Top 100 Most-Used German Words

Have you ever wondered what the top 500, 1,000 or 10,000 German words were? If you need to learn German vocabulary, which words should you learn first? Which ones are most frequently used? The Projekt Deutscher Wortschatz at the Università ¤t Leipzig scanned texts and included variations of the same word, including capitalization versus lower case and other possible forms of any particular word. The definite article (the) appears in all of its German variations: der/Der, die/Die, den, etc. The verb to be appears in all of its conjugated forms: ist, sind, war, sei, etc. Even the new and old spellings of dass/daß are considered two different words. The Leipzig researchers noted that if one were to select different text sources for analysis, one would get different results. An analysis of the vocabulary found in a novel versus that in a comic book or a newspaper would not be similar. Obviously, an analysis of spoken German would also yield different results.   Here are charts showing the top 100 most-used German words, and one showing the top 30 most-spoken German words. Students of German 101 should get familiar with these words and their forms. Top 100 German Words  Edited and Ranked by Frequency of Use Rank German English 1 der (den, dem, des) the m. 2 die (der, den) the f. 3 und and 4 in (im) in, into (in the) 5 von (vom) of, from 6 zu (zum, zur) to; at; too 7 das (dem, des) the n. 8 mit with 9 sich himself, itself, yourself 10 auf on 11 fr for 12 ist (sein, sind, war, sei, etc.) is 13 nicht not 14 ein (eine, einen, einer, einem, eines) a, an 15 als as, than, when 16 auch also, too 17 es it 18 an (am/ans) to, at, by 19 werden (wurde, wird) become, get 20 aus from, out of 21 er he, it 22 hat (haben, hatte, habe) has/have 23 dass / da that 24 sie she, it; they 25 nach to, after 26 bei at, by 27 um around, at 28 noch still, yet 29 wie as, how 30 ber about, over, via 31 so so, such, thus 32 Sie you (formal) 33 nur only 34 oder or 35 aber but 36 vor (vorm, vors) before, in front of; of 37 bis by, until 38 mehr more 39 durch by, through 40 man one, they 41 Prozent (das) percent 42 kann (knnen, konnte, etc.) be able, can 43 gegen against; around 44 schon already 45 wenn if, when 46 sein (seine, seinen, etc.) his 47 Mark (Euro) Mark (Euro) currency 48 ihre/ihr her, their 49 dann then 50 unter under, among 51 wir we 52 soll (sollen, sollte, etc.) should, ought to 53 ich I (personal pronoun) 54 Jahr (das, Jahren, Jahres, etc.) year 55 zwei two 56 diese (dieser, dieses, etc.) this, these 57 wieder again 58 Uhr Most frequently used as oclock in telling time. 59 will (wollen, willst, etc.) wants 60 zwischen between 61 immer always 62 Millionen (eine Million) millions 63 was what 64 sagte (sagen, sagt) said (say, says) 65 gibt (es gibt; geben) gives 66 alle all, everyone 67 seit since 68 muss (mssen) must 69 doch but, nevertheless, after all 70 jetzt now 71 drei three 72 neue (neu, neuer, neuen, etc.) new 73 damit with it/that; by that; because of that; so that 74 bereits already 75 da since, because 76 ab off, away; exit 77 ohne without 78 sondern but rather 79 selbst myself, himself 80 ersten (erste, erstes, etc.) first 81 nun now; then; well? 82 etwa about, approximately; for instance 83 heute today, nowadays 84 weil because 85 ihm to/for him 86 Menschen (der Mensch) people 87 Deutschland (das) Germany 88 anderen (andere, anderes, etc.) other(s) 89 rund approximately, about 90 ihn him 91 Ende (das) end 92 jedoch nevertheless 93 Zeit (die) time 94 uns us 95 Stadt (die) city, town 96 geht (gehen, ging, etc.) goes 97 sehr very 98 hier here 99 ganz entire(ly), complete(ly), whole(ly) 100 Berlin (das) Berlin Top 30 Words in Spoken German Rank German English 1 ich I 2 das the; that (one) neuter 3 die the f. 4 ist is 5 nicht not 6 ja yes 7 du you 8 der the m. 9 und and 10 sie she, they 11 so so, thus 12 wir we 13 was what 14 noch still, yet 15 da there, here; since, because 16 mal times; once 17 mit with 18 auch also, too 19 in in, into 20 es it 21 zu to; at; too 22 aber but 23 habe / hab (I) have 24 den the 25 eine a, an fem. indefinite article 26 schon already 27 man one, they 28 doch but, nevertheless, after all 29 war was 30 dann the

Hydraulic Fracturing Is Risky And Dangerous For The...

Scott Andersen Dr. Amidon English 101 November 28th, 2016 Frack This Isn’t it a pleasure to wake up in the morning and have a nice refreshing glass of water to start your day? Or maybe water to start your coffee pot, and give you the energy you need? How about a hot shower to really wake you up and get you ready for the day? What a nightmare it would be to not have water in your own home. The kind of nightmare that you assume only wrecks the lives of the poor residents in third world countries. But what if I told you that there’s a place in the United States that didn’t have fresh water? A place that didn’t get the attention the residents of Flint did. Well there is. Everywhere there is Hydraulic Fracturing, there is a risk that your tap water will become polluted. Hydraulic Fracturing is risky and dangerous for the environment and not worth the benefits of natural gas. Hydraulic Fracturing is a process that involves drilling a well and injecting water at high speeds to break up rocks and minerals underground and allows natural gas to flow out to be collected, according to Hydraulic Fracturing Should be Banned written by the Food and Water Watch non-profit organization. The Article goes on to claim that new fracking methods, technologies, and chemicals to reach more and more remote gas reserves carry a greater risk than that of gas drilling. The desperation of gas companies to find more natural gas pockets has led them to employ riskier methods to ensure they find whatShow MoreRelatedNo Fracking in California820 Words   |  3 PagesFracking is also known as hydraulic fracturing which releases high pressured liquid into the ground to withdraw oil or gas. Fracking makes it possible for the Earth’s commercial, residential, and industrial uses to help people live a better life. For Example, stove cooktops, heaters, and cars are all powered by natural gases. But unfortunately, there are many dangers and risk factors to fracking which can harm the Earth’s environment. Fracking is a deadly, dangerous, and risky process of extractingRead MoreFracking in Scotland1041 Words   |  5 Pagesassociated with coalbed methane and shale gas extraction - hydraulic fracturing (fracking). This is fast becoming a global issue happening in our own back gardens, it s contaminating our water supplies and tampering with mass food production industries. Something must clearly be done about fracking. Today I will express my personal feelings towards this topic and discuss the process and dangers of this industry. So what is it? Hydraulic fracturing or fracking is the proccess of drilling and injectingRead MoreA Brief Note On Environmental Injustice And Fracking1341 Words   |  6 Pageswhether or not hydraulic fracturing should be pursued in the state’s shale beds, a topic that causes much polarized debate. Hydraulic fracturing, otherwise known as â€Å"fracking,† uses water, sand, and chemicals to release natural gas from as far as 10,000 feet below the Earth’s surface. Supporters of fracking claim that natural gas is an ideal â€Å"bridge fuel† as the energy industry moves from fossil fuels to renewable energy sources and argue that the practice benefits the environment and the economyRead MoreDrilling Process Of Natural Gas915 Words   |  4 Pagesprocess of drilling into the Marcellus Shale, are the ones to the environment. The Marcellus Shale requires a certain type of drilling called hydraulic drilling. Hydraulic drilling is the same as any other method of drilling exce pt that it uses water. As expressed before, workers must put a mix of water, sand, and chemicals into the well to fracture the rock. The result of this mixture makes what is called wastewater or fracturing fluid. The water from it originates from local streams and riversRead MoreHydraulic Fracking Essay15746 Words   |  63 PagesHydraulic Fracturing (â€Å"Fracking†) LAS 432 – Technology, Society, and Culture Team B Michael Griffin Mark Hartwick Alena Hutson Kansas Gentry Kevin Gracia Professor Douglas McCoy 8/24/12 Contents Thesis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page 3 Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 3 Hydraulic Fracturing Description†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 4 History of Fracking.....................†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 5 Cultural Context†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦PageRead MoreThe Environmental And Economic Pros And Cons Of Hydraulic Fracking2962 Words   |  12 Pages The Environmental and Economic Pros and Cons of Hydraulic Fracking Figure 1 – Drilling on the Pinedale Anticline (Rocco 2013) Submitted to: Dr. Judy Sneller Professor of English Humanities Department South Dakota School of Mines and Technology Submitted by: Molly Nelson December 3, 2014 â€Æ' TABLE OF CONTENTS TABLE OF ILLUSTRATIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 ABSTRACT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 BACKGROUND†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreWhy Hydraulic Fracking Should Be Conducted At Drilling2085 Words   |  9 PagesLast year alone, oil and gas companies put hundreds of millions of gallons of hydraulic fracturing fluids into the earth. Many of these fluids were found to contain harmful chemicals such as carcinogens- substances that directly cause cancer. This is why hydraulic fracking has been the topic of heated debate over the past few years. This process of drilling for natural gas has become increasingly popular over the past decade, and has in turn produced many questions about the safety of its wells andRead MoreThe And The Revolution Of America s New On Our Children s Health And Future2119 Words   |  9 Pageswords spun as epithets. We’re not talking here about global warming, and â€Å"deniers† versus â€Å"warmists.† We’re talking about the game-changing new set of unconventional oil and gas extraction technologies and techniques collectively known as hydraulic fracturing, or â€Å"fracking.† Ask the most hardcore of pro-fracking boosters for their take, and they’ll describe the modern miracle of America’s new-found energy independence, a reality almost inconceivable just a decade ago. For them, the oil and gas

Cognitive and Social Psychology for Community- myassignmenthelp

Question: Discuss about theCognitive and Social Psychology for Community. Answer: Introduction Cognitive development is said to be the field of study in human psychology which is related to the development of a child in terms of information processing, development of brain, perception of skills and its development and learning their first language. These developments in children take place according to the type of society in which they grow at young age. There are some sociological factors which determine the development of a childs brain towards cognitive factors and develop a psychology among them. In the following discussion cognitive development in a social context is illustrated with the theories of cognitive development. Other theories related to the memory and its applications, theory of psychology, individual interaction with society and community, influence of group on an individual behavior and theories of social relationships and discussed briefly. All these theories of psychology holistically establish the cognitive psychology. Cognitive Development in a Social Context Development of cognitive behavior and content in a human being comes from the creation of environmental practices which a child experiences and observes their parents and other partners do around them. These developmental practices are dependent on the type of environment created around a child by the adults (Berntsen 2017). The information processed by a child is in the same way its parents would have perceived it when they were children and their parents before them since the genesis of the species. The social concepts which a child understands and learns is from the behavior and practices which are followed by the adults around them. It completely depends on the type of society in which the child is living which will determine its cognitive development. For example a child learns the same language which is spoken by his parents in his home (Bremner 2017). The cognitive development of a childs brain happens mainly from its surroundings. The brain acts in the same way as it is train ed to act by the environment in which the child lives. Theories of Cognitive Development There are generally four theories of Cognitive Development which are considered standard in the context of cognitive psychology. The first one is Piagets Theory, the second one is Sociocultural Theory, third one is Core-Knowledge Theory and the fourth one is Information-processing Theory. The most relevant and important among all these theories is Piagets Theory which states that child is a scientist and they construct their own knowledge through experimenting (Banks 2012). It states that children learn on their own without interference of any adults. It I established that children are intrinsically motivated to learn and they do not need any motivation and rewards from adults for their learning. According to Piagent there are four stages of cognitive development which are qualitative change in which children of different ages think differently, broad applicability in which knowledge acquired by children increases its scope and outlook, brief transitions which states that transition to higher levels of thinking may not be continuous and the last one is invariant thinking in which all the stages of thinking are equal (Forde 2009). Theories of Memory and Their Application to Practice There are many theories of memory which state that how a person remembers anything. An important theory of memory is Multi-Store Model in which there are 3 states of memory: sensory, short-term and long term. Another theory is Levels of Processing, according to which the quality of memory depends upon the level of processing information. There are two types of processing, shallow processing and deep or semantic processing. Third model of memory is Working Memory Model (Kingsley 2017). This theory is based on how the information is filtered and is available when the memory is recalled according to the need. Another theory of memory is Millers Magic Number which relates to the short-term memory. A person has a capacity of retaining things for some time after that he forgets it when not revised. It is called the theory of Memory Decay. It is about measuring the longevity of a memory that how long it will last if not revised and in what time it will be completely forgotten (Seebohm et al . 2012). Theories of Social Psychology and Their Application to Practice There are quite a number of social psychology theories which are applied in different circumstances. Attribution theory is one in which people explain the characteristics of others. It is divided into two parts, the first one is situational attribute which is derived from external factors and other one is dispositional which is concerned with internal factors. Theory of cognitive dissonance relates to the concept of the self and its importance. If some other person contradicts the belief of a self then the person concerned feels uncomfortable about the situation (Spiegel and Parent 2017). Drive Theory is concerned with the presence of an audience which makes a person conscious and develops a sense of arousal. Elaboration likelihood Theory illustrates that if a memory is created out of persuasion then it exists due to the likelihood of cognitive elaborations. Self-verification theory states that a person has a desire to be understood and known by its peers. Social-comparison theory st ates that a person knows about himself by comparing his nature to other people around him (Seebohm et al. 2012). Individual Interaction with Society and Community Individual is the most basic unit of a society. It is the cumulative effect of the individuals psychology which shapes the nature and kind of a community. If people do not interact with each other, there will be no community. An individual learns to interact and develop cognitive psychology through the community in which his lives. The interaction on individual in a society is determined by the right and wrong practices which a community is in consensus with (Kingsley 2017). Each society is governed by its own values and rules which is learnt by the individual. There are certain types of interactions which may be a glance, a handshake, a conversation or waving of a hand. The theory of interaction of an individual with a society can be categorized in three phases which are functionalist, inter-actionist and culture and personality. There are some basic etiquettes of interaction which an individual has to learn from the society to hold a substantial position in their respective communi ty (Van Stekelenburg and Klandermans 2017). Influence of the Group on Individual Behavior Groups are made by the individuals, and they are governed by their own set of morns which are formed by the set of values of the respective individuals of the group. Norms of the group changes as the group and the individual grows in it. The values and methods of interaction determine the collective behavior of the group. Whereas, the changes in ways of interaction have direct impact on an individual. There are certain norms such as performance norms which determine the rules with which a person should do their work in a group (Seebohm et al. 2012). Appearance norms, which determines the looks and physical appearance of an individual. Social Arrangement norms, which are concerned about the social etiquettes of a person. Resource allocation norms guide a person in the business environment. All these norms of a group influence the behavior of an individual which is a reflection of the collective behavior of a group on an individual (Smith and Haslam 2017). Theories of Social Relationships and Its Application in Social/Community Settings Man is a social animal and to survive and develop himself in his life he needs to make social relationships with people around him. These social relationships become the major part of an individuals life as one gets engrossed in them and lead their entire life complying with the needs of these relationships. The most basic social relationship which a person develops is family. In this relationship a person develops an emotional and physical bond which leads to their development on an individual aspect and development of the entire society on a collective basis(Banks 2012). There are four theories of social relationship which are Communal Sharing in which people share same thoughts and feelings unconditionally between themselves. Authority ranking which shares a relationship of subordination. Equality Matching, a theory in which people tend to establish balance in the society. Market pricing theory which measure the socially meaningful and beneficial relationships accordingly (Forde 2 009). Conclusion From the above discussion about the cognitive and social psychology it can be concluded that a development of a childs psychology is determined by the environment in which he lives at young age. There are a number of factors which determines the cognitive development of a childs brain and shapes it to comply with the rules and regulations, values and etiquettes followed in their respective societies. The above discussion comprise of social theories which are related to an individuals significance in the society. Memory theories are also discussed which determines the longevity of a persons memory and its capacity to learn and remember things according to the situation. It can be concluded that there is a great impact of the society and environment in which a person lives and grows as it solely determines the nature and character of a person. As it has been said that a man is known for the company he keeps. References Banks, S. ., 2012 Ethics and Values in Social Work. (4th Ed.) Basingstoke: Palgrave Macmillan. Berntsen, D., 2017. Flashbulb memories and social identity1.Flashbulb Memories: New Challenges and Future Perspectives. Bremner, J.G., 2017.An introduction to developmental psychology. John Wiley Sons. Cantor, N. and Kihlstrom, J.F. eds., 2017.Personality, cognition and social interaction(Vol. 5). Routledge. Childrens Rights Alliance, 2013.What Are Childrens Rights? Available: https://www.childrensrights.ie/childrens-rights-ireland/childrens-rights-ireland [accessed 01 September, 2013]. Forde, C. ., 2009 The Politics of Community Development: Relationship with the State. In: Forde, C., Kiely, E. and Meade, R., eds. Youth and Community in Ireland: Critical Perspectives, Dublin: Gill and Macmillan, pp. 49-68 Kingsley, D., 2017. Credit where credit is due. Seebohm, P., Gilchrist, A. and Morris, D. ., 2012 Bold but Balanced: How Community Development Contributes to Mental Health and Inclusion. Spiegel, J.B. and Parent, S.N., 2017. Re-approaching community development through the arts: a critical mixed methods study of social circus in Quebec.Community Development Journal, pp.1-18. Van Stekelenburg, J. and Klandermans, B., 2017. Individuals in movements: A social psychology of contention. InHandbook of social movements across disciplines(pp. 103-139). Springer, Cham

Three Major Sources of Interpersonal and Intergroup Conflict

Introduction Interpersonal and intergroup conflicts have varying sources. Interpersonal conflicts arise from different sources key among them which include incompatibility, personalization and cognition, and behavior. In that context, the elements identifies above have varying implications on interpersonal and group conflicts.Advertising We will write a custom essay sample on Three Major Sources of Interpersonal and Intergroup Conflict specifically for you for only $16.05 $11/page Learn More Incompatibility Incompatibility can either be due to communication or group structure. Here, communication is a key component for conveying meaning and eliciting action in response to a message. Incompatibility because of communication results from misunderstandings, sematic difficulties, and noise in communication channels. Semantic difficulties results from phrases, words, symbols, and signs and the express meaning communicated using the signifiers. That is in addi tion to selective perceptions, differences in training, and lack of adequate information. In this case, messages should be communicated succinctly to ensure the correct meaning is conveyed. When messages are not communicated clearly, the meaning is obliterated causing the intended audience not to get the precise meaning. Other sources of conflicts because of communication problems include use of jargon that deprives a message its true and precise meaning and different word connotations and noise which adds external elements to a message in a communication channel. In addition to that, structure is an additional element that influences the level of conflicts, acting as a source of conflict in a group or individual. Here, structure is defined in the context of the level of leadership style, member goal compatibility, the degree of dependence enjoyed by team members, the degree of specialization, and the size of a group. In that context, the group turnover increases with young members, the potential for conflicts increases when the messages are communicated ambiguously, and when group members have diverse goals. In that case, leadership increases conflict when it is of the close style nature, and when one group depends on another group. Here, personal variables such as personal characteristics and individual value systems which results in differing opinions with varying perspective. On the other hand, personalization and cognition are additional sources of conflicts.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Cognition and Personalization Conflicts can be generated in a group by antecedent conditions if group members are aware and affected. On the other hand, it is possible to personalize conflicts in the event group members develop emotional involvement. With emotions contributing to the level of conflicts in a team, it becomes possible to produce oversimplified is sues that lead to emotions. Emotion related conflicts lead to lower levels of trust and negative interpretations of the behavioral characteristics of individuals in a group. It is possible to understand the fact that conflicts generate influence on the perceptions of group member, leading to the deficiency of the lack of innovation and other positive actions within a group. In that case, cognition and personalization underlies the influence due to behavior. Behavior Conflict can be initiated because of behavioral characteristics of group members based on statements made by group members resulting in negative behavior. In this case, negative behavior leads to dynamic group process interactions into lower levels of continuum. In the process of rising up the continuum, conflict is seen to rise significantly. Conclusion In conclusion, the source of conflict, which includes incompatibility, personalization and cognition, and behavior provide the core sources of conflict. In this case, th e functional and dysfunctional outcomes can be overcome by introducing measures which include conflict resolution into the groups which includes the win-win approach, the lose-lose approach, or the win-lose approach. This essay on Three Major Sources of Interpersonal and Intergroup Conflict was written and submitted by user Parker Holder to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Contributors And Their Contributions To Modern Security Essays

The Contributors And Their Contributions To Modern Security The Contributors and their Contributions to Modern Security The need for security has been around since the beginning of recorded time. Many came together in an effort to protect themselves and their belongings, from such threats as animals, weather and other humans. This grouping also made it easier to find food and satisfy their need for socialization. They donned weapons, erected walls, built barriers, and made laws, in an attempt to shield themselves from danger and fear. Humans evolved, as did their types of security, weaponry and barriers. Often, rulers selected individuals to aid in the enforcement of laws, as well as provide security for the ruler himself. Many of those individuals were men chosen from the military, which were often ruthless, and dangerous. The Romans relied upon the military force of the legions. To place the military on a stable foundation and disperse the power that the legions held, Augustus, the Emperor of Rome, created The Praetorian Guard, a type of bodyguard police, The Urban Cohorts, which were comprised of soldiers with police and military duties. Also, The Vigiles, large groups of firefighter police. During the Middle Ages, the Serfs, working for Noblemen, who answered to the King, worked the land, provided arms and fought in the Kings wars. In exchange, the Serfs received food and security from the noblemen. Anglo-Saxons brought the idea of mutual responsibility for protection of individuals. Tithings, a Grouping of ten families, collectively assumed responsibility for maintaining law and order. The tithing system was later replaced with the Frankpledge system after the Norman Conquest. The Frankpledge system demanded that all free Englishman swear to keep the peace. The Magna Charta, challenged the feudal system during King Johns reign as his lords revolted and forced him to sign, giving all Englishmen due process of law. The Magna Charta is the basis for modern justice. The Statute of Westminster formalized the practice in criminal justice and apprehension of criminals. The watch and ward system required townsmen to patrol the cities during the night, while the constables patrolled during the day. Those who did not serve were placed in the stocks. The hue and cry system served as alarm for the citizens of the town or city. When a criminal resisted the watchman cried out and the people of the town came to his aid. Enforcement of the hue and cry was brought about by the assize of arms, which required every male between fifteen and sixty years of age to keep a weapon in the home as a harness to keep the peace. Many merchants were not satisfied with the quality of the protection provided them, therefore they hired private police. These private police guarded their businesses, investigated crimes, and recovered stolen property. Oliver Cromwell attempted to use his army as a police force as a means of crime prevention. There was no effective police mechanism between the people and his army. Therefore, the people resisted and the watch and ward system remained the primary crime control procedure until the industrial revolution. The Industrial Revolution of England brought about many changes. Famine hit the rural community, forcing many into the cities to find jobs at mills and factories. Crime intensified within the cities brought on by the countless poverty stricken people trying to survive. Furthermore, Political extremists triggered angry mobs, which caused riots. Because there was no organized police to handle riots, a magistrate ordered the Riot Act and called in the military. In London, 1748 Henry Fielding was made the Chief Magistrate of Bow Street. During this period of time there was no police force. He was known for his leniency in dealing with petty theft. He also wrote and published pamphlets about the poverty in London, and the causes of the rising crime. Fielding envisioned an idea that the people may join forces, go out into the streets, and stop crime before it had a chance to cause ruin. Fielding chose six men to form a volunteer force. These men swept clean the Bow Street area. Many were arrested, and the rest fled from the neighborhood. Even after Henry Fieldings death, his brother John carried on his ideas. The Bow Street volunteers

What Is SAT Reading Comprehension How to Practice

What Is SAT Reading Comprehension How to Practice SAT / ACT Prep Online Guides and Tips If you're readingthis guide, you may have heard the term SAT Reading Comprehension. It's an olderterm to describe a specific type of SAT Critical Reading question.While the term is outdated, SAT Reading Comprehension is still very important today. The questions fromReading Comprehension are used as apart of the new 2016 SAT Evidence-Based Reading and Writing section. If you hadn’t heard about the new 2016 SAT, read all about the changes to the SAT here before continuing to read this article. Reading Comprehension is a big part of the Evidence-Based Reading and Writing section. You need to understand what it is, what types of skills it tests, and how to practice it in order to succeed on the Evidence-Based Reading and Writing section. What Is SAT Reading Comprehension? SAT Reading Comprehension refers to a specific type of SAT question that was in the SAT Critical Reading section on the old SAT and will be in the new 2016 SAT Evidence-Based Reading and Writing section. This type of question is more commonly referred to aspassage-based readingbecausethat's the termthe College Board uses on SAT score reports. You can see an examplefrom a 2015 score report below: If you’re familiar with the old SAT, you know that the SAT Critical Reading section asked two types of questions: sentence-completion and passage-based reading questions.On the new SAT, the SAT Evidence-Based Reading and Writing section will no longer have sentence-completion questions but will still have passage-based reading questions. The new passage-based reading will be slightly different.The new passage-based reading will test all of the same skills covered on the old SAT plustwo new skills.I’ll cover the exact skills below. What Skills Are Tested The new SAT’s passage-based reading questions will ask you questions related to five passages: One passage dealing with US and World Literature Two passages dealing with History and Social Studies Two passages dealing with Science When answering questions about these passages, you’ll be asked 8 types of questions (each utilizing a different skill). The first 6 were also skills required for the old SAT. Skills 7 and 8 are new for the new SAT: #1:Identifying the Meaning of Vocabulary in Context This kind of reading comprehension SAT question asks you about what a specific word means in the context of the passage. Often, the word is relatively common (not like the old sentence completion words such as â€Å"aberration†). However, these common words are usually being used in an uncommon way. Sometimes they have multiple meanings, and the less common meaning is being tested. Example In line 23, "ran" most nearly means fled gathered traversed betrayed #2: Identifying the Big Picture / Main Point of the Passage For these questions, you’ll be askedwhatthe overall purpose of the passageis.Is it meant to inform, review, contradict, prove, parody, or hypothesize? Example The primary purpose of Passage 1 is to make a comparison argue a hypothesis justify a clarification highlight a concern #3: Identifying the Purpose of Small Details in the Passage These questions typically refer to a specific line or two and ask you about a specific detail. It might also ask what a phrase or paragraph is accomplishing in the context of the whole passage. Example Which best describes the function of the statement in lines 10-13 ("From...world")? It summarizes the points made in the first paragraph. It provides support for the argument made in the preceding statement. It introduces a contrasting opinion. It challenges recent scientific findings. #4: Interpreting the Meaning of a Line, Paragraph, or Whole Passage / Making an Inference For these questions, you need to interpret the meaning of a line, paragraph, or the whole passage. These won't be asking for subjective interpretations. There will always be only one correct answer. Example The author of the passage would probably agree with which of the following statements about the "Kafka" referred to in line 37? His books were too long. He was ahead of his time. He should be more widely taught. He was crazy. #5: Identifying the Function of a Phrase or Sentence in the Passage To answer these questions, you need to figure out what effect a phrase or sentence has in the passage. Example In lines 4-5, the author refers to her â€Å"flighty nature† primarily in order to imply that Ophelia has only a superficial feelings for Gerald. suggest that Ophelia is excessively concerned about appearances. illustrate some of the exaggerated claims made Ophelia’s uncle. emphasize Ophelia’s unpredictability. #6: Identifying the Author’s Tone, Style, Voice, Attitude, or Perspective Author Techniquequestions ask what the author's tone, style, voice, attitude, or perspective is. Example The author discusses Ethiopian culture from the perspective of a concerned spectator a shocked visitor a knowledgeable insider a well-read outsider #7: Interpreting Data This is one of the new skills. For these questions, you have to interpret graphs or charts and say which fact they best support or least support. You don't need to be a science or data expert to get these questions right, but you need to be able to read and interpret graphs and charts. #8: Providing Evidence Support This is the other new skill for the new SAT. These questions come in sets of two. The first asks a question about the passage, and the second question asks you where in the passage you got your evidence for the first question. Examples Via College Board's Test Specifications for the Redesigned SAT How to Practice First and foremost, you need to know the test format and strategies, so there are no surprises the day of the test.Learn more about each type of passage-based reading question, the best passage-based reading strategies, and the best way to study SAT vocabulary for the new SAT.This knowledge will help you shape your study plan. After learning this material, you need to incorporate SAT practice tests into your study routine.Check out the best SAT reading comprehension practice tests and questions. What’s Next? If you're taking the SAT, you should learn about the format of thenew SAT,and also, check out some general tips onhow to prepare for the SAT. Before you start studying for the SAT, figure out what’s a good score for your target college. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Bulling in the Public Schools and the Laws that Protect Students and Essay

Bulling in the Public Schools and the Laws that Protect Students and Teachers - Essay Example Still, the public has the right to be informed as much as possible. Two Case Studies of Bullying The following are stories of two victims of bullies: ("Case Studies," 2008) Case 1: MY name is Katelyn Weinert and earlier this year I was bitten on the arm by another student at high school.The school suggested I move away from my group of friends and find somewhere else to "hang out" to lessen the chances of this student and I coming into contact with each otherThis boy doesn't just contain his harassment to school either. My mum has witnessed him approaching me on a number of occasions in public harassing me. Case 2: MYfirst few years of high school were torture. If it wasn't bad enough being new to the school certain people went out of their way to make it worse. There were a few people who used to write nasty notes, follow us home and make prank calls. This one particular bully used to harass my younger sister who was 10 at the time. It only happened when I was not there. It wasn't long until she started with me These days I look back and wish I could have ignored the harassment, but during school that's when you're trying to find yourself, and it's little things like that that can affect us in adult life. The cases cited above should be an eye opener to legislators, educators, and students of education that bullying could victimize practically anyone. The frustrations expressed by the two victims should obligate authorities to tackle this problem seriously. But first things first, facts about bullying should be set straight. Myths about bullying must be deconstructed as shown in the next section. Myths about Bullying According to psychologist Dan Olweus, there are ten myths about bullying. To the degree that these are not addressed,... This essayb approves that regardless of the causes of bullying, the people in the receiving end of bullying had the right for protection, students and teachers alike. With this need in mind, there were several legislations passed against bullying although these by themselves are not enough. It is important for teachers and parents to consult lawyers and other legal experts about the technicalities involved with federal and state laws on bullying. For example, there is a prevailing 10-day myth on suspensions. According to this misconception, the maximum cumulative days that an offender must be suspended is 10 days. This is not entirely true. This is only true with students with disabilities under the Individuals with Disabilities Educational Act. But even if students have disabilities according to the definition provided by IDEA, if such students pose clear and present danger, the safety of other students must also be considered. Hence, the law does not preclude school administrators from disciplining such bullies beyond 10 days. This report makes a conclusion that anyone charged with a crime cannot make ignorance of laws as an excuse. Ignorantia legis neminem excusat or ignorance of the law excuses no one. Every person is presumed to know the provisions of the law. With this in mind, victims of bullies should not be afraid that the law will favor those offenders. On the part of school administrators and teachers, they ought to be informed of specific laws that will tackle and deal with problems of bullying. And they should utilize every provision of state and federal laws in favor of the victims, since bullying is an offense that should not be taken lightly.