Concept Essay Ideas

SelfConceptClarityPaper

Article#2:Self–conceptclarityAcrossAdolescence

Introducingtheideaof"opencommunication,"thisarticlearrivesattheconclusionthatgeaterself–conceptclarityisassociatedwithnumerousindicatorsofadjustment,andpossiblypromotedby adolescents'opencommunicationwithparents(Morloes,Dijk&Dijk).Furtherstatingissueswith self–conceptclaritygrowthmayresultinamplifiedinternalizingdifficultiesinadolescence,suchas depressiveandanxietysymptoms(Morloes,Dijk&Dijk).

ThreeAspectsoftheArticleThatWereMeaningfulandRelevant

ItisthroughthisarticlethatIwaspresented–thestructuralcomponentsofone'sself–conceptare assumedtohaveuniqueanticipatedforemotionaladjustmentthatisseparatefromtheswayof contentcomponents,sotheknowledgeandevaluativepropertiesofself–concept(Morloes,Dijk& Dijk)Thus,regardlessofwhetheronehasthetangibledatatoprovesuch,self–conceptisbelieved toimpactone'semotionaladjustment(Morloes,Dijk...showmorecontent...

Asecondpieceofmeaningfulaswellassurprisinginformationcomesintheformofreflectingand comingtotrulyrecognizethehowtheaboveprocesstakesplaceduringadolescents'interactions withtheirparentsasstatedinthearticle(Morloes,Dijk&Dijk).Therefore,thedevelopmentofthe selfmaybepartiallyfoundedthroughparent–childinteractions,particularlywhenparentsare activelylisteningandsupportiveoftheirchild'sperspectives(Morloes,Dijk&Dijk).Finally,is becomingawareofwhatofthepossibilitythatadolescenceopencommunicationorlackthereof linkedtoaspectsofemotionalwell–beingincludingsymptomsofdepression(Morloes,Dijk& Dijk).Thus,reinforcingtheargumentthatgreateropen–communicationwithparentscanprotect againstsymptomsofdepressionamongotherinternalizingconditions(Morloes,Dijk&

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TenKeyConcepts

Duringthefirsthalfofthissemester,Ihavestartedtogetfamiliarandengagewiththetenkey conceptsintroducedatthebeginningofthesemester.ThetwoconceptsthatIhavebeenactively engagedinthemostare"curiosityandinquiry"and"criticalreading".Inmyopinion,theconceptof curiosityandinquiryhasbecomethemainfocuspointforme.Thiskeyconceptwasfirstintroduced tomeduringBlogPost#1,whenIhadtofigureoutwhatIampersonallycuriousabout,"I'malso curiousaboutnucleartechnologies,andhownuclearpowerplantsandnuclearmedicalapplication work"(BlogPost#1).Thecuriosityofnucleartechnologieshasledtometofurtherresearchonthe topic,andevenallowedmetocomeupwithaninterestinginquiryquestionformyresearchproject, "HowcouldwedevelopsustainablenucleartechnologiesintheUS?"Thislittleassignmenthas sparkedmyinterestintosomethingIhaveneverthoughtofandallowedmetofamiliarizewiththe conceptof"curiosityandinquiry"duringthissemester.showmorecontent

InmyBlogPost#1,Imentionedhowthisconceptseemstobechallengingtome.However,through blogposts,readerresponseletters,andanalyzingotherstudents'work,Ihaveactivelybeenengaged intheconceptofcriticalreadingonaweeklybasistofamiliarizemyselfwiththiskeyconcept.An exampleofthisisthefirstreaderresponseletter,whenIhadtoanalyzeandinterpretavarietyof shortreadings,"In'BeingCurious,'Icanrelatetotheauthorbecauseheexclaimsthatbeingcurious canhelpyousolveproblemsfasterandeasier"(RRL#1).Theseassignmentshaveledtometothink criticallyandanalyzematerialtoprovideconnectioninmywriting;therefore,theseassignments gavemetheopportunitytoactivelyengageinthekeyconceptofcritical

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On-CourseConcepts

OnemomentwhereIfeltlikeIusedtheOn–CourseconceptswasplanningoutmyweekhowI wouldideallylikeitorwhereIcanputmyselfonthepathtosuccess.Iplanoutmyweektogive myselfavisualrepresentationofhowIwouldlikethingstorunandwhenIwoulddowhat.This alsohelpedmehaveamapofnotprocrastinatingandhavingtheweekendtorelaxandpreparefor thefollowingweekOfcourse,sometimesthingswouldnotgohowIwouldplanthem,therewasa weekwhereIhadamidterm,Iwouldhaveaplanofhowthatweekwouldlooklikebutwhenthat weekcame,itcamewithchallenges.ThisweekwhereIhadamidtermItendedtostudyformy midtermmorethandoingmyhomeworkforotherclassesandleavingituntillastminute

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HarvardConcept

HarvardConcept(FisherandUrgy)"GettingtoYes"(alsocalledtheHarvardconcept)describesa methodcalledprinciplednegotiationtoreachanagreementwhosesuccessisjudgedbythree criteria:1.Itshouldproduceawiseagreementifagreementispossible.2.Itshouldbeefficient.3.It shouldimproveoratleastnotdamagetherelationshipbetweentheparties.Theauthorsarguethat theirmethodcanbeusedinvirtuallyanynegotiationIssuesaredecideduponbytheirmeritsand thegoalisawin–winsituationforbothsides.Belowisasummaryofsomeofthekeyconceptsfrom thebook.Thefourstepsofaprinciplednegotiationare:1.Separatethepeoplefromtheproblem2.

Focusoninterests,notshowmorecontent

Step3:InventOptionsforMutualGainTheauthorsfeelthatacommonproblemwithmany negotiationsistherearetoofewoptionstochoosefrom.Littleornotimeisspentcreatingoptions. This,theyfeel,isamistake.Therearefourstepstogeneratingoptions:1.Separateinventingfrom deciding.Likeinanybrainstormingsession,don'tjudgetheideaspeoplebringforward,justget themontheboard2Broadentheoptionsonthetableratherthanlookforasingleanswer Rememberthemenatthelibrary?Theonlyoptiontheysawwasopeningorclosingthewindowin theroomtheywerebothsittingin.Infact,therearemanyoptions:borrowasweater,openawindow inanotherroom,movetoadifferentspot,etc.3.Searchformutualgain.Inanegotiation,bothsides canbeworseoffandbothsidescangain.Principlednegotiationsarenotabout"Iwin"and"you lose"4Inventwaysofmakingtheotherparty'sdecisionseasySinceasuccessfulnegotiation requiresbothpartiestoagree,makeiteasyfortheothersidetochoose.Thisiswhereputting yourselfintheotherperson'sshoescanbeveryvaluable.Whatmightprevent"Bob"fromagreeing? Canyoudoanythingtochangethosethings?Step4:InsistonUsingObjectiveCriteriaPrincipled negotiationsarenotbattlesofwill.Thereisnowinnerandyoudon'tneedtopushyourpositionuntil theother

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Self–ConceptEssay

Selfconceptisthecognitivethinkingaspectofselfalsorelatedtoone'sself–image,it'sthewaywe seeourselvesinthemirror.Wearegrownintoourselfconceptbywhatwelearnwhenweare youngfromourparentsorourpeersSelfconceptischangedthroughoutlifefromhowpeoplelook atyou,howyoucomparetoothers,howyourtraditionsandcustomsdifferfromotherpeople,and howyoufeelaboutyourself.Ifpeopleadmireus,flatterus,seekoutourcompany,listenattentively andagreewithuswetendtodevelopapositiveself–imageIftheyavoidus,neglectus;tellus thingsaboutourselvesthatwedon'twanttohearwedevelopanegativeself–image.Weareall socialbeingswhosebehaviorisshowmorecontent

HereinTheUnitedStatestherearemanydifferenttypesofculturesaswellastraditionsand customsandthatcouldsometimesbeaissue.Whatweneedtounderstandisthatnothingiswrong withwhoweareasaperson,wearejustsomewhatdifferentfromothersWeidentitywiththe positionsweoccupy,therolesweplayandthegroupswebelongto.WhenIwasalittlegirlusedto dothethingseveryonetoldmetojustsoIcouldfitinwiththerestofmyfriends,butasIgrewupI realizedthatisactuallybettertostandout,inmywayofthinkingitisbetterbeingyourselfand showwhatyouthinkandfeel.WhatIthinkofmyselfisthatIamaverystraightforwardperson, talkative,friendlyandrespectfulwiththepeoplethatdeserveitIcouldsometimesbetoughwhenI expressmyopinionsandIreallydon'tgetthataffectedbyother'speopleopinion.Ihavelearneda lotnotjustfrommyparentsbutalsofromfriends,relativesandcooworkers.Finally,Icouldtruly saythatpeople'sconceptdoesn'taffectmeinawayitcouldhurtmebutinawayofbecomingmore effectiveandaccurate.MyparentshavealwaysremindedmeofhowgoodIamandthatI'moneofa kind,withthisI'mnotInferringthatIthink"I'mallthat"butthatasIsaidbeforeweareallunique. Culturecouldbesomehowawallbetweentwopersonsor

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MySelf-Concept

Self–conceptisthewayyouperceiveyourselforthewholepicture.Self–conceptchangesslowlyas yougrow.Myself–conceptscoredaninetyoutofonehundredtwenty.Iwouldsaythatthatisa fabulousscore.OneofmyprimequalitiesisthatIhaveexcellentfriendsthatcareaboutme. AnotheroneisthatIhavemanyinterestsandhobbies.Iwouldsaythatthoseareamazingqualities andIampleasedwiththemTwohorrendousqualitiesthatIpossessarethatIdonotenjoyschool andthatIamnotveryhappywithmysociallife.Icanprobablyimprovemytimeatschoolby improvingmysociallifeandIcanimprovemysociallifebymakingmorefriends.Ibelievethatmy self–conceptisstupendousTherearetwotypesofvaluesTherearetangiblevalues,andthereare intangiblevalues.Anintangiblevalueisavaluethatisnottouchableandpriceless.Atangiblevalue isavaluethatistouchableandhasapricetag.Afirst–rateexampleofanintangiblevalueis sunshine.Sunshineispricelessandnotverytouchable.Anexampleofatangiblevalueisadoll.A dollisverytouchableandhasapricetag.Inotherwords,itisaphysicalobject.Oneofmytangible valuesistechnologyIntheworldtoday,itwouldbenearlyimpossibletolivewithouttechnology Thinkaboutit,yourcar,yourphone,Facebook?Lifewouldbealotmorelaborious.Another tangiblevalueisfood,wecan'tlivewithoutit!Myfinaltangiblevalueislivingaccommodations.It wouldbeabominablenottobeinsideawarmhouseduringablizzard.Oneofmyintangiblevalues istheconnectionswithmyfamily.MyfamilymademewhoIam.Anotherofmyintangiblevalues aremysensesWithoutmysight,IcouldnotseeWithoutmytongue,IcouldnottasteYougetthe idea.Mylastintangiblevalueisemotions.Youarenothingwithoutyouremotions,Nothing.You can'texpresswhatyouarefeelingwithoutyouremotions.AllofmyvaluesmakemewhoIamand I'msureaboutthatWhataregoals?GoalsarewhatweaimforWhataregoalsbasedon?Goalsare basedonourvalues.Ashorttermgoalisagoalthatyouaccomplishinashortperiodoftime.A longtermgoalisagoaltoaccomplishinalongperiodoftime.Alotofthetime

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THECONCEPTOFCOMMUNITYISPROBLEMATIC.COMMENTONYOUTH,CULTURE

ANDPOSTCODERIVALRYININNERCITYLONDON

Communityhasbeendescribedandinterpretedindifferentways.Ithasbeenexplainedbydifferent peopleintheirownunderstandingandviewsTheconceptofcommunitycouldbeassociatedwith thebeliefs,cultureandinterests.Inthisessay,theconceptofcommunity,whatitisandthedifferent typesofcommunitywillbediscussed.Also,theassociationbetweencommunity,youthandits influenceontheenvironmentwillbeacknowledgedInaddition,inthisessay,issuesonethnicity, culture,youth,racismandcrimewillbediscussed.Thequestion'whatacommunityis'willbe addressed.

Theconceptofcommunityhasbeen...showmorecontent... Inasociety,hesharesthespiritofsolidarity,togethernessandsocialcohesionwithinthesociety

Despitelivingunderalocality,anindividualoftenbelongtoothercommunitiesoutsidehisorher geographicaldomain.Onoccasions,peoplediscoverthattheybelongtodiversegroupswithspecial intereststhatmakethemmemberstothesecommunities.Thereareinstanceswhenagroupofpeople wholiveindifferentlandspaceorgeographicalzoneOnoccasions,therehavebeenpeoplewitha collectivevoiceindifferentmappedoutareasoftheworld.Thismaybeasaresultofmigration.An exampleiswhenanAsiancouplemigratesfromtheirbirthplaceinBombay,Indiaanddecidesto settleintheUnitedKingdomWhenthefamilybroadenswithchildren,itencouragesdiversityof societyinlifeoftheyoungergeneration.Language,food,religionandotherbeliefsinIndiaare introducedtothechildren,eventhoughtheyresideintheUnitedKingdom.Tyler(2003)explains thattherearemoretothebuildingsandaccommodationofthesocietymakeupthesociety.Hegoes ontoexplaintheideathatitisanotablefactthatrelationshipsaredevelopedamongthelocalgroup. Itmaybetakentoaccountthatthegoodfunctionofeverycommunitydependsonthepopulation thatresidesinandwithintheenvironment.

However,theethnicityofeveryindividualisuniquetohim

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Designthinkingisaprocessforpractical,creativeresolutionofproblemsorissuesthatlooksforan improvedfutureresult.Itistheessentialabilitytocombineempathy,creativityandrationalityto meetuserneedsanddrivebusinesssuccess.Unlikeanalyticalthinking,designthinkingisacreative processbasedaroundthebuildingupofideas.Therearenojudgmentsearlyonthedesignthinking (Simon,1969,p55)Designthinkingincludesimaginationandreason,acombinationofconvergent anddivergentthought,andcreativity.Designthinkingmightbethoughtofasdialectic,or conversation.Itinvolvesdesignwisdom,judgment,andknowledge.Lastly,designthinkingisskill (Hegeman,2008)

Designthinkingprocesshas...showmorecontent...

Deepunderstandingofthecontextofclientanduserneedsisgeneratedthroughanalytical observationorethnographicresearchthattaskseektounderstandthefundamentaluseandusability needsofthecustomeroruserandthemeaning–basedneeds(Archer,1984,64).Intheobservation phase,dataiscollectedtoelicitthestoriesthathelptounderstandcultureandmeaninginvarietyof forms:fieldnotes,focusgroups,interviews,transcripts,photographs,videoandaudiotapes, participantornon–participantobservation,andformalethnographic(Beckman&Barry,2007). Thesecondstageofdesignthinkingisframeworksthedesignproblem:thisphaserequires processingandalargeamountofinformation–whichiscollectedfromtheobservationphase–butat thesametimebeingabletoseewhatismissingforthecustomersandusersinformationThe ultimatepurposeoftheframingphaseistoreframethedesignproblem,tocomeupwithanewstory totellabouthowtheusermightsolvehisorherproblem,ortocomeupwithanewwayofseeing problem,toidentifyinterestingdimension,toidentifyingandformulationthegoals,toidentifying externalandinternalconstrains(Oxman,1997,p.344),tocreatedesignbrief–outlineprogramme–andtimelinesandprovidingtheboundariesofthedesignfield(Archer,1984,p.67;Cross,2006,p. 32).

Afterframingandreframingtheproblem,thedesigninnovationprocessmovestothethirdstage:

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CriticalThinkingConcepts

ThefirstconceptIlearnedwhenenhancingmycriticalthinkingininductivegeneralizationsisthe researchdesign,whichisanimportantconceptwhenusingscientificprocedure.Theorderofthe researchdesignisfirstisstartswithaquestion,whicharethecharacteristicsofinterestconcerninga targetpopulation(Diestler2012).Thesecondconceptisthehypothesisaspeculationaboutwhat willbediscoveredfromaresearchstudy(Diestler2012)Thethirdconceptwouldbethesample, whicharemembersofthetargetpopulationwhoarestudiedbyaresearch(Diestler2012).The fourthconceptwouldbeacontrolgroup,whichisagroupofsubjectsfromthesamplewhogetno treatmentoraplaceboandarethusatestbenchmark(Diestlershowmorecontent AnexamplewouldbeletssayIwouldwanttotestanantihistaminemedicationtoseeifitworks.I couldjustgiveittothetestsubjectswithallergiesandseeiftheygetbetter.Theonlyissuewiththat istheymaygetbetterbecausetheymaythinkthemedicineisworking.Theonlywayistestmy hypothesisistousetheblindmytestsubjects.Igivesomeofmysubjectsthemedicationandsome ofthemgetaplacebo,whichisasugarpillonlyThereforthepatientsdon'tknowwhichonethey arereceiving.SothenIcancomparetheresultsofwhichpatientsreceivedtheactualantihistamine medicationagainsttheotherpatientsthatreceivedthesugarpill,whichwilldetermineifthe antihistaminemedicationworked.Thistestiscalledablindtest.Thesugarpillgroupiscalleda controlgroup.Sothecontrolgroupgivesusarespondswithouttheantihistaminemedication.The doubleblindstudiesarestudiesinwhichneithertheexperimenternorthesubjectsknowwhichisthe controlgroupandwhichistheexperimentalgroup(Diestler

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Thetwostudentsworkedtogethertocompletethisstrategybyusingaposterboardtocreatea conceptmap.Inthecenteroftheboard,thestudentsplacedonemainideaandthreekeyterms. Surroundingthemainideaandthekeytermsweresupportingdetailsfromthearticleandkey conceptsfrompriorknowledgethatsupportedthemainideatheyidentifiedfromthearticle.For example,thetwostudentsplacedthetermglycolysisandaroundthetermtheywrote,theuptakeof sugarthatarebrokendowninthecytoplasmintoamoleculecalledlactateandasmallamountof ATP(MassachusettsGeneralHospital,2010).Thestudentsalsoaddedthatincancercellsenergyis producedpredominantlybyglycolysis(MassachusettsGeneralHospital,2010)Theshowmore content...

Iwasalsoabletoaskcriticalthinkingquestionsthathelpedmedeterminehowwelltheyunderstood thearticleandiftheycanmakeaconnectionwithconceptsaboutcellularrespiration.Forexample,I askoneofthestudentstogiveanexampleofhowunderstandingtheprocessofcellularrespiration canhelpscientistsThestudentwasabletoexplainthatunderstandingthemechanismofcellular respirationcanhelpscientistdevelopdrugsthatmimicthesamemechanismasglycolysisandcan, therefore,beusedtotreatcancercellsandheartconditions.Furthermore,Iwouldusemindmapping anddeductivereasoningagainbecauseitallowsthestudentstolearnthewaytheywantto.Students havetheoptiontousewordsandimagestodemonstratetheirunderstandingofthetext.Thisisalso agreatstrategythatencouragesstudentstoworkwitheachotherandlearnfromoneanotherItis alsoanexcellentwaytoevaluateifstudentscananalyzecomplextextandconceptswithlittle

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ConceptofLeadership

ConceptofLeadership

Leadership–whatisit?Manydefinitionshavebeenoffered,culturalstereotypesabound,numerous programsfocusonleadershipdevelopment,butthequestionremains.Infact,leadershipismany differentthingstodifferentpeopleindifferentcircumstancesWhenwethinkofleadership,we oftenthinkfirstoffamousindividuals.Wemaythinkofgreatpoliticalleaders:Washington, Churchill,Roosevelt.Wemaythinkoftheleadersofsocialmovements:Gandhi,MartinLuther King,CaesarChavezWemaythinkofspiritualleaders:Jesus,Mohammed,MotherTheresaDowe alsoincludeinourdefinitionsomeoftheinfamousleaderssuchasHitler,Stalin,orDavidKoresh?

Obviously,leadershipisnotalwaysorshowmorecontent

InLeadershipIsanArt(1989),DePreeassertsthat"thefirstresponsibilityofaleaderistodefine reality".Bennis(1990)writesthatleaders"managethedream".Visionisdefinedas"theforce whichmoldsmeaningforthepeopleofanorganization"byManasse(1986)

AccordingtoManasse,thisaspectofleadershipis"visionaryleadership"andincludesfourdifferent typesofvision:organization,future,personal,andstrategic.Organizationalvisioninvolveshavinga completepictureofasystem'scomponentsaswellasanunderstandingoftheirinterrelationships. "Futurevisionisacomprehensivepictureofhowanorganizationwilllookatsomepointinthe future,includinghowitwillbepositionedinitsenvironmentandhowitwillfunctioninternally" (Manasse,1986).Personalvisionincludestheleader'spersonalaspirationsfortheorganizationand actsastheimpetusfortheleader'sactionsthatwilllinkorganizationalandfuturevision"Strategic visioninvolvesconnectingtherealityofthepresent(organizationalvision)tothepossibilitiesofthe future(futurevision)inauniqueway(personalvision)thatisappropriatefortheorganizationand itsleader"(Manasse,1986).Aleader'svisionneedstobesharedbythosewhowillbeinvolvedin therealizationofthevision.

SharedVision.

Animportant

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