RMT 411 APUS Four Types of Mediation Discussion
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53563633773 |
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Essay |
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Masters |
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APA |
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4 |
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5-10 Pages |
Description/Paper Instructions
HRMT 411 APUS Four Types of Mediation Discussion
Description
1.Think of a recent dispute you had with someone. If you had to mediate the dispute, would you prefer facilitative or evaluative mediation? Does it depend on the nature of the dispute? Or the disputants? Explain your choice.
https://mediate.com/styles-of-mediation-facilitati…
2.Based on your answer to #1, which of the four types of mediation discussed in the lesson (triage, bargain-based, pure, and transformative) would you prefer for your dispute? (Note that two of these types are evaluative and two are facilitative). Explain your answer.
Triage mediation is a type of mediation that is often catalyzed by court order. In order to sustain the efficiency of court dockets, sometimes judges will order pre-trial mediation for the parties. Thus, the goal of this kind of mediation is efficiency and the reduction of public justice system expense. Triage-mediation is evaluative in nature, and can be highly coercive in order to try to pressure parties to settle in the interest of efficiency. One of the biggest problems with court-imposed mediation is that the parties involved do not willingly elect the process and thus may be reluctant to participate. Additionally, the quality of the mediators offered by the judicial system is also an important factor to the success of triage mediation.
Bargain-based mediation aims at compromise by the parties through scrutiny and criticism of the position of each disputant. In this sense, bargain-based mediation is also evaluative in nature, but the goal of this mediation philosophy is not so much to see justice through to its absolute end, but instead to secure a reasonably fair outcome for all parties based on the realistic possibilities at hand. Unlike triage mediation, in bargain-based mediation, a technique called “caucusing” is commonly used, wherein mediators will meet independently with one party at a time to try to manipulate the attitudes at hand without the distraction of the other party being present. These “caucuses” commonly lead to greater levels of humility and honesty, as we are much less opposed to such concessions when we are not forced to express them in front of those who we perceive to be our opponent(s); as discussed in Lesson One, pride and ego can be powerful obstacles to successful ADR.
Pure mediation, unlike bargain-based, is a type of facilitative mediation that focuses not on the end resolution, but instead on promoting behaviors and dialogue between parties that will lead to a successful resolution. Emphasis is placed on empathy for and understanding of opposing feelings and emotions, and the underlying goal to be promoted is a ‘win-win’ solution, where neither party must leave the table feeling as if they were defeated. Caucusing is also very commonly used in pure mediation. Because of this emotional targeting, pure mediation is often used—and successfully so—in divorce proceedings and other commonly emotionally-charged disputes.
A final type of mediation, called transformative mediation, is also facilitative in nature, and, like pure mediation, sets aside the goal of attaining agreement in favor of promoting understanding. Transformative mediation focuses on empowerment of each disputing party to own the outcome of their negotiation with their adversaries. By encouraging the disputants to try to recognize the position and motivations of the others involved, and by simultaneously reminding the parties that they each have control over the fairness and success of the outcome, the apparent focus is on relationships and reconciliation, but accord is a frequent by-product of transformative mediation.
Explanation & Answer: 2 Questions
RMT 411 APUS Four Types of Mediation Discussion
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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