PART 1 OVERVIEW AND INSTRUCTIONSOverview: The purpose of this assignment is to demonstrate your understanding of the ethical standards that govern mediators. These standards are covered in The Model Standards of Conduct for Mediators (Links to an external site.). According to Mediate.com (Links to an external site.), the The Model Standards of Conduct for Mediators was prepared in 1994 by the American Arbitration Association, the American Bar Association’s Section of Dispute Resolution, and the Association for Conflict Resolution. A joint committee consisting of representatives from the same successor organizations revised the Model Standards in 2005. Both the original 1994 version and the 2005 revision have been approved by each participating organization. The standards cover the following key terms/mediation concepts:· Standard I: Self-determination· Standard ll: Impartiality· Standard lll: Conflict of Interest· Standard lV: Competence· Standard V: Confidentiality· Standard Vl: Quality of the ProcessInstructions:1.Read The Model Standards of Conduct for Mediators (Links to an external site.) to become familiar the standards of conduct.2.Read and analyze each scenario to determine if the scenario is either ethical or unethical. Students will write a brief analysis for each scenario, using the standards of conduct to guide their analysis and rationales. See format example below for each scenario, write the scenario and the analysis:Scenario 0: You are invited to a mediation where the mediator will fix his mediator fees as a % of the total amount agreed by the parties. "Analysis 0: Probably unethical. Contingency fees are not allowed in most codes of conduct. (Note: Students will write at least one paragraph and use The Model Standards of Conduct for Mediators and/or the textbook to support their analyses. Students will also use the key and descriptive terms such as confidentiality, conflict of interest, impartiality, etc. in the analysis).Part 1: Ethical Scenarios:Scenario 1 : You are meeting your best friend after finishing a juicy divorce mediation between two prominent citizens. Your best friend asks you for some details and you say that you can’t mention their names (wink, wink), but here is what happened (and you summarize what happened in the session).Scenario 2: You are in the midst of a divorce mediation and your brother, who is a local teacher and is not aware of who your clients are, mentions that he just found out that the school nurse suspects Mr. X (the father in this case) of abusing one of his children and is going to file a report on him. You are torn on whether to raise the issue in mediation or investigate it yourself.Scenario 3: The mediator, in open session, mentions admiration for the boat that one party has shown pictures of to prove repairs were not done properly and engages in a long conversation about the best places to go boating.Scenario 4: One of the parties expresses deep reluctance about the mediation process. While the mediator doesn’t expressly say that the person “can’t leave,” the mediator’s language and tone heavily imply that leaving is not an option.Scenario 5: Because you never know how difficult a session will be the mediator makes the rules up as he/she goes along instead of going over the rules and the process with the parties before beginning.Scenario 6: Two parties in a neighborhood case are disputing the location of a fence. In the process of their discussion, they decide that the entire fence should be relocated, including the part owned by a third neighbor. Is it ethical or unethical if the mediator writes up the agreement that all three neighbors will build a new fence?Scenario 7: The mediator really grows to admire Jan while mediating a dispute, but is able to maintain impartial regard during the process. One week after settlement, the mediator calls Jan to get together for a drink.PART 2 OVERVIEWAccording to the International Council for Online Dispute Resolution (ICODR), (Links to an external site.) with the rapid growth of Online Dispute Resolution (ODR), it is vital to establish ethical standards to undergird the design, structure, practices, and implementation of global online dispute resolution systems. ICODR provides nine best practices for ODR. Keep in mind that online mediation is part and application of the wider field of ODR regulations.Accessible: ODR must be easy for parties to find and participate in and not limit their right to representation. ODR should be available through both mobile and desktop channels, minimize costs to participants, and be easily accessed by people with different physical ability levels.Accountable: ODR systems must be continuously accountable to the institutions, legal frameworks, and communities that they serve.Competent: ODR providers must have the relevant expertise in dispute resolution, legal, technical execution, language, and culture required to deliver competent, effective services in their target areas. ODR services must be timely and use participant time efficiently.Confidential: ODR must maintain the confidentiality of party communications in line with policies that must be made public around a) who will see what data, and b) how that data can be used.Equal: ODR must treat all participants with respect and dignity. ODR should enable often silenced or marginalized voices to be heard and ensure that offline privileges and disadvantages are not replicated in the ODR process.Fair/Impartial/Neutral: ODR must treat all parties equally and in line with due process, without bias or benefits for or against individuals, groups, or entities. Conflicts of interest of providers, participants, and system administrators must be disclosed in advance of commencement of ODR services.Legal: ODR must abide by and uphold the laws in all relevant jurisdictions.Secure: ODR providers must ensure that data collected and communications between those engaged in ODR is not shared with any unauthorized parties. Users must be informed of any breaches in a timely manner.Transparent: ODR providers must explicitly disclose in advance a) the form and enforceability of dispute resolution processes and outcomes, and b) the risks and benefits of participation. Data in ODR must be gathered, managed, and presented in ways to ensure it is not misrepresented or out of context.Part 2 Question(s):After reading the above ICODR (Links to an external site.) best practices and taking into consideration The Model Standards of Conduct for Mediators (Links to an external site.), write in 1-2 paragraphs what new ethical standards or indicators (at least 3) should be included in the work of online mediator/mediation.Resources to complete assignment:International Council for Online Dispute Resolution (ICODR) (Links to an external site.)Florida Standards for Mediators (Links to an external site.)Florida Rules for Certified and Court -Appointed Mediators (Links to an external site.)Model Standards of Conduct

EXERCISE #2: You will upload your completed file on Canvas (.doc, .docx, .pdf only) The objective of this exercise is for you to apply the perspectives and concepts from the course to your own life and life course experiences, and in doing so to show that you have mastered the course material. As well as self-reflection, you will need to select a newspaper/online site to complete this assignment (you will include a screenshot or .jpg with your file), and arrange to watch TV. Points are indicated in [brackets], with a total of 100 possible.Please make your answers concise; extra words will not get you extra points! List the question number, followed by the letter, and then your answer (do not re-type the questions).1) Socialization. [Total=34]a) Identify your culture, and give an example of an important belief, value, and norm [4]. b) Describe yourself in terms of Erikson’s developmental stages. [12] c) Using Kohlberg’s model of moral development, why would you decide not to cheat on this assignment? [6]d) Give examples of instrumental conditioning, and of observational learning that you have experienced regarding your own behavior in high school (note the nature of the rewards/punishments). [8]e) Describe your most significant others, and how they blend (or are integrated into) your current generalized other (community of attitudes). [4] 2) Life Course. [Total=36]a) Identify and describe the life course stages through which you have passed and now occupy. [4] b) What status transitions or rites of passage distinguish each stage for you? [4]c) Which contexts or agents of socialization would you identify as being most important to you during each stage? [4]d) Give an example of anticipatory and reverse socialization in your life [4]. e) Now, speculate on how these transitions and agents might have differed had you been the other gender. [8]f) Identify some examples and effects of social class socialization in your life (eg., values associated with education, work/occupations, etc.). [8]g) To what extent do you engage in role-making versus role-taking (give an example)? [4] (continued next page)3) Self, Identity, and Self-Presentation. [Total = 30]a) Complete Box 4.1 in your text. NOTE: you do not need to include the actual list – the primary purpose is to analyze it. Are your descriptors primarily role or dispositional identities? [4] What does this suggest about your identity? [4]b) Make a list of the ten terms a best friend or family member would use to describe you, and then obtain the ten words that person actually uses. Compare the lists, focusing on the difference between self-perception and reflected appraisals; how do they differ? [4] to what extent are the differences a result of something about you (E.g., differences in the way you behave toward these others), and differences about these people (E.g., their different personalities)? [8] c) Would a job interview most likely consist of authentic, ideal, or tactical self-presentation; why? [4] d) Describe how a public restroom is both a front region and a back region of self-presentation. [6]