General Safety and Security Essay Example for Free

General Safety and Security Essay * Investment in surveillance camera systems by school districts ensures parents and guardians that the general safety and security of children are being addressed during schools hours and at all after-school extracurricular activities and programs. 2. Crime Deterrent * The presence of highly visible surveillance cameras at strategic locations in buildings and public areas/premises of a school property prevents theft, vandalism and acts as a deterrent to thieves and criminals from indulging in illegal activities. 3. Sexual Predators * One of the biggest threats that school children face is the threat of sexual predators and pedophiles hanging around unobtrusively on school campuses or in parking lots. Camera systems footage is very useful in tracking down predators or helping inform police about threatening situations in real time. 4. Prevent Bullying * New-generation surveillance camera systems have audio, voice and sound capturing capabilities. Teenagers bullying or harassing other students can be disciplined based on video and audio footage records. 5. Emergency Evacuation * School security personnel manning surveillance camera systems in real-time can take quick action about evacuating children, faculty and staff in case of emergencies related to fire or other potentially dangerous situations. Prevent Theft and Illegal Activities * The primary purpose of installing surveillance cameras is to act as deterrence to robbers, criminals, petty thieves and unscrupulous elements from indulging in theft, illicit and criminal activities. Security cameras are installed in bungalows, townhouses, apartment buildings, condominiums, schools, university campuses, offices, stores, malls and other public areas. These cameras monitor suspicious activities; stop theft, vandalism and shoplifting; and alert stationed security officers about real-time thefts. Staff monitoring cameras and centrally manned systems in large businesses can also inform county and state law enforcement officials about developing dangerous situations.

Chapter 5&6 Kite Runner Essay Example for Free

Chapter 56 Kite Runner Essay 1. Describe what happened to Amir and Hassan on their way to go and play by the tree. Assef and his two friends, Wali and Kamal first threw a rock and hit Hassan in the back of the head. Amir was instantly scared since Assef and his two friends are the neighborhood bullies. Assef calls the boys fags and starts calling Hassan racial slurs and flat-nose. Amir is excluded from most of the abuse because Baba is his father. Hassan moves slightly behind Amir as if he was expecting Amir to protect him in some way, but Amir doesn’t. Assef tells the boys how the king is now gone and the president is now Daoud Khan, a friend of his father. He plans on telling the president â€Å"man to man† how he believes Hitler was a great leader, a man with a vision, and how if he had succeeded the world would be a better place. Assef tells the boys how people like Amir and Baba are a disgrace to Afghanistan by taking in people like Hassan and his father. He asks Amir how he could be friends with someone like Hassan. Amir doesn’t defend Hassan. Hassan ends up taking out his slingshot and aiming a rock at Assef’s face even though he is scared. He asks Assef to please leave them alone even referring to him as Agha, the way a servant refers to his betters. Assef attempts to further intimidate Hassan but it doesn’t work. Hassan asks again for him to please leave them alone with the same response from Assef. Hassan then threatens Assef that if he does not leave them alone his nick name could change from â€Å"the ear eater† to â€Å"one –eyed Assef†. It works and the boys are left alone after Assef lets the boys know that he will not forget what has happened and will make them face him face to face someday. 2. Describe Assef’s character and his beliefs. Assef is the son of one of Baba’s friends. He is from an affluent family. His mother is German and his father Afghan. Assef towered over the neighborhood kids and was blonde haired and blue eyed. He had earned a reputation for being savage. Assef was famous for using his stainless-steel brass knuckles. He walked the streets of the neighborhood with his two sidekicks as if he  owned them. All three were eager to find a victim for their savagery. He was called â€Å"the ear eater† behind his back; no one was brave enough to call him that to his face. A nickname he earned due to a fight over a kite. Assef is a sociopath. He talks about Hitler as a man of vision and if he had not been stopped the world would have been a better place. He believes that Afghanistan belongs to the Pashtuns and that the Hazaras are polluting his land, that they are dirtying their pure blood. He want’s Afghanistan to be cleansed of the Hazaras in the way Hitler attempted race purificatio n. 3. Explain what happened between Amir and Hassan one day while they were waiting to capture their falling kite. Both Amir and Hassan were running down their kite. Amir was following Hassan through the narrow streets. Hassan a natural athlete was a bit faster than Amir. Amir thinks they are losing the kite because they are going in the opposite direction of the kite but Hassan tells him to trust him and continues running. When Amir catches up with Hassan he is sitting under a tree eating a handful of dried berries and asks him to have a seat. Amir still is questioning what Amir is doing just sitting there in the opposite direction that the kite went. Hassan calmly tells him that the kite is coming, he just knows. When Amir continues to question Hassan he replies, â€Å"Would I ever lie to you?† Amir knows that Hassan wouldn’t but instead of appreciating that he decides to toy with him instead and asks him if he would. Hassan replies, â€Å"I’d sooner eat dirt.† Amir admits that he knows it’s cruel, I think he wants to prove to himself that his father was wrong when he says that Amir doesn’t have a mean streak. Amir questions Hassan by asking him again if he would eat dirt if he told him to. Hassan tells him yes if he asked he would eat dirt as he looked Amir right in the eye. It seems they are testing each other’s loyalty and in my opinion Hassan wins. He is always loyal to Amir regardless of the situation. 4. Describe the relationship between Amir and Hassan. Amir and Hassan are friends even though Amir will not admit it to himself or others. They have been raised together since birth and have a connection to  one another. Hassan loves Amir. He is protective and supportive of him. He encourages him in his interests in stories. Hassan seems content with his life and his place in the world. He has learned from his father to be a kind person. Amir seems to enjoy the attention Hassan pays him and even takes for granted their relationship. Amir seems to be jealous of Hassan and the type of person he is and will knowingly be cruel to him. He doesn’t like to share Baba’s attention with him nor does he like it when Hassan does things unknowingly to remind him of their differences. For example the incident while they were waiting for the kite, knowingly tests Hassan’s loyalty to him. I think Amir can tell Hassan is a better person despite being an uneducated servant who clearly has the approval and love of both Baba and Ali without having to earn it.

Teachers Attitude Towards Children With Disabilities Education Essay

Teachers Attitude Towards Children With Disabilities Education Essay This section presents the literature that has been published in relation to the teachers perceptions /attitude towards special education and children with disabilities. Special Education is a complex and broad area of study. It is a distinctive provision that involves a range of foundational disciplines that encourage and assist the progress of children with special needs and other children to grow hand in hand and attain proficiency at the academic, social, personal and inter-personal level. This requires that special educators undergo specialised training and receive support from the school management to ensure that such children with special needs benefit and thus ultimately receive the best of education and care that civil society can provide to them without disparity (Routledge, 2003). There is a general consensus that complete justice to the children with special needs seeking inclusivity by this system can be done only if teachers who are involved in mainstream education are a lso aware of specialist knowledge and possess the skills required to cater to atleast a minimum set of special needs. Although educators specializing in particular special needs would be considered as best equipped to help the children with certain special needs, a cooperative approach with colleagues is vital in a school setting to ensure the best interests of the children in question (Sage, 2004). A teachers role is very critical in identifying and recognizing the special needs of a child and in assessing the impact of the disability in detail so that ways and means can be devised to help the possible implications in learning (American Psychiatric Association, 2000). Keeping this consideration in mind, the provisions of the Individuals with Disabilities Education Improvement Act 2004 (House Bill 1350) directed that students with disabilities must be taught by teachers who hold complete certification in special education or who have passed a state teacher licensing examination and hold a state licence. In particular, special education teachers teaching core academic subjects, are expected to hold certifications in both the subject in question and in special education (Chapman R, 2008) so that complex core subject matter can be presented in a way that meets the individualized need of the child. Further, the special educators must be equipped, competent and confident in the use of adaptive equipment, information and communication technology and multisensory environments to effectively put to use technology as and where the curriculum or the requirements of the child with special needs demand, so that the education of children with special needs can be aided by the use of such services to increase the autonomy of the child and thereby build confidence, enhance learning and thereby improve knowledge acquired and thus effecting integration in its essential sense. Access: The new age concept of special education is based on the thought that any improvement made to the special education system is an improvements made to the education system as a whole in accordance with the fact that special education is not merely education of children with special needs but a collective effort of the community in helping different children with different abilities and tempraments to mutually benefit in the process of education. The view of the education community on special education today is based on the a variety of service options that must be made available in accordance with the special education laws such that a least restrictive environment may be constructed that enhances the scope of mutual interaction and considers the social well-being of the student community as a whole (Hallahan Kauffman, 1998); As good as this sounds, this concept is far from being fully accepted (Yellin et al, 2003) by the civilized modern community and is still riddled with doubts, f ears and litigative questions. The IDEA laws recommend inclusive mode of education as a solution rather than a problem for special educators, in which children with special needs are no more isolated, but educated in conjunction with children who are not disabled and special classes, separate schooling, or removal from the regular environment may be considered only when the nature or severity of the disability interferes with the education process. The new philosophy is to practice education on a general basis where (Bryant, Smith, Bryant, 2008; Lipsky Gartner, 1997; Rogers, 1993; Salend, 2001) the flexibility of an organization and special resources tchild should be an equally valued member of the school culture. However, the success of such inclusive methods of education depends largely on the attitude and willingness of special educators to make children with special needs feel welcome, accepted and included meaningfully. Addition or inclusion of material facts are mutually ben eficial to children with special needs and also it help them benefit from being able to learn in a regular classroom and meet up with their peers without disabilities who can also gain from the exposure to children with diverse characteristics. School and community environments must be designed in such a way that they are physically and programmatically more accessible so that they will help children with physical disabilities function more effectively and enable others who do not have disabilities to access their environment even more readily (Ferguson, 1996). Apathy: Conceptually speaking, it can be said that the social and civil progress of any society can be measured by the way a society treats its weak and dependent citizens. Hence the emergence of inclusive education may be seen as a way to ensure school practices against discrimination and toward social justice and thus build a society that is indicatively progressing in the right direction. The responsibility rests on the shoulders of the teaching fraternity who must learn to identify the barriers that social taboos have placed in the way of children with special needs in a constructionist perspective discouraging the use of labeling and categorization so that children can be allowed to communicate, interact and advance to the best of their abilities (Berger and Luckmann, 1971). Inclusive education like any other new reform has been supported and criticized equally in both developing and developed countries. For those people who support inclusive education, (Stainback and Stainback, 1991), always stress on the fact that inclusion is a tool that can play an effectively role in the combat of discrimination, sow the seeds to create a warm and welcoming attitude in young minds: which replaces their past experience of isolation. (Smith, 2007), always insists on an inclusive society as it helps children to learn social skills adapting themselves to an environment that is close to normal conditions of development and growth (Mitchell Brown, 1991) and achieve the ultimate commitment to educate every child (Ajuwon, 2008). The critics on the other hand overlook the problem of stigmatization and base their arguments on the idea that inclusive schools will not be able to adequately pay attention to or meet the needs of the disabled as can be done in therapy in segregated schools. This debate is vital in terms of determining the attitude of the teaching fraternity towards the idea of including children with special needs in general education as a child with a disability will bene fit optimally from inclusion only when general education teachers are equipped to teach a wider array of children and be willing to collaborate effectively with special educators (Bender, Vail Scott, 1995; Brophy Good, 1991). Appeals: The crux of inclusivity is the human right to education. Apart from ethical, moral, human, economic, social and political reasons, it brings about development at the personal level, helps build relationships and ultimately turns schools into instruments of political and social change towards democracy (Slee, 2002). Inclusivity stresses on a collective community responsibility to develop a productive informed society (Raey, 2003). It stands for community innovation where diversity is the norm and stresses that programs must be developed to be exceptional and to suit the diversity so that all may be able to participate and thus benefit. Class rooms must be treated as mirrors of social reality where high expectations, high achievements and full participation of all learners is appreciated and teachers must understand and play the esteemed redefining role of working to enable rather than disable students so that social justice does not remain rhetoric but becomes practical. Awareness is the cry in the academic community today and the current appeal is to equip the teaching fraternity medically, contextually and logistically to help the students gain more out of existing infrastructure and thereby effectively realize the goals of special education. Although technology plays a vital role in special education, it can act as a means of social isolation too; hence it is vital that technology be used with care so that its positive social advantages are maximized and its alienating aspects minimized. Achieving this goal however, lies in the critical and analytical capability of the instructor so that use of technology is ensured in a way that is positive outcome oriented by assessing and re-assessing benefits on a regular basis and re-thinking/ planning new strategies in cases where no improvement is perceived. Assessment: The No Child Left Behind Act of 2001 (NCLB), has guided that inclusive instruction be implemented and assessed. Even today this system of education elicits mixed responses in that it is lobbied for by some and against by some in courts, debated about in social forums and variously interpreted by the common man. The diversity of an inclusion class leads to a question of various students receiving different benefits (Rogers, 1993); however, unless the social, academic, functional, or life skill outcomes are better perceived clearly, it would end up limiting the teaching fraternitys assessment and thereby impairs the improvisation aspect that is vital for the progress and success of special education. Research shows that present day schools and teachers are struggling to respond to the wide array of students (Wills Cain, 2002). An inclusive school without the adequate facilities in terms of technology equipment and incentives and inadequate specially trained teachers cannot rise up to the challenge of presenting fair knowledge distribution to all. Hence a universal design (Centre for Universal Design, 1997; Waksler, 1996) that includes physical, curricular and pedagogical changes must be evolved so that children with different learning styles can cope without adaptation or retrofitting. Child centered education practices must be ingrained in every teachers mind so that education approaches are based on a clear analysis of where each of their students stand in terms of academics, social and cultural factors so that learning can be best facilitated (Gildner, 2001). At the school level the learning needs of all children can be addressed only if a specific focus is placed on those children who are vulnerable to marginalisation and exclusion (UNESCO, 1994). Research on special education strategies over the years says that assessments must be developed based on curriculum, team teaching must be encouraged, learning styles must be understood and cooperative strategies m ust be devised such as peer tutoring or skills training for inclusive education to work in a manner that speaks success. Classroom instruction must be planned and be well organized so that it meets each childs need, and helps in their wellbeing.

Politician vs. Statesman Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Politician and statesman are two terms that are used to define a political individual, and usually collaborate in their meanings. Many times, these two works can be used as synonyms when describing an individual, but they do have their subtle differences. Both a politician and a statesman are defined as â€Å"man who is a leader in national or international affairs† or â€Å"a man who is a respected leader in a given field† (http://dictionary.reference.com/search?q=statesman / http://dictionary.reference.com/search?q=politician). Although these two words are termed the same, they do have their differences in their actual meanings. A politician is someone who attempts to gain personal advantages, most likely by scheming or maneuvering. Also, a politician belongs to a political party, and most likely is far more interested in the betterment of their party then that of the nation in whole (http://www.unique-design.net/library/word/politic.html). On the other hand, a statesman is a person who, even if they do belong to a political party, can put their party obligations aside and do what is in the best interest of the country. In a long-term perspective, statesmen who put the needs of their country before their personal or party needs will better benefit out nation (http://www.bartleby.com/61/71/S0717100.html).   Ã‚  Ã‚  Ã‚  Ã‚   George Washington: I would label George Washington as a statesman because during his time of leadership of our country... Politician vs. Statesman Essay -- essays research papers fc   Ã‚  Ã‚  Ã‚  Ã‚  Politician and statesman are two terms that are used to define a political individual, and usually collaborate in their meanings. Many times, these two works can be used as synonyms when describing an individual, but they do have their subtle differences. Both a politician and a statesman are defined as â€Å"man who is a leader in national or international affairs† or â€Å"a man who is a respected leader in a given field† (http://dictionary.reference.com/search?q=statesman / http://dictionary.reference.com/search?q=politician). Although these two words are termed the same, they do have their differences in their actual meanings. A politician is someone who attempts to gain personal advantages, most likely by scheming or maneuvering. Also, a politician belongs to a political party, and most likely is far more interested in the betterment of their party then that of the nation in whole (http://www.unique-design.net/library/word/politic.html). On the other hand, a statesman is a person who, even if they do belong to a political party, can put their party obligations aside and do what is in the best interest of the country. In a long-term perspective, statesmen who put the needs of their country before their personal or party needs will better benefit out nation (http://www.bartleby.com/61/71/S0717100.html).   Ã‚  Ã‚  Ã‚  Ã‚   George Washington: I would label George Washington as a statesman because during his time of leadership of our country...

how the stock market crashed Essay -- essays research papers

Many factors played a role in bringing about the depression; however, the main cause for the Great Depression was the combination of the greatly unequal distribution of wealth, banking problem, industrial power houses and agricultural depression which ultimately lead to the infamous Stock Market Crash of 1929. The â€Å"roaring twenties† was an era when our country prospered greatly. The rapid increase in industrialization was fueling growth in the economy, and technology improvements had the leading economists living that the uprise would continue. During this boom period, wages increased along with consumer spending and stock prices began to rise as well. Billions of dollars were invested in the stock market as people began speculation on the rising stock prices and buying on margin.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  On Thursday, October 24, 1929, the bottom began to fall out. Prices dropped continually as more and more investors tried to sell their holdings. By the end of the day, the New York Stock Exchange had lost four billion dollars, and it took the exchange clerks until five o’clock in the morning the next day to clear all the transactions (Hicks 9) Following Monday the realization of what had happened began to sink in, and a full-blown panic set in. Thousands of investors-- many of them ordinary working people, not serious â€Å"players -- were financially ruined. by the end of the year stock values had dropped by fifteen billion dollars (McElvaine 45).   Ã‚  Ã‚  Ã‚  Ã‚  Many of the banks which had speculated heavily with their deposits were wiped out by the falling prices, and these bank failures sparked run on the banking system. Each failed bank, factory, business, and investor contributed to the downward spiral that would drag the world into the Great Depression (Hicks 22).   Ã‚  Ã‚  Ã‚  Ã‚  During the â€Å"roaring twenties† which is commonly known as the Jazz Age, their was an obvious attitude that was for living for the moment. â€Å"Americans in the Roaring Twenties turned inward, away form international issues and social concerns and toward greater individualism. The emphasis was on getting rich and enjoying new fads, new inventions and new ideas. (Hiebert 73). The traditional values of rural America were being challenged by the infamous Jazz Age, what symbolized what is shock... ...et into a speculative pyramid game, in which most of the money invested in the market wasn’t actually there.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The car industry was the force behind many other booming industries during this time. In 1928, their were over 21 million cars on the road that adds up to one car for every six Americans (Hicks 114). Steel, nickel, lead and other metal industries prospered with 15% of its products going to the automobile industry ( Hicks 114). Rubber, petroleum, textile and leather companies were effected greatly by the car industry too. The automotive industry effected construction as well. the car had been essential to the urbanization of the country , because so many other industries relied upon it. With this rapid urbanization came the need to build many more factories, homes, offices and stores. From 1919 to 1928 the construction industry grew from a mere 2.5 billion dollars to 5billion dollars (Hicks 115).   Ã‚  Ã‚  Ã‚  Ã‚  The Radio industry also prospered during

Aristotle: His Messages of Virtue and Moderation in Politics :: essays papers

Aristotle: His Messages of Virtue and Moderation in Politics Aristotle (b. 384 - d. 322 BC), was a Greek philosopher, logician, and scientist. Along with his teacher Plato, Aristotle is generally regarded as one of the most influential ancient thinkers in a number of philosophical fields, including political theory. Aristotle was born in Stagira in northern Greece, and his father was a court physician to the king of Macedon. As a young man he studied in Plato's Academy in Athens. After Plato's death he left Athens to conduct philosophical and biological research in Asia Minor and Lesbos, and he was then invited by King Philip II of Macedon to tutor his young son, Alexander the Great. Soon after Alexander succeeded his father, consolidated the conquest of the Greek city-states, and launched the invasion of the Persian Empire. It was in this environment that Aristotle's' views and ideas of politics developed. As Alexander's teacher, Aristotle had a close tie to the political powers of Athens. Because of this tie Aristotle wrote Politics as a guide to rulers as to how to govern a country. In Politics Aristotle lays out his ideal form of Government. It contains thought provoking discussions on the role of human nature in politics, the relation of the individual to the state, the place of morality in politics, the theory of political justice, the rule of law, the analysis and evaluation of constitutions, the relevance of ideals to practical politics, the causes and cures of political change and revolution, and the importance of a morally educated citizenry. He stressed that the ideal citizen and ruler must possess certain virtues, such as wisdom, temperance and courage. And the work as a whole echoes Aristotle's dominant theme of moderation. Politics is an excellent historical source because of the close tie Aristotle had to the everyday business of government in Athens. It reflects the idealized values of the people and the influence of Aristotle's teacher Plato. The importance of wisdom and justice also directly parallel the classical Greek ideology. Aristotle believed that nature formed politics and the need for city-states (government) formed out of nature. Aristotle lays the foundations for his political theory in Politics by arguing that the city-state and political rule are "natural." The argument begins with a historical account of the development of the city-state out of simpler communities. Aristotle: His Messages of Virtue and Moderation in Politics :: essays papers Aristotle: His Messages of Virtue and Moderation in Politics Aristotle (b. 384 - d. 322 BC), was a Greek philosopher, logician, and scientist. Along with his teacher Plato, Aristotle is generally regarded as one of the most influential ancient thinkers in a number of philosophical fields, including political theory. Aristotle was born in Stagira in northern Greece, and his father was a court physician to the king of Macedon. As a young man he studied in Plato's Academy in Athens. After Plato's death he left Athens to conduct philosophical and biological research in Asia Minor and Lesbos, and he was then invited by King Philip II of Macedon to tutor his young son, Alexander the Great. Soon after Alexander succeeded his father, consolidated the conquest of the Greek city-states, and launched the invasion of the Persian Empire. It was in this environment that Aristotle's' views and ideas of politics developed. As Alexander's teacher, Aristotle had a close tie to the political powers of Athens. Because of this tie Aristotle wrote Politics as a guide to rulers as to how to govern a country. In Politics Aristotle lays out his ideal form of Government. It contains thought provoking discussions on the role of human nature in politics, the relation of the individual to the state, the place of morality in politics, the theory of political justice, the rule of law, the analysis and evaluation of constitutions, the relevance of ideals to practical politics, the causes and cures of political change and revolution, and the importance of a morally educated citizenry. He stressed that the ideal citizen and ruler must possess certain virtues, such as wisdom, temperance and courage. And the work as a whole echoes Aristotle's dominant theme of moderation. Politics is an excellent historical source because of the close tie Aristotle had to the everyday business of government in Athens. It reflects the idealized values of the people and the influence of Aristotle's teacher Plato. The importance of wisdom and justice also directly parallel the classical Greek ideology. Aristotle believed that nature formed politics and the need for city-states (government) formed out of nature. Aristotle lays the foundations for his political theory in Politics by arguing that the city-state and political rule are "natural." The argument begins with a historical account of the development of the city-state out of simpler communities.

Catastrophe Model of Construction Dispute Negotiation Behavior

The construction industry is apparently one of the major sectors of Hong Kong construction economy, and as Kenneth and Sai (2006) noted, buildings, the result of construction industry’s activities, are part of the built environment in which several human activities occur.As a result of the heavy reliance on team work and collaboration, construction activities are often prone to conflict, although it is apparent that this could also be obtainable in other organizational settings. Infact, these authors opine that the traditional construction contracting methods in several countries creates adversarial tendencies in the project team, which tend to foster conflict and thus conflicting behaviors in construction activities.It is a known fact that one of the primary indicators of construction success is the timely completion and delivery of the project. However, for any construction project to be completed and delivered as scheduled, a cooperative working environment is vital.In this light, Harmon (2003) suggested that the characteristic adversarial relationship and lack of a cooperative environment of construction organizational settings constitute one of the major factors that affect timely completion of construction projects.Because of the apparent importance of conflict management in construction, as well as in some other organizational settings, several scholarly works exist on conflict, conflict behaviors and conflict management. The term conflict has been severally defined, from different perspectives, even within construction literatures, as a result, several different understandings of conflict behaviors, and by extension conflict management styles, have been proffered.Kenneth and Sai (2006) argued, however, that the numerous construction literatures on conflict have essentially focused on conflict causes, prevention and management within a contractual and/or legal context. They suggested that equal importance should be accorded the human factors invol ved in conflicts, since according to them, conflicts is ‘stemmed and handled’ by the people involved, thus the role played by human factors, especially behavior, should be considered an integral part of conflict management.It is this call that this paper intends to heed. This paper intends to look at construction conflict from the behavioral perspectives using Rene Thom's Catastrophe Theory.   It has been suggested that continuous changes in human behaviors often display a discontinuous lapse.In this light, it has been argued that the catastrophe theory provides a ‘grounded approach for modeling conflict behavior in construction’ (Kenneth and Sai, 2006 p.439). This paper emphasizes the human factor in conflict by examining behaviors in response to conflict, known as conflict behavior; it then attempts to use a model of the catastrophe theory to explain construction conflict behaviors.ConflictConflict is a natural outcome of the interrelationships between individuals and groups. As a result, it is a very common and general phenomenon that can hardly be conceptualized in a simple definition. The interaction between individuals and groups brings to the fore, individual differences in goals, objectives or perspectives.The tension created by these differences, when identified by the parties involved is usually the cause of conflict. Several authors have offered different definitions or concepts of what constitute conflicts (Allred, 2000), however, there is hardly any definition that completely subsumes the entirety of conflicts from both the individual or organizational context.For example, Rahim et al (2000) positing that conflict is borne out of human interactions explain that conflicts begins when one individual ‘perceives that his/her goals, attitudes, values or beliefs’ are not compatible with that of the other’s (Rahim et al., 2000 p. 9). Here conflict is defined from the context of individual relations.Examinin g conflict from an organization context, Roloff (1987) argue that conflict begins when members of a team/organization engage in activities that are considered incompatible with those of colleagues within â€Å"their network, members of other collectivities, or unaffiliated individuals who utilize the services or products of the organization† (Roloff, 1987 p.496 quoted in Rahim, 2002).