Write a 1,250-1,500-word analysis of a movie of your choice that the instructor approves. In order to obtain credit you MUST do the following: thoughtfully apply and develop at least two course concepts per section. DO NOT only summarize the movie. Critically assess the movie in order to provide an intellectual response to each of the questions below. Provide a brief synopsis of the plot and main characters.Describe the role of leadership in the movie. What types of leadership were used? In what ways does leadership help the group achieve their goals?What methods are used to reinforce the group’s identity (verbal & nonverbal)? What do the leaders do to reinforce and support the group’s decisions?How does the group handle conflict? Are these conflicts constructive or destructive? In what ways?Are there any ‘sidebar’ conversations among group members? How do conversations like these help the group achieve their goals? Do these types of conversations negatively or positively affect the group? How so?Does the leader remind the group of the group’s purpose/goal? How does this help the group? Why is this important for the group? You must use a minimum of five cited and referenced sources. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.APPROVED movie titles to choose from: We Are MarshallCool RunningsRemember the TitansAvengers (any of the team focused films vs. individual stories)X-MenStar Wars (IV-X, in particular)Wonder WomanFacing the GiantsCoach CarterThe Great DebatersHidden FiguresRudyGlory RoadThe Lord of the Rings (any of the trilogy)Course Concepts: Group Communication and Group Development Group Membership: Leadership, Membership, Diversity, MotivationVerbal & Nonverbal Listening Conflict and CohesionProblem Solving: Structured and Creative Problem Solving and Critical Thinking and Argumentation

The ATD, LEAP, MDRC, and DEEP programs are all rooted in Tinto's theory of student departure and Chickering's (Skipper, 2005) and Kuh's (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006) theories of student engagement. They teach us a lot about what works in student success. For this assignment you will study one of these programs and describe how you could use one of its practices to improve a program or service at your college or another one that you are familiar with.(Assignment length: 1 page) Required ReadingsKilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525.BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K. (2017). High-impact practices and student–faculty interactions for gender-variant students. Journal of Diversity in Higher Education, 10(4), 350.Article: Brock, T. (2010, Spring). Young adults and higher education: Barriers and breakthroughs to success. The Future of Children, 20(1). Retrieved from http://files.eric.ed.gov/fulltext/EJ883081.pdfResources for Application AssignmentPlease Note: Reading and/or exploring all of these resources is not required. You will need to research one of the following programs for this week's Application, and the following articles and web resources have been provided to help you in your search. You are free to use other reputable sources of your choosing to complete this assignment. Please see this week's Application for more information.Achieving the Dream (ATD/Lumina)Birnback, L., & Friedman, W. (2009). Engaging faculty in the Achieving the Dream initiative: Principles and practices of student success. Retrieved from http://www.achievingthedream.org/sites/default/fil...Rincones-Gómez, R. J. (2009). Evaluating student success interventions: Principles and practices of student success. Retrieved from http://achievingthedream.org/sites/default/files/r...González, K. P. (2009). Using data to increase student success: A focus on diagnosis: Principles and practices of student success. Retrieved from http://achievingthedream.org/sites/default/files/r...MDRC/Teachers College, Columbia UniversityMDRC. (2011). Opening doors. Retrieved from http://www.mdrc.org/project/opening-doors#featured...LEAP (American Association of Colleges and Universities)Association of American Colleges and Universities. (2011). Resources. Retrieved from http://www.aacu.org/aacutv/index.cfm?LEAP=1 Note: This list includes videos from featured campuses, such as IUPUI, Portland State, Keene State, etc.DEEP (National Center for College Student Engagement)NSSE Institute for Effective Practice. (2011). DEEP practice briefs. Retrieved from http://nsse.iub.edu/institute/?view=deep/briefs

Considering Module Four’s readings, discuss the importance of positive socialization and how different cultural and ethical perspectives influence different aspects of development, self-concept, and identity.Evaluate environmental influences such as geographical variance, religious beliefs, and the construction of the school setting (e.g., boarding school versus public school, traditional versus experiential learning) for cultural and ethical differences on development.In response to your peers, assume an opposing stance to their post and challenge their answer with your rationale, real-world examples, and scholarly research. Point out any potential negative consequences to their viewpoint.To complete this assignment, review the Discussion Rubric document.***PLEASE MAKE SURE TO USE THE ATTACHED RESOURCES AS REFERENCES AND ANSWER THE DISCUSSION EXACTLY!***AFTER COMPLETING THE INITIAL POST (MINIMUM OF 200 WORDS), PLEASE ALSO RESPOND TO THE FOLLOWING TWO STUDENTS POSTS REGARDING THE SAME TOPIC(MINIMUM OF 150 WORDS):STUDENT ONE:The process of inducting an individual into the social world is socialization. It is how human infants will gain the necessary skills to perform as functioning members of society. There are many effects on the individual’s behavior and personality from socialization and is an integral part of forming personalities in children. It is the nature of socialization that dictates some attitudes and beliefs are reinforced and there is selective exposure to other possible attitudes. Connecting socially is important to health, happiness, and overall feelings of connectivity to society. The lack of such connections can lead to lowered self-esteem, isolation, and a shorter lifespan. A web-based survey studied 82 adult international adoptees and examined the relationship of parental support for cultural socialization and the effect on the adoptee’s self-esteem. The socialization of adopted children to their birth culture has become important to professionals, researchers, and adoptive parents as the number of international adoptions has increased. It has been suggested by studies that the cultural competence and the way adopted children are exposed to their cultural origins are positively linked to the adoptee’s ethnic identity and self-esteem (Mohanty, Keoske & Sales, n.d). Mohanty, J. (n.d.). Family Cultural Socialization, Ethnic Identity, and Self-Esteem: Web-Based Survey of International Adult Adoptees. Retrieved July 16, 2020, fromhttps://www.researchgate.net/profile/Jayashree_Mohanty/publication/254362340_Family_Cultural_Socialization_Ethnic_Identity_and_Self-Esteem/links/5af1c5b50f7e9ba36645d1e6/Family-Cultural-Socialization-Ethnic-Identity-and-Self-Esteem.pdfSTUDENT TWO:Socialization in children is of particular importance. Every culture, religion and nationality has a different way of teaching children how to socialize, which in turn determines how they act and react as they grow older. Jirata (2014) discusses how the Guji-Oromo in southern Ethiopia teach their children. The Guji-Oromo use storytelling as a way to learn to socialize. This method teaches children how to learn from adults, respect their elders and value adult supervision. In a summer camp setting children are taught how to socialize in a very different method, teaching children how to socialize among themselves, without parental influence. Additionally, summer camps are usually a very cultural affair and this teaches children social and cultural norms (Demakova and associates, 2016). In a school setting children learn about different social, cultural and ethical norms. Religious based schools teach their religious ethical and cultural beliefs, which may differ from other religions.This wide variety of perspectives that exist in regards to culture, religion, and ethnicity can have an impact on the development, self-concept and identity of children. Different cultures place emphasis on different facets of development; this in turn can have an impact on what the child will see as the important part of their lives. The research of Jerf and associates (2014) found that family religious belief had an effect on how effective parenting was. Furthermore, religious belief also had an effect on child outcome, both socially and psychologically. If a child’s religion forbids something, and they have been told this their entire childhood, it will be hard for them to change their viewpoint as it is ingrained in them.Demakova, I. D., Valeeva, R. A., & Shipova, A. V. (2016). Socialization of Adolescents: Cultural Practices in Children’s Summer Camp. International Journal of Environmental and Science Education, 11(7), 1631–1640.Jirata, T. J. (2014). Positive Parenting: An Ethnographic Study of Storytelling for Socialization of Children in Ethiopia. Storytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies, 10(2), 156–176. https://doi-org.ezproxy.snhu.edu/10.13110/storselfsoci.10.2.0156Jerf W. K. Yeung, & Yuk-Chung Chan. (2014). Parents’ Religious Involvement, Family Socialization and Development of Their Children in a Chinese Sample of Hong Kong. Social Indicators Research, 117(3), 987.