DOCSLIB.ORG

To Relate the Concept of “Critical Thinking” to Work

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
To Relate the Concept of “Critical Thinking” to Work Session Objectives •Torelate theconcept of “iil“critical thin king” to work performed by legislative auditors and evaluators •Toprovideadfiitidefinition of “itil“critical thin king ” •To introduce elements of “critical thinking” •To provide classroom exercises for the application of “critical thinking” elements Legislative evaluators and auditors must have the ability to assess and evaluate information and make intelligent decisions or conclusions based on that information. To assist them in doing their jobs, legislative evaluators and auditors must have good critical thinking skills. A definition: “…the illllintellectually disci pli ned process of actilivelyand skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to blbelief and action.” (Michael Scriven and Richard Paul) Critical thinking can be seen as having two components: •A set of skills to process and generate information and beliefs •The habit, based on intellectual commitment, of using those skills to guide behavior Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. •Inference vs. observation •FlFaulty thinki ng •Thin king creative lly •Inference vs. observation 9Analyze assumptions and biases •Decidingthedifferencebetweeninferenceand observation 9For the following fifteen statements, decide which are based on OBSERVATION versus INFERENCE (or interpretation) The man in the drugstore fell to the floor clutching his chest and the other customers turned in his direction when he screamed. The pigeon which had been pecking at the disk was distracted by the sound of the door slamming, and it hesitated while it considered whether to keep pecking or not. When the dinner with her husband’s parents was over, she was so anxious to leave and go home that she left her coat behind. The old man looked both ways several times before he stepped off the curb and slowly walked across the street. Shoppers in the mall assumed that the man talking loudly to himself was crazy, and they walked quickly around him, avoiding eye contact. He beeped the horn several times in rapid succession, turned into the oncoming lane, and sped around the stalled car. During the lecture, Daren stared at the ceiling for minutes at a time, took no notes, and looked at the clock twelve times. Karen’s grief was apparent as the tears began to moisten her cheek as she spoke about her recently deceased grandmother. When Ken confronted Barbie about seeing her with another man, she paced back and forth with her arms folded and her head down. Even though Jennifer didn’t say anything, I could tell by her expression that she was having a good time. Chad drank his beer slowly, stopping every two or three sips to pop some peanuts in his mouth, but never said a word to anyone around him. Melanie cleared her throat, pushed the hair back from her eyes, and sighed before beginning her presentation to the school board. John became more agitated with Sarah the more she talked about having her mother come to stay for a week. When Chandra left Reggie’s car to go inside, he sat silently in front of her house for awhile, daydreaming and pondering their future. Jason stared at the computer screen for two minutes, opened his eyes wide, and started typing on the keyboard very rapidly. •Faulty thinking 9Avoid oversimplification, overgeneralization fallacies •Faulty thinking: Common fallacies 9Appeal to ignorance—argues that some claim is true because it cannot be proven to be false, or the opposite; that some claim must be false because it cannot be proven to be true. •Faulty thinking: Common fallacies 9Slippery slope—If the first step in a “possible” series of events occurs, the other possible steps in the series must inevitably occur. •Faulty thinking: Common fallacies 9False alternatives—This involves “either/or” thinking in which some classification is presumed to be exclusive or exhaustive, such as when we overlook the alternatives that exist between the extremes of two poles. •Faulty thinking: Common fallacies 9Hasty generalizations—If we tend to form a general conclusion based on an exceptional case, or on a very small sample, or on a biased sample, we may have overgeneralized. •Faulty thinking: Common fallacies 9Questionable analogies—We may sometimes try to compare apples to oranges, or try to make two situations seem more similar than they are. •Identifying faulty thinking 9For each of the fllfollowi ng fifteen statements, ident ifify the type of fallacious reasoning. If a child gets attention for crying, before long the child will be crying more and more and will start misbehaving in other ways to get attention. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies Wecannotconclusively prove the existence of the unconscious mind, therefore it is a fiction; it does not exist. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies Schizophrenia is either an inherited brain disease or the result of neglectful parenting. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies Freud, after careful and extensive analysis of five of his patients, concluded that most peoples level of anxiety in life is motivated by unconscious, repressed impulses and memories. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies Since the therapist’s client had no memory of childhood abuse, she concluded that no abuse had ever taken place. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies The brains of elderly rats exposed to a boring, unchallenging environment shrink in size and weight, which is good argument for not putting elderly people in lifeless, unstimulating nursing homes. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies Parents who reward their children for good grades should recognize that bribing them won’t make them like school. You can lead a horse to water, but you can’ t make him drink. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies If Abe Lincoln can raise himself above poverty and odd looks to become one of the greatest Americans who ever lived, anyone can do the same. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies Idon’tletany student take a make‐up test, because if I let one student do it, pretty soon others are asking to make‐up tests, and before long IIm’m giving make‐up tests to almost everyone. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies There are two kinds of people: “Type A” (workaholics and go‐getters) and “Type B” (relaxed and unmotivated). HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies Why do people need to go to a psychologist? Heck, back in grandpa’s day people didn’t have any psychologists and they seemed to get by just fine. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies Both Uncle Albert and cousin Mary Ann committed suicide, which makes me think it must run in my family. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies I believe in reincarnation because no one can know for sure that it doesn’t happen. HINT: Types of fallacious reasoning •Appeal to ignorance •Slippery slope •False alternatives •Hasty generalizations •Questionable analogies •Thinking creatively 9Consider alternative explanations—i.e., thinking “outside the box” •Thinking creatively 9For each of the fllfollowi ng, thin k creatilively to dldevelop a solution or answer. Consider an empty soft drink can. Given three minutes, list all of the things that you can think of that this can, by itself or in quantity, could be used for. Traffic jams in your city, particularly at rush hours with commuters going to work, have gotten horrible. What are some ways you can think of to alleviate these traffic problems? List as many improvements as you can think of for a grocery store shopping cart. What can we do to reduce the amount of trash that is generated in the world everyday? Credit: “Critical Thinking Across the Curriculum Project” Longview Community College Lee’s Summit,,, Missouri, USA.
Load more

Recommended publications
  • Development and Persuasion Processing: an Investigation of Children's Advertising Susceptibility and Understanding
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2013 Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding Matthew Allen Lapierre University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Communication Commons Recommended Citation Lapierre, Matthew Allen, "Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding" (2013). Publicly Accessible Penn Dissertations. 770. https://repository.upenn.edu/edissertations/770 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/770 For more information, please contact [email protected]. Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding Abstract Over the past 40 years, research on children's understanding of commercial messages and how they respond to these messages has tried to explain why younger children are less likely to understand these messages and are more likely to respond favorably to them with varying success (Kunkel et al., 2004; Ward, Wackman, & Wartella, 1977), however this line of research has been criticized for not adequately engaging developmental research or theorizing to explain why/how children responde to persuasive messages (Moses & Baldwin, 2005; Rozendaal, Lapierre, Buijzen, van Reijmersdal, 2011). The current study attempts to change this by empirically testing whether children's developing theory of mind, executive function, and emotion regulation helps to bolster their reaction to advertisements and their understanding of commercial messages. With a sample of 79 children between the ages of 6 to 9 and their parents, this study sought to determine if these developmental mechanisms were linked to processing of advertisements and understanding of commercial intent.
    [Show full text]
  • The Neural Correlates of Moral Decision-Making in Psychopathy
    University of Pennsylvania ScholarlyCommons Neuroethics Publications Center for Neuroscience & Society 2009 The Neural Correlates of Moral Decision-Making in Psychopathy Andrea L. Glenn University of Pennsylvania, [email protected] Adrian Raine University of Pennsylvania, [email protected] R.A. Schug University of Southern California Follow this and additional works at: https://repository.upenn.edu/neuroethics_pubs Part of the Neuroscience and Neurobiology Commons Recommended Citation Glenn, A. L., Raine, A., & Schug, R. (2009). The Neural Correlates of Moral Decision-Making in Psychopathy. Retrieved from https://repository.upenn.edu/neuroethics_pubs/55 Suggested Citation Glenn, A.L, Raine, Adrian, Schug, R.A. "The Neural Correlates of Moral Decision-Making in Psychopathy" Molecular Psychiatry, (2009) Vol. 14, 5-6. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/neuroethics_pubs/55 For more information, please contact [email protected]. The Neural Correlates of Moral Decision-Making in Psychopathy Keywords magnetic resonance imaging, antisocial personality disorder, social behavior, morals, amygdala Disciplines Neuroscience and Neurobiology Comments Suggested Citation Glenn, A.L, Raine, Adrian, Schug, R.A. "The Neural Correlates of Moral Decision-Making in Psychopathy" Molecular Psychiatry, (2009) Vol. 14, 5-6. This journal article is available at ScholarlyCommons: https://repository.upenn.edu/neuroethics_pubs/55 1 The Neural Correlates of Moral Decision-Making in Psychopathy 2009. Molecular Psychiatry, 14, 5-6. Glenn, A.L.* Department of Psychology University of Pennsylvania Philadelphia, PA 19104-6241, USA Tel: (417)-425-4393 Fax: (215)-746-4239 [email protected] Raine, A. Department of Criminology and Psychiatry University of Pennsylvania Philadelphia, PA 19104-6241, USA Schug, R.A.
    [Show full text]
  • Information for Parents on Sexual Abuse
    PARENT INFORMATION ABOUT SEXUAL ABUSE Here is some practical information for helping you keep your child safe from sexual abuse. If you have specific questions or concerns about your children, please contact your school principal or counselor. Other resources are listed at the end of this information. Did you know? • That every two minutes a child is sexually assaulted • There are often no physical signs of sexual assault • By staying silent the abuser is protected • Silence gives permission for the victimization to continue • That one in four girls and one in six boys are victims of sexual abuse by age 18 • Sexual abuse doesn’t discriminate…it spans all socio-economic classes and religions • That 50-90% of child sexual assaults are never reported • In 1998, Health and Human Services reported 108,360 confirmed sexual abuse cases • 61% of reported rapes were committed against victims under age 17 • 85% of the time, the child knows and trusts the abuser. What is Sexual Abuse? Sexual abuse includes the following acts or omissions by a person: o Sexual conduct harmful to a child’s mental, emotional or physical welfare, including conduct that constitutes the offense of indecency with a child, sexual assault, or aggravated sexual assault; o Failure to make a reasonable effort to prevent sexual conduct harmful to a child; o Compelling or encouraging the child to engage in sexual conduct; o Causing, permitting, encouraging, engaging in, or allowing the photographing, filming, or depicting of the child if the person knew or should have known that the resulting photograph, film, or depiction of the child is obscene or pornographic; o Causing, permitting, encouraging, engaging in, or allowing a sexual performance by a child.
    [Show full text]
  • The Sacred, the Profane, and the Crying of Lot 49. From
    VARIATIONS ON A THEME IN AMERICAN FICTION Edited by Kenneth H. Baldwin and David K. Kirby Duke University Press Durham, N.C. 1975 I THE SACRED, THE PROFANE, AND THE CRYING OF LOT 49 Thomas Pynchon’s first two novels (a third has been announced at this writing) are members of that rare and valuable class of books which, on their first appearance, were thought obscure even by their admirers, but which became increasingly accessible afterwards, without losing any of their original excitement When V., Pynchon’s first novel, appeared in 1963, some of its reviewers counselled reading it twice or not at all, and even then warned that its various patterns would not fall entirely into place. Even if its formal elements were obscure, V. still recom­ mended itself through its sustained explosions of verbal and imaginative energy, its immense range of knowledge and inci­ dent, its extraordinary ability to excite the emotions without ever descending into the easy paths of self-praise or self-pity that less rigorous novelists had been tracking with success for years. By now the published discussions of the book agree that its central action, repeated and articulated in dozens of variations, involves a decline, both in history broadly conceived and in the book’s individual characters, from energy to stasis, and from the vital to the inanimate. The Crying of Lot 49, Pynchon’s second book, published in 1966, is much shorter and superficially more co­ hesive than the first book. Its reception, compared with V.s al­ most universal praise, was relatively muted, and it has since re­ ceived less critical attention than it deserves.
    [Show full text]
  • Anne Elliot, the Narrator, and Sound in Jane Austen's and Adrian Shergold's Persuasion
    The Corinthian Volume 20 Article 12 November 2020 Playing with Noise: Anne Elliot, the Narrator, and Sound in Jane Austen's and Adrian Shergold's Persuasion Brianna R. Phillips Georgia College & State University Follow this and additional works at: https://kb.gcsu.edu/thecorinthian Part of the English Language and Literature Commons, Film and Media Studies Commons, and the Women's Studies Commons Recommended Citation Phillips, Brianna R. (2020) "Playing with Noise: Anne Elliot, the Narrator, and Sound in Jane Austen's and Adrian Shergold's Persuasion," The Corinthian: Vol. 20 , Article 12. Available at: https://kb.gcsu.edu/thecorinthian/vol20/iss1/12 This Article is brought to you for free and open access by the Undergraduate Research at Knowledge Box. It has been accepted for inclusion in The Corinthian by an authorized editor of Knowledge Box. Phillips 1 Brianna Phillips Playing with Noise: Anne Elliot, the Narrator, and Sound in Jane Austen’s and Adrian Shergold’s Persuasion In Jane Austen’s Persuasion (1817), Anne Elliot occupies a noisy world of piercing voices, slamming doors, cutlery scraping plates, children running, laughing, and a “hundred” other sounds. Because she is often noiseless in this loud narrative world, the presence of sound is thrown into relief and profoundly affects Anne’s body and consciousness. Throughout the novel, Anne’s responses to noise within a crowded room parallel her inward feelings in that when the noisiness bewilders her senses, her response reflects her simultaneous discomposure at seeing or interacting with Captain Frederick Wentworth, whom she was persuaded not to marry eight years before.
    [Show full text]
  • Sympathy Crying: Insights from Infrared Thermal Imaging on a Female Sample
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Portsmouth University Research Portal (Pure) RESEARCH ARTICLE Sympathy Crying: Insights from Infrared Thermal Imaging on a Female Sample Stephanos Ioannou1*, Paul Morris2, Samantha Terry2, Marc Baker2, Vittorio Gallese3,4, Vasudevi Reddy2 1 Alfaisal University, Department of Physiological Sciences, College of Medicine, Riyadh, Kingdom of Saudi Arabia, 2 Department of Psychology-Centre for Situated Action and Communication, University of Portsmouth, Portsmouth, United Kingdom, 3 Parma University, Department of Neuroscience, Section of Human Physiology, Parma, Italy, 4 Institute of Philosophy, School of Advanced Study, University of London, London, United Kingdom * [email protected] a11111 Abstract Sympathy crying is an odd and complex mixture of physiological and emotional phenom- ena. Standard psychophysiological theories of emotion cannot attribute crying to a single subdivision of the autonomic nervous system (ANS) and disagreement exists regarding the emotional origin of sympathy crying. The current experiment examines sympathy crying OPEN ACCESS using functional thermal infrared imaging (FTII), a novel contactless measure of ANS activ- Citation: Ioannou S, Morris P, Terry S, Baker M, ity. To induce crying female participants were given the choice to decide which film they Gallese V, Reddy V (2016) Sympathy Crying: Insights wanted to cry to. Compared to baseline, temperature started increasing on the forehead, from Infrared Thermal Imaging on a Female Sample. PLoS ONE 11(10): e0162749.doi:10.1371/journal. the peri-orbital region, the cheeks and the chin before crying and reached even higher tem- pone.0162749 peratures during crying. The maxillary area showed the opposite pattern and a gradual tem- Editor: Alessio Avenanti, University of Bologna, perature decrease was observed compared to baseline as a result of emotional sweating.
    [Show full text]
  • Clinical an Urgent Care Approach to Excessively Crying Infants
    Clinical An Urgent Care Approach to Excessively Crying Infants Urgent message: Infants who cry excessively pose a challenge to physi- cians and parents. A systematic approach to the history and physical exam can guide the diagnostic approaches to determine if a benign—or serious— condition is responsible. TONI CLARE HOGENCAMP, MD rying is a primitive form of communication that infants Crely on to communicate their distress. Because infants cannot verbalize their discomfort, they must rely on their cry to communicate with caregivers. Estimates indicate that infants cry a total of 1 to 2 hours per day. Newborns cry the least, but crying steadily increases during the first few weeks to a peak of approx- imately 3 hours per day at about 6 to 8 weeks of life, after which it declines. It is often the excessive crying, when the total hours are consolidated or when the infant is inconsolable, that is the most stressful for parents.1 Parents may complain of excessive crying or excessive fussiness and may describe their infant as “colicky” or irritable. Most parents seek care when they are con- cerned that there is a serious medical problem respon- sible for the crying, whereas others seek care when they have become exhausted. The list of potential etiologies for excessive crying can © Corbis.com be exhaustive, but studies suggest that from 5% to 60% of infants evaluated in an emergency department (ED) from benign colic to serious conditions, such as menin- for excessive crying have a serious medical condition.2-3 gitis, congenital heart disease (CHD), and abusive head A more recent, prospective study of 254 infants present- trauma.
    [Show full text]
  • Bullying in the Workplace Training Manual with Quiz Sheet
    Bullying in the Workplace 1 Bullying in the Workplace Workplace – COVID-19 Training Series WV DOH Training & Development Unit – COVID-19 – Training Manual 04/2020 Bullying in the Workplace 2 Introduction Bullying is called the silent epidemic. Although half of workers have experienced or witnessed bullying, policies and laws dealing with it are far less prevalent. This is, in part, because bullying can be hard to identify and address. People wonder, what does bullying look like? How can we discourage it in our workplace? What can I do to protect my staff and co-workers? All of these questions (and more!) will be answered in this training. Learning Objectives At the end of this workshop, you will be able to: o Define what bullying is and is not o Understand the costs of bullying to people and organizations o Identify bullying behaviors and the reasons behind them o Know some ways to prevent bullying and understand what role you can play o Know some ways to protect yourself from bullying o Know what to do if you are bullied o Identify appropriate solutions for a bullying incident (within and outside the organization) o Assist in creating an anti-bullying policy Session One: Defining Bullying What is Bullying? Let’s make sure that we’re all on the same page when it comes to talking about bullying. American bullying experts Drs. Gary and Ruth Namie give us this definition: “Bullying at work is repeated, health-harming mistreatment of a person by one or more workers that takes the form of verbal abuse; conduct or behaviors that are threatening, intimidating, or humiliating; sabotage that prevents work from getting done; or some combination of the three.” (Source: Page 3, The Bully at Work – Second Edition, Namie and Namie, 2009.
    [Show full text]
  • Persuasive Language
    PERSUASIVE LANGUAGE A guide to understanding persuasive language. INCLUDING ASSESSMENT TASKS AND MARKING CRITERIA! TABLE OF CONTENTS Why study persuasive language? 3 What is an issue? 4 Persuasive techniques 6 Identifying persuasive techniques 10 Appealing to emotions 11 Analysing persuasive language 12 Planning your analysis 13 What is tone? 14 Identifying tone 16 Writing your analysis 17 Quoting an article 18 Useful phrases 19 Proofreading your analysis 20 Things to remember 21 Things to avoid 23 Analysing visual texts 25 Analysing cartoons 29 Cartoon analysis 30 Background information 31 Sample annotation 36 Sample analysis 38 Persuasive writing activities 40 Assessment task 41 PERSUASIVE LANGUAGE 2 www.ipawareness.com.au WHY STUDY PERSUASIVE LANGUAGE? “IF YOU CARE ABOUT AN ISSUE, UNDERSTANDING PERSUASIVE LANGUAGE CAN HELP YOU ENGAGE IN THE DEBATE.” The mass media is where important issues are debated and discussed. Election campaigns are fought and won over issues. Everyone has an opinion. But who should you believe? What are the facts? Who should you vote for? If you have an understanding of how persuasive language works, you’ll be able to see through persuasion and rhetoric to answer these questions. If you understand how language is used to persuade, you are much more likely to have a sophisticated understanding of issues in society. You’ll be able to see through rhetoric, focus on the facts and confidently address the important issues facing our society. What’s more, if you care deeply about an issue, you can also engage in this sort of important discussion. Write to your local newspaper, comment on blogs, engage in discussions on social networking.
    [Show full text]
  • Poly-Victimization: a Neglected Component in Child Victimizationଝ David Finkelhor ∗, Richard K
    Child Abuse & Neglect 31 (2007) 7–26 Poly-victimization: A neglected component in child victimizationଝ David Finkelhor ∗, Richard K. Ormrod, Heather A. Turner Crimes against Children Research Center, University of New Hampshire, 126 Horton Social Science Center, Durham, NH 03824, USA Received 17 February 2005; received in revised form 30 May 2006; accepted 17 June 2006 Abstract Objective: To assess the role of multiple victimization, or what is termed in this article “poly-victimization,” in explaining trauma symptomatology. Method: In a nationally representative sample of 2,030 children ages 2–17, assessment was made of the past year’s victimization experiences and recent trauma symptoms. Results: Children experiencing four or more different kinds of victimization in a single year (poly-victims) com- prised 22% of the sample. Poly-victimization was highly predictive of trauma symptoms, and when taken into account, greatly reduced or eliminated the association between individual victimizations (e.g., sexual abuse) and symptomatology. Poly-victims were also more symptomatic than children with only repeated episodes of the same kind of victimization. Conclusion: Researchers and practitioners need to assess for a broader range of victimizations, and avoid studies and assessments organized around a single form of victimization. © 2006 Elsevier Ltd. All rights reserved. Keywords: Child victimization; Symptomatology; Multiple victimization ଝ For the purposes of compliance with Section 507 of PL 104-208 (the “Stevens Amendment”), readers are advised that 100% of the funds for this program are derived from federal sources (US Department of Justice). The total amount of federal funding involved is $353,233. ∗ Corresponding author. 0145-2134/$ – see front matter © 2006 Elsevier Ltd.
    [Show full text]
  • The Toll of Workplace Bullying
    Research Management Review, Volume 20, Number 1 (2014) The Toll of Workplace Bullying Robert Killoren TCP Consulting OVERVIEW hard to believe that this highly paid, highly educated (Stanford graduate), mountain of In the fall of 2013, a story broke in the a man could be bullied. But that’s the nature news about a victim of bullying. A football of bullying. It does not matter how big player left his team because he was being victims are, or how smart they are, or how bullied. But this wasn’t some local old they are. They can be kids in the school newspaper reporting on a little kid on a Pop yard or executives in a board meeting. Warner team. It was national news about a Bullying can happen to anyone, anytime, professional lineman for the Miami anywhere. Dolphins. The player, Jonathan Martin, Bullying may be more common than reported that he was leaving the team most people think. According to a study because he could no longer take the abuse commissioned by the Workplace Bullying he was getting from some teammates Institute, one in three employees experience (Pelissero, 2013). bullying in the workplace either as a victim In a January 2014 interview that aired or as a witness suffering collateral damage on NBC, he described what almost any (Zogby International, 2010). Seventy-five victim’s experience would be like: “I wish I percent of those instances involved top- would have had more tools to solve my down bullying by a supervisor. Few situation,” Martin said to interviewer Tony organizational or operational flaws can Dungy, the former NFL head coach of the wreak as much havoc as a bully in the Indianapolis Colts (Connor, 2014).
    [Show full text]
  • Shared Stories
    Shared Stories Shared by Morgan, 19 I was bullied in elementary school because I was short and different. Kids would spread rumors about me, tease me, and call me names. I told the teachers what was going on but nothing was being done and the bullying got worse. I started to come home from school crying and sometimes I would even be crying when my parents dropped me off at school. So I told my parents what was going on and they did something about it and things got better. No one deserves to be bullied. After experiencing being bullied I am taking a stand against bullying. I am on a mission to stop bullying. Shared by Tan, 20 When I was in high school, I was a very quiet and shy girl. I was afraid of people getting too close to me, as a consequence I did not have any friends I thought I was mysterious in that way. It started with a boy who seated beside me. One day, when I was paying close attention to the teacher I realised that he could not keep his eyes off me. I admit I was delighted because I never had a guy mesmerised by my beauty before and I took it as a big compliment. Besides, I thought he was quite cute! As usual, the classroom teases typical of high school started. Everyone said that this guy had a big crush on a girl in our class, my heart stopped in my chest: I was waiting for him to say my name and admit.
    [Show full text]