Conflict in organizations is not only inevitable but is also a key driver for positive change and innovation. If everyone remained at ease with the status quo, societies would not progress in the way that they have historically done. The outcomes of conflict can often be tied to the concepts of power and politics in an organization. Those who maintain the balance of power in a relationship can arguably leverage this power to affect the outcome.

Instructions

1. Write a research paper in which you answer the following
   1. Are you a political person and does your level of political tendencies impact your career progression? Why or why not?
   2. Have you ever been negatively affected by a politically charged environment in which you felt you had no power?
   3. What is your primary conflict-handling style? How do you think your style has served you in your career thus far?
   4. With which of the bargaining strategies do you most identify? Does this fit with your primary conflict-handling style?

Guidelines

• Your paper should be a maximum of 3 pages double-spaced in 12-point font (not including cover page and references). For papers longer than 3 pages, the additional pages will not be considered in grading.
• Your paper should have a well-defined introduction, body, and conclusion.
• Although you are writing a research paper, you are encouraged to include some personal or first person accounts in this exercise.
• Your paper must follow APA style format.
• Your paper must include a minimum of 2 external academic resource

08] Assignment 8Hide Assignment InformationInstructions

Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the “Assignment Format” page for specific format requirements.

Part A

1. Compare and contrast Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood. Include at least three examples from your text as you compare and contrast the two stages.
2. Write a well thought-out paragraph for each of the following:

• The occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage.• Three proactive changes you can make personally to improve your generativity in your lifetime.

Part B

1. Describe the physical and cognitive changes that occur in late adulthood, including how some of these changes may lead to decline and eventual death.
2. Explain how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths. Use at least three examples of supportive evidence from your text.
3. Write a well thought-out paragraph on each of the following:

• Three proactive ways you personally can improve your physical health• Three ways you personally can improve your cognitive health in your lifetime

Hide RubricsRubric Name: Assignment 8This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaExemplarySatisfactoryUnsatisfactoryUnacceptableCriterion ScorePART A: (1) Compare and contrast Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood20 points

Student accurately compares and contrasts Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood. Student uses at least three examples in his or her answer.

15 points

Student is mostly accurate in comparing and contrasting Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood. Student uses at least two examples in his or her answer.

10 points

Student is only partially accurate in comparing and contrasting Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage stage for middle and late adulthood. Student uses at least one example in his or her answer.

0 points

Student did not compare and contrast Erikson’s generativity versus stagnation stage with his ego-integrity versus despair stage for middle and late adulthood.

/ 20PART A: (2) Two paragraphs: Describe the occurences that can affect positive or negative outcomes of generativity, and three ways to personally improve your own15 points

Student wrote a well thought-out paragraph for each: 1) Occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage; 2) Three proactive changes the student can make personally to improve his or her own generativity.

10 points

Student wrote mostly well thought-out paragraphs about 1) Occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage; 2) Three proactive changes the student can make personally to improve his or her own generativity.

5 points

Student wrote weak or unclear paragraphs about 1) Occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage; 2) Three proactive changes the student can make personally to improve his or her own generativity.

0 points

Student did not write paragraphs about 1) Occurrences that can affect positive or negative outcomes in Erickson’s generativity versus stagnation stage; 2) Three proactive changes the student can make personally to improve his or her own generativity.

/ 15PART B – (1) Describe the physical and cognitive changes that occur in late adulthood20 points

Student accurately describes the physical and cognitive changes that occur in late adulthood, including how the changes may lead to decline and eventual death.

15 points

Student mostly accurately describes the physical and cognitive changes that occur in late adulthood, including how the changes may lead to decline and eventual death.

10 points

Student provides a weak or unclear description of the physical and cognitive changes that occur in late adulthood, including how the changes may lead to decline and eventual death.

0 points

Student did not describe the physical and cognitive changes that occur in late adulthood.

/ 20PART B – (2) Explain how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths15 points

Student accurately explains how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths. Student uses at least two examples of supportive evidence from the text.

10 points

Student mostly accurately explains how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths. Student uses at least two examples of supportive evidence from the text.

5 points

Student provides a weak or unclear description of how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths. Student uses at least one example of supportive evidence from the text.

0 points

Student did not explain how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths.

/ 15PART B – (3) Two paragraphs: Describe three proactive ways you personally can improve your physical health, and three ways you personally can improve your cognitive health in your lifetime10 points

Student wrote a well thought-out paragraph for each: 1) Three proactive ways to personally improve his or her physical health; 2) Three proactive changes to personally improve his or her cognitive health.

7 points

Student wrote mostly well thought-out paragraphs about 1) Three proactive ways to personally improve his or her physical health; 2) Three proactive changes to personally improve his or her cognitive health.

4 points

Student wrote weak or unclear paragraphs about 1) Three proactive ways to personally improve his or her physical health; 2) Three proactive changes to personally improve his or her cognitive health.

0 points

Student did not write two paragraphs about 1) Three proactive ways to personally improve his or her physical health; 2) Three proactive changes to personally improve his or her cognitive health.

/ 10Mechanics – Grammar, Punctuation, Spelling5 points

Student makes no errors in grammar, punctuation, or spelling that distract the reader from the content.

4 points

Student makes 1-2 errors in grammar, punctuation, or spelling that distract the reader from the content.

2 points

Student makes 3-4 errors in grammar, punctuation, or spelling that distract the reader from the content.

0 points

Student makes more than 4 errors in grammar, punctuation, or spelling that distract the reader from the content.

/ 5Writing Style – Organization, Transitions, Tone5 points

The assignment is written with excellent organization, thoughtful transitions, and the appropriate tone.

4 points

This writing assignment is adequately organized, but has some errors in the transitions or the tone.

2 points

This writing assignment is poorly organized, or it contains ineffective transitions and/or inappropriate tone.

0 points

This writing assignment displays little to no organization or transitions, and/or does not use the appropriate tone.

/ 5APA Format – Margins, Font, Spacing, Headings and cover page5 points

The margins, font, spacing, headings, and cover page are all formatted properly.

4 points

There are 1-2 errors in the formatting of the margins, font, spacing, headings, or cover page.

2 points

There are 3-4 errors in the formatting of the margins, font, spacing, headings, or cover page.

0 points

There are more than 4 errors in the formatting of the margins, font, spacing, headings, or cover page.

/ 5APA Format – Citations and References5 points

Paper Assignment:

You will have to select and answer two (2) sociological questions. Each answer must be at least one full page in length, but no more than 2 pages. Therefore your paper will be from 2 to 4 pages total; no less, no more. The questions will be familiar as they will come directly or indirectly from either the text or discussion questions. Your responses should be developed analytically and be more than opinion-based. In other words, use the knowledge from your reading to support your answer. You may also use additional sources of your choosing but if you do so, you MUST cite your sources.

Your paper should be formatted as follows: 1-inch margins: top, bottom, right, and left.  The font must be Times New Roman (size 12) or a similar type.  The paper should be double spaced.  The actual content of the paper must be at least one full page, meaning, the title and your name do NOT count toward the one-page minimum requirement.

The questions from which you will select are:

1)  Why does the U.S. have one of the highest rates of incarceration?  Do you believe that U.S. citizens are inherently more deviant?

2) How does the split labor market lead to further separation between the rich and the poor?

3) Discuss the ways in which the theory of life chances contributes to having/obtaining wealth, power, and success.

4) Describe how the dehumanization process takes place within an organization with which you are familiar. Consider how statuses and roles within organizations contribute to dehumanization.

5) What types of social changes, social problems, and social benefits might occur from the increase in life expectancy?

Chose either Piaget or Vygotsky and discuss three educational principles derived from this theory that continue to have a major impact on both teacher education and classroom practices, especially during early childhood. Provide examples of how these principles would be applied in a classroom.​

part 2

Provide a brief definition of each of Diana Baumrinds’ parenting styles and then compare and contrast these styles to Helicopter, Gardner, and Carpenter parenting. Finally, argue for the parenting style that you think is the least supportive for healthy growth and development and why (use evidence from the course to support your position). ​

part 3

List and describe 5 personal qualities/skills that you believe are important for an individual’s academic and vocational success (e.g., problem-solving, creativity, logic, sociability, etc.). For each quality, indicate and support if the quality is assessed by traditional intelligence tests, Sternberg’s Triarchic Theory of Successful Intelligence, Gardner’s Theory of Multiple Intelligences, or none of these. ​

part 4

Read the following interaction and then respond to the questions that follow. The interaction occurred during lunch at an elementary school with two 5th graders:

Riley: Hey Avery! I don’t know what to do. I forgot about our Geography quiz so I got a 0!

Avery: Oh no! We have that another test coming up soon. Do you want to be in our study group?

Riley: That would be great! Who else is in the group?

Avery: Just Tanner and Braydon.

Riley: Oh I like Tanner. He’s so nice. Everyone likes him. But, Braydon? Why is he in the group? No one likes Braydon. He’s so bossy and a know it all. Also Ms. Kimper said you, me and Tanner are in the Blue group for Math and Braydon is in Yellow.

Avery: Well, Tanner and Braydon are always hanging out so we just decided to all study together.

Riley: Ok, I’ll be in the group, but not with Braydon. We need to study without him knowing.

Avery: That’s not really fair, he’s been in the group the whole time. I don’t think Tanner will want to study without him.

Riley: Well I’m your best friend! Who’s more important, me or Braydon? Besides, Braydon isn’t very smart. We’ll just tell Tanner that Braydon cheated on his last quiz. Then Tanner won’t want to study with Braydon.

Avery: I don’t want to hurt anyone’s feelings. I would be really upset if I got kicked out of the group and someone told people I cheated when I really didn’t.

Riley: You’re such a baby. Who cares about Braydon’s feelings!

Avery: Sometimes you’re so mean! I don’t know why everyone likes you. I’m not kicking Braydon out of our study group!

Riley: Fine! I’ll start my own study group! I don’t need your help!!

Based on the information you have available, determine the peer acceptance category (sociometrics) for Riley, Avery, Tanner, and Braydon. Provide a rationale for your decision based on information from the course text or Canvas material and the narrative above. You won’t have actual peer nominations however the narrative provides information on how others feel about each of these students.
How would you characterize Riley and Avery’s empathy and moral development (use terms/support from the course material)?
Describe at least two examples of aggression and note the type (proactive and reactive) and form of aggression (physical, relational, verbal) observed in this interaction.
Describe any evidence of In-group or Out-group bias or favoritism

Outline the core principles of THREE of the main approaches in sociological theory: Conflict Sociology; Structural Functionalism (including in its social integrationist version); and Symbolic Interactionism. (Notice: NOT Rational Choice Theory.) What did a leading figure in the development of this approach study, and what did they find in these studies?

Then, consider ONE of these two sets of phenomena: the COVID-19 pandemic and the response to it; or the Black Lives Matter movement and the response to it. Describe the pandemic or movement and response to it, drawing on material in the textbook (in the case of Black Lives Movement), data/discussion in class, other reading, and any personal observation or experience.

How might a Conflict Sociologist, Structural-Functionalist, and Symbolic Interactionist analyze the pandemic, or the movement, and the response to it? If Marx or Weber or Adrienne Rich was studying these phenomena, how might he or she interpret it? If Durkheim was studying the phenomena, what might he find? If Mead or Howard Becker were studying it, what might he say?

Which of these possible interpretations seems most promising, most plausible, and most powerful to you, and why/how so? Might practitioners of this approach to sociological theory have to adjust their theory at all to account for the pandemic, or movement, and response to it? What additional insight into the pandemic, or movement, and response to it might we gain from looking it through the lens of this approach?