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    • 1915 35

    • 1915 35
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    • A Junior's Lament Where? Oh, where, is that old class? They're gone, they're gone, alas, alas! Once m,ore they waken in my breast The thoughts of school, of thoughts the best. Once more I hear and see and trace That happy bunch, also each face, As...
    • BAC-CSU-SUSC Yearbooks
    • 1916 65

    • 1916 65
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    • New Year Resolutions for 1916 I hereby resolve that in the year 1916 I vyill attend lTIy classes once a week at least.-Junior McConnell. I hereby resolve that on lTIy next trip to Circleville I will materialize my ends.--Hunter I ...unt. I hereby...
    • BAC-CSU-SUSC Yearbooks
    • 1930_all 68

    • 1930_all 68
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    • £mmt's Dining Room and Cafe Mr. and Mrs. Walter Lunt Proprietors I "We Resolve to Serve the . Best Things to Eat" We Specialise in Resoling AII Types of Fine Footwear To obtain the most comfort in a j resole job—don't wear the soles...
    • BAC-CSU-SUSC Yearbooks
    • Page 140

    • Page 140
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    • When You Buy From PENNEY'S It's Right in STYLE QUALITY SERVICE J. C. Penney Co. TO YOU The owner of this book May it serve to remind you of many happy hours. May it keep alive within you the hopes you now have for the future. May it also assure you...
    • BAC-CSU-SUSC Yearbooks
    • Page 62

    • Page 62
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    • U.S. Embassy 62 Interview Questions for Individuals: 1. Have you experienced any friction with other religions and to what degree? 2. What specific difficulties (if any) have you experienced as a _____? 3. How did you convert/become a member of...
    • Scholar Archive
    • Page 7

    • Page 7
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    • Emotions in Conflict 2 (Filley, 1975; Hocker & Wilmot, 1991; Sillars, 1908a, 1980b; Witteman,1988). All of these settings involve unique perspectives and challenges. While conflict situations vary, one common denominator is the need to find...
    • Scholar Archive
    • Page 11

    • Page 11
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    • Emotions in Conflict 6 minimal. For example, facing minor problems early on can prevent the development of more serious problems in the future. Furthermore, resolving conflict can sometimes be instrumental in strengthening relationships. While many...
    • Scholar Archive
    • Page 12

    • Page 12
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    • Emotions in Conflict 7 most effective (Leung & Kim 2007). While the dual-concern model is often perceived to be superior, some may argue that the model with three conflict strategies is more effective. Lastly, the miscellaneous category of conflict...
    • Scholar Archive
    • Page 42

    • Page 42
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    • Emotions in Conflict 37 Before beginning the actual interview, additional information about the nature of the study was given to the participants. Participants were told that the study focuses on the role of emotions in resolving concerns during...
    • Scholar Archive
    • Page 44

    • Page 44
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    • Emotions in Conflict 39 Chapter 4 Results In order to accomplish the purposes of this study, elementary teachers were interviewed about their experiences, emotions, and conflict outcomes relating to appreciation, affiliation, autonomy, status and...
    • Scholar Archive
    • Page 45

    • Page 45
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    • Emotions in Conflict 40 With regards to experiences in resolving concerns, the primary themes of participation and verbal expression emerged. The emotions relating to these experiences were categorized into positive and negative emotions. When...
    • Scholar Archive
    • Page 47

    • Page 47
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    • Emotions in Conflict 42 On the other hand, the participants associated a lack of participation with a lack of appreciation. In regards, to this, Matthew shared the following experience: Well, you know a great example is when you pour your heart...
    • Scholar Archive
    • Page 48

    • Page 48
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    • Emotions in Conflict 43 Both of these examples illustrate a lack of participation and support on the parent's end which left the teachers feeling underappreciated. Glenn expressed his perspective when appreciation is not addressed as a feeling that...
    • Scholar Archive
    • Page 50

    • Page 50
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    • Emotions in Conflict 45 John explained that he experiences a feeling of "frustration, disappointment, and even depressed a little bit." Frustration was the most commonly felt emotion when appreciation was not expressed. Furthermore, the teachers in...
    • Scholar Archive
    • Page 51

    • Page 51
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    • Emotions in Conflict 46 Difficulty Level In regards to the influence on the overall conflict, many participants also mentioned that when appreciation is addressed, the conflict is easier to resolve. When asked about the influence on conflict from...
    • Scholar Archive
    • Page 52

    • Page 52
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    • Emotions in Conflict 47 The first hypothesis examined in this study states that teachers will perceive more successful outcomes in managing conflict with parents when the core concern of appreciation is addressed rather than when it is ignored. The...
    • Scholar Archive
    • Page 54

    • Page 54
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    • Emotions in Conflict 49 Sherry felt that when the parent was persistent in working with her, there was a higher degree of affiliation. Rather than leaving the resolution to the teacher, this parent helped the teacher as the problem was being worked...
    • Scholar Archive
    • Page 56

    • Page 56
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    • Emotions in Conflict 51 When affiliation was not established with parents, all the teachers said that they experienced negative emotions. Most of the teachers reported feeling the emotion of frustration. Mindy said that she felt "Upset, frustrated,...
    • Scholar Archive
    • Page 58

    • Page 58
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    • Emotions in Conflict 53 a positive resolution. Most of the teachers shared this point of view. Ultimately, when affiliation is absent and negative emotions are present, the conflict outcome suffers. The second hypothesis examined in this study...
    • Scholar Archive

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