowledged. Through her interviews Katainen besides observed that for some participants smoke was a socialising tool assisting them to do friends and acquire to cognize people ( Katainen 2010:1095 ) . To back up the above mentioned Katainen ( 2010:1097 ) besides states that a societal environment in which smoke is really common and, in a sense, axiomatic, may easy ease its continuation without break, and accordingly does non make the demand to warrant the wont. One can reason that smoke has a broad scope of societal factors that contributes to persons taking up smoke every bit good as halting it. These factors range from personal issues to societal surroundings for illustration ; smoke can come from personal wonts, civilization, and instruction to socialization tools. [ Word count: 502 ]Question 3: Address the function of category in wellness resultIn this inquiry we will discourse three articles of three separate writers viz. Katainen, Henry and Stacey. We will get down with Katainen. In her research Katainen ( 2010:1087 ) provinces that it is by and large accepted that in-between and upper categories tend to populate long healthy lives whereas lower categories tend to populate short lives filled with unwellness. Although certain research workers consider category and societal classs as disentangled from the modern twenty-four hours issues, smoking provides the cogent evidence of the uninterrupted importance of category ( Katainen 2010:1087 ) . In Western states smoking seems to be a tendency under the lower socioeconomic groups bespeaking to inequalities in wellness ( Katainen 2010:1087-1088 ) . Harmonizing to the habitus construct, people s behavior and determinations are affected by their life conditions ( Katainen 2010:1089 ) . Where people live will bespeak what they can afford, their penchants and what is appropriate for their category ( Katainen 2010:1089 ) . For illustration a truck driver eating heavy, fatty repasts and a immature white-collar adult female preferring a light salad: the rightness of certain wonts is related to the single s societal place ( Katainen 2010:1089 ) Smoking inclinations do non merely alteration because of wellness but besides by the image one wants to portray to society ( Katainen 2010:1089 ) . Next we will look at Paul Henry s article ( 2001 ) : An Examination of the Pathways Through Which Social Class Impacts Health Outcomes. In his article Henry ( 2001:07 ) discusses the different motives for the continuation of smoke ( Henry 2001:07 ) . The most important influence among the lower categories was that of equal force per unit area ( Henry 2001:07 ) . Amongst the higher upper categories wellness was considered an inherently of import norm ( Henry 2001:07 ) . Upper classes tend to see good wellness as something you must accomplish, a end to work towards whereas lower category viewed good wellness as a means-to-an-end ( Henry 2001:07 ) . For lower categories wellness was valued in the sense that it allowed them to work and hold fiscal stableness ( Henry 2001:07 ) . This could be best described through the comparing of an upper category single exercise and eating healthy ( good wellness demands to be gained and maintained ) whereas the lower category person would see good wellness as merely doing it through the twenty-four hours peacefully without unneeded strains ( Henry 2001:07 ) . The last article we will be discoursing is that of Stacey, M. ( 1998 ) : The Plurality of Mending Systems in Tudor and Stuart England. In her survey Stacey researched category systems in the late 1970 s. In this epoch there was a clear category and gender division which had a major impact on wellness results. Peoples populating in the towns had a greater assortment of wellness attention than people populating in the countryside who were dependent on common people therapists ( Stacey 1998:39 ) . Well off people, who could pay, had a broad assortment of knowing physicians ( elect doctors ) although fees sometimes differ ( Stacey 1998:39 ) . The hapless were left to depend on cunning common people and assorted therapists go forthing them to a hapless diagnostic and intervention ( Stacey 1998:39 ) . Back in this epoch it is of import to besides observe gender division. Womans were left to run the families and hence had a greater duty of wellness care and Restoration for the whole household for the greatest sum of mending took topographic point at place ( Stacey 1998:39 ) . Here gender and category overlapped for lower category housewives all had similar accomplishments and cognition and therefore were dependent on upper category neighbors, for upper category homemakers had more cognition and accomplishments and hence ministered their poorer neighbors every bit good as their ain families ( Stacey 1998:39 ) .One can reason that over the old ages category has and will stay an of import factor in wellness results. ( Word count: 597 )Question 4: What societal factors influence and determine your determinations about wellness picksThere is a assortment of societal factors which influence my positions and determinations go arounding around wellness issues more specifically smoking. The first most of import fact I must edify you with, in order for you to understand my motives, is that I am a non-smoker. The first influence would be through societal establishments viz. household and faiths. Family and faith are the two chief facets which shapes an person into who they are. I was brought up in a conservative yet unfastened minded Christian family. My parents taught me it was incorrect to smoke and demo disrespect towards others, my faith Tells me, through the Ten Commandments, to esteem and obey my parents. These two societal establishments act as a signifier of societal control. My parents were fondly and my faith cost me no injury and therefore I had no demand to arise against them. The 2nd and most of import societal influence was my instruction. I have learned the undermentioned list of facts over the old ages. First baccy consists out of 4500 chemicals, the chief toxicants in baccy are ; a ) Cd ( auto batteries ) , B ) DDT ( insect powder ) , c ) H nitrile ( gas Chamberss ) , vitamin D ) methylbenzene ( industrial dissolver ) , e ) vinyl chloride ( plastics ) ( National Council Against Smoking ) . Tobacco besides consists out of 43 unknown carcinogens which are malignant neoplastic disease doing agents ( National Council Against Smoking ) . Smoking well increases the hazard of TB ( TB ) and decease ( National Council Against Smoking ) . Smoking besides causes the undermentioned diseases viz. : malignant neoplastic disease of the oral cavity, lingua, lip, nasal, salivary secretory organs, voice box and the lungs every bit good as sphacelus ; shots ; redness of the oculus and unnatural motions of the oculus ; cataracts and psoriasis ( National Council Against S moking ) . Another danger which is caused via smoke is second-hand fume. Second-hand fume consists out of 4000 chemicals where merely 250 are known and 50 % are known to do malignant neoplastic disease ( National Council Against Smoking ) . The most noteworthy chemicals are 1 ) arsenous anhydride ( a heavy metal toxin ) , 2 ) benzine ( a chemical found in gasolene ) , 3 ) Cd ( a metal used in batteries ) , 4 ) Cr ( a metallic component ) , 5 ) Ni ( a metallic component ) , 6 ) Po â€Å" 210 ( a chemical component that gives off radiation ) , 7 ) vinyl chloride ( a toxic substance used in plastics industry ) ( National Council Against Smoking ) . Second-smoke besides causes a assortment of unwellnesss under which is TB and a battalion of malignant neoplastic diseases ( National Council Against Smoking ) . The last influences are of a personal nature I am a terpsichorean ( concert dance and modern ) and as seen in the above mentioned smoking causes multiple wellness jobs. Dancing is my manner of loosen uping and maintaining fit and for that one needs a healthy organic structure. I besides suffer from asthma and smoke will merely decline my asthma and coerce me to halt the thing I love in life dance. In my household we are besides susceptible to malignant neoplastic disease and smoke doubles my opportunities of developing malignant neoplastic disease. The above mentioned can be associate to all wellness issues and non merely smoking [ Word count: 500 ]DecisionOne can clearly observe that through the eras category has remained an of import factor when act uponing wellness results. Another important determination is that all the assorted writers had the same position point affecting the lower and upper category differentiations. The lower categories viewed wellness as an mundane experience, where the upper categories viewed wellness as a end something to work towards, an purpose that needs to be achieved. Lower categories accounted for their smoke as an unmanageable desire and identified their wont most comfortably with negative facets. The upper categories viewed smoke as a witting act or determination and identified their wont most comfortably with positive facets. There were assorted similarities between the two groups but the most cardinal similarity was that both groups viewed smoke as a relaxation tool. Social factors, including societal establishments and societal control measurings, play an every bit of im port function as subscriber to get down or halt smoke every bit good as to wellness results. The last of import factor is that these surveies provided the grounds to turn out generalizations and pigeonholing incorrect till a certain grade.

Analysis Of The Asch Conformity Experiment - 1621 Words

. One of my reference groups would be my teachers in the past throughout my k-12 grade years and my professors now. I want to be successful one day so I work as hard as I possibly can in all of my classes to succeed. My teachers have made such a positive influence on me because they just give us their experiences that are good or bad and make sure we don’t make the same mistakes as them so we can succeed. Some students won’t care but I do because I want to be successful. So, all of the techniques I was taught to get an A in the classroom have all been helpful and help me now in trying to achieve my career. All of the advice and techniques I was given from my teachers and professors are applied to my daily struggles I face now while doing†¦show more content†¦However, this experiment was all fake, the learner was also a person who knew what was going on just like how it was for the Asch Conformity, there were no real shocks they just gave fake screams to make i t seem like it was real! The whole point was to test if the teacher would follow the directions and go all the way to 450 volts. Some people actually gave up because they couldn’t live with hurting an innocent person and some people went all the way to 450 volts. I remember watching this experiment in one of my high school classes I am still just as shocked as I was while watching the video. 3. Donald Trump has been claiming that the crime rates in the United States have been skyrocketing, while reading the â€Å"Crime ‘Carnage’† section in the article he never really discusses the crime rates overall, during his inauguration speech he only discusses the crime rates that have happened in the past year. According to the article, the â€Å"FBI data shows that the violent crime rate has been on a â€Å"decline† since 1991 when it increased up to 758.2 but it was only half of that in 2015 with a rate of 372.6†. The murder rates also increased, increased by 14% according to the analysis from the Brennan Center for Justice but onlyShow MoreRelatedSocial Conformity Scale918 Words   |  4 PagesSurvey and the Social Conformity Scale developed previously by the researcher. The author stated, â€Å"The scale is an attempt at approaching a dimension of personality from a different level than is usual in most personality tests.† (4). There were 89 participants in this study. All of them were female welfare workers and supervisors in Los Angeles. The researcher claimed the participants, â€Å"extended broadly in age and work experience† (3). When developing the Social Conformity scale, the author usedRead MoreThe Justification Of Nazi Officer s Actions During World War II1243 Words   |  5 Pagesperformance in sports events, clothing, or otherwise, we feel the need to compare ourselves to and identify with the societal â€Å"norms† around us. 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