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1 st Assignment Before completing this discussion, be sure to review Chapter 8 in your text, the “Attachment Style” article, as well as the Harlow’s Studies on Dependency in Monkeys , and What are Emotions videos. You may also want to review the recommended multimedia, Konrad Lorenz Experiment with Geese video. After examining the research in human development presented in your required resources, complete the following discussion: Psychologists have developed many theories that attempt to capture how love grows, including the nature of attachment. Watch the brief video illustrating Harry Harlow's studies on contact comfort and examine the emotional domain of human development (specifically, emotional attachment), and discuss individual differences in attachment. Your initial post should contain the following: Explain why individual differences in attachment matter. What are their known sources? Describe the influences that family, or lack thereof, and environment have on the development of infants. Discuss the extent to which individual differences in attachment may be linked to care giving style. Discuss the extent to which individual differences in attachment may be linked to infants’ temperament. Your initial post must be at least 300 words 2 nd Assignment Before completing this discussion, be sure to review Chapter 10 in your text and the Factors that Influence Sexual Orientation and Gender Socialization , videos. After examining the research in human development presented in your required resources, complete the following discussion: Ideas and perceptions of gender and sexuality are strongly dependent on cultural factors and influences. Define gender and sexuality. What is the difference between the two? Describe the influences of culture on these aspects of human development. In addition, examine how stereotypes and other cultural factors influence our perception of acceptable expressions of gender and sexuality. Give examples illustrating how a particular expression of gender or sexuality may be acceptable in one culture and unacceptable in another. Predict how the expression or repression of a person’s gender and/or sexuality may influence the person’s interpersonal development. Your initial post must be at least 300 .
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Discussion Gender Identity AnalysisMales typically identify wit
Discussion: Gender Identity Analysis
Males typically identify with the male gender and females with the feminine gender. The question for many researchers today and for this Discussion is: How does this gender identification occur? How do individuals come to identify with and accept themselves as either one gender or the other? This concept is termed
gender identity
in psychology.
There are two terms associated with gender identity that are important to highlight:
gender stability
and
gender consistency
. Gender stability means that gender is a stable personal characteristic and does not change with age or the situation or the environment. Gender consistency means that you identify with your gender regardless of how you are behaving. If you are a male and put on a pink dress, you show gender consistency if you still identify with being male, even though you are behaving like a female.
In this Discussion, you will explore some of the significant factors that influence gender identity and how these influencing factors impact society as a whole.
To prepare for this Discussion:
Review Chapter 6 in the course text,
Gender: Psychological Perspectives
. Focus on how different factors influence gender identity. Read “Demographic and Psychosocial Factors Associated With Psychological Distress and Resilience Among TransgenderIndividuals” and “Cross-Cultural Analysis of Gender Roles: Indian and US Advertisements.”
Watch a few different TV shows, sitcoms, commercials, or news reports. Also, look at a popular magazine and peruse the ads. Think about how these media sources 1) influence and or reinforce gender identity and 2) play a part in influencing gender bias. Focus on specific examples.
Using yourself or your child (or someone else's child with whom you are close), think about the most important influential factors on gender identity, including biological, environmental, family, peer group, and cultural.
With these thoughts in mind:
By Day 3
Post
your thoughts on how biology, environment, culture, family, peer group, and the media impact gender identity in the United States. Briefly describe how this influence on gender identity is accomplished. Then, describe the reasons individuals may experience gender dysphoria. Finally, provide some examples for how you think that society can best support the transgendered community. Be sure to support your examples with evidence from your research.
Be sure to support your postings and responses with specific references to the Learning Resources.
...
CHAPTER 8Communication and the SelfLearning Objectives.docx
CHAPTER 8
Communication and the Self
Learning Objectives
After reading this chapter, you should be able to:
! Identify the four quadrants of the Johari Window and explain the meaning of each.
! Describe an improved Johari window.
! List common principles of self-disclosure in our society.
! Define what Goffman meant by the terms dramatic realization, performance disruptions,
dramaturgical loyalty, dramaturgical discipline, and dramaturgical circumspection.
! Define and give examples of: identity negotiation, working consensus, surface acting, deep
acting, and family paradigms.
! Discuss whether working consensus is a public or a private reality.
! Describe what is meant by “feeling norms” and discuss how they are formed.
! Describe how institutions accomplish emotion management.
! Discuss how communication constructs gender.
! Reflect upon your beliefs concerning the role of intrapersonal communication in determining
your choices and successes.
Introduction
Our final chapter focuses on “the self”—how we view ourselves, and how that influences our com-
munication with others. As we said in the start, this presentation schema runs counter to the
approach of other introductory texts; most early on, write about “the self.” Why do we diverge from
the traditional approach and save “the self,” for last? Because, despite society’s focus on the impor-
tance of “our own” personal communication (e.g., personal e-mail account, blog, cell phone num-
ber, and facebook.com site) communication, as we envision it, is not “all about me.” Our
perceptions and communication products are immeasurably shaped and influenced by multiple
external factors. These include: the larger physical environment, our biology, culture, family, and
peers. Indeed, these influences begin long before conception. With that in mind, let us now con-
sider “the self,” and how an individual’s communication interacts with these influences.
109
Communication: A Basic Life Process
Communication is central to each of our lives because it functions as a basic life process:
“Just as animal and human systems take in oxygen and foodstuffs and transform
them into materials necessary to their functioning, they also take in and use infor-
mation. In the most basic sense, communication is the essential life process through
which animal and human systems create, acquire, transform and use information to
carry out the activities of their lives” (Ruben, p. 65).
These concepts are contained in the Systems Theory of communication. This theory is useful
in clarifying the nature of communication and its fundamental relationship to behavior. A system
is defined as “any entity or whole that is composed of interdependent parts.” By definition, a sys-
tem possesses characteristics and capabilities that are distinct from those of its separate parts. An
example of a system is a pizza, which, while composed of flour, yeast, water, tomato sauce, and
cheese, is far different in appearance, consistency.
CHAPTER 8Communication and the SelfLearning Objectives.docx
CHAPTER 8
Communication and the Self
Learning Objectives
After reading this chapter, you should be able to:
! Identify the four quadrants of the Johari Window and explain the meaning of each.
! Describe an improved Johari window.
! List common principles of self-disclosure in our society.
! Define what Goffman meant by the terms dramatic realization, performance disruptions,
dramaturgical loyalty, dramaturgical discipline, and dramaturgical circumspection.
! Define and give examples of: identity negotiation, working consensus, surface acting, deep
acting, and family paradigms.
! Discuss whether working consensus is a public or a private reality.
! Describe what is meant by “feeling norms” and discuss how they are formed.
! Describe how institutions accomplish emotion management.
! Discuss how communication constructs gender.
! Reflect upon your beliefs concerning the role of intrapersonal communication in determining
your choices and successes.
Introduction
Our final chapter focuses on “the self”—how we view ourselves, and how that influences our com-
munication with others. As we said in the start, this presentation schema runs counter to the
approach of other introductory texts; most early on, write about “the self.” Why do we diverge from
the traditional approach and save “the self,” for last? Because, despite society’s focus on the impor-
tance of “our own” personal communication (e.g., personal e-mail account, blog, cell phone num-
ber, and facebook.com site) communication, as we envision it, is not “all about me.” Our
perceptions and communication products are immeasurably shaped and influenced by multiple
external factors. These include: the larger physical environment, our biology, culture, family, and
peers. Indeed, these influences begin long before conception. With that in mind, let us now con-
sider “the self,” and how an individual’s communication interacts with these influences.
109
Communication: A Basic Life Process
Communication is central to each of our lives because it functions as a basic life process:
“Just as animal and human systems take in oxygen and foodstuffs and transform
them into materials necessary to their functioning, they also take in and use infor-
mation. In the most basic sense, communication is the essential life process through
which animal and human systems create, acquire, transform and use information to
carry out the activities of their lives” (Ruben, p. 65).
These concepts are contained in the Systems Theory of communication. This theory is useful
in clarifying the nature of communication and its fundamental relationship to behavior. A system
is defined as “any entity or whole that is composed of interdependent parts.” By definition, a sys-
tem possesses characteristics and capabilities that are distinct from those of its separate parts. An
example of a system is a pizza, which, while composed of flour, yeast, water, tomato sauce, and
cheese, is far different in appearance, consistency.
Text Floyd, Kory (2017). Interpersonal Communication. Third Editi.docx
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition. McGrawHill,
New York. ISBN: 9781307190458
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition.McGrawHill, New York. ISBN: 9781307190458
Chapter One
1. Explain how communication contributes to physical health and well-being.
2. What are the basic 5 “needs” fulfilled in competent interpersonal communication?
3. Identify ways that good interpersonal communication can improve personal relationships.
4. Define communication competence.
5. Define ethics and discuss the importance of ethical communication.
Chapter Two
1. The United States is sometimes criticized for being as individualistic as it is. What are some positive aspects about growing up in an individualistic culture? In what ways would growing up in a collectivistic culture be better?
2. Are masculinity and femininity different cultures? What are some reasons to think they are?
3. Define ethnocentrism. Have you had any personal experiences with it? Explain.
4. Define the concept of biological sex and differentiate it from gender role.
5. Discuss gender differences in the expression of emotion and note how they differ according to the type of emotion being examined
Chapter Three
1. In what ways has your self-concept changed over the course of your adolescent and adult life? What parts of your self-concept have remained relatively constant?
2. Of the three types of face needs—fellowship face, competence face, autonomy face—which is the most important to you? Under what circumstances do the others become more important?
3. Define self-monitoring and articulate the pros and cons of being a high self-monitor.
4. Discuss the risks of self-disclosure, using concrete examples.
5. Explain how self-esteem is affected by culture and gender.
Chapter Four
1. Identify and explain the three stages of the perception-making process.
2. If we recognize that our perceptions are always limited, what can we do to improve our perception making? How can we make our perceptions less limited?
3. What is the difference between a fact and an interpretation? How can you tell the difference?
4. Define attributions.
5. Explain and give examples of locus, stability, and controllability as characteristics of attributions
Chapter Five
1. Explain the symbolic and arbitrary nature of language.
2. Define the Sapir-Whorf hypothesis and explain how it illustrates the connection between language and culture.
3. Define euphemism and explain its purpose in social interaction.
4. What is the process of persuasion? Discuss how you utilize persuasion on a daily basis either at school, work or with your family.
5. Compare and contrast I-statements and you-statements
Chapter Six
1. Define nonverbal communication and distinguish it from verbal communication.
2. Discuss the ways in which nonverbal communication is ever-present in relational interaction.
3. Discuss the various communicative functions of touch.
Text Floyd, Kory (2017). Interpersonal Communication. Third Editi.docx
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition. McGrawHill,
New York. ISBN: 9781307190458
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition.McGrawHill, New York. ISBN: 9781307190458
Chapter One
1. Explain how communication contributes to physical health and well-being.
2. What are the basic 5 “needs” fulfilled in competent interpersonal communication?
3. Identify ways that good interpersonal communication can improve personal relationships.
4. Define communication competence.
5. Define ethics and discuss the importance of ethical communication.
Chapter Two
1. The United States is sometimes criticized for being as individualistic as it is. What are some positive aspects about growing up in an individualistic culture? In what ways would growing up in a collectivistic culture be better?
2. Are masculinity and femininity different cultures? What are some reasons to think they are?
3. Define ethnocentrism. Have you had any personal experiences with it? Explain.
4. Define the concept of biological sex and differentiate it from gender role.
5. Discuss gender differences in the expression of emotion and note how they differ according to the type of emotion being examined
Chapter Three
1. In what ways has your self-concept changed over the course of your adolescent and adult life? What parts of your self-concept have remained relatively constant?
2. Of the three types of face needs—fellowship face, competence face, autonomy face—which is the most important to you? Under what circumstances do the others become more important?
3. Define self-monitoring and articulate the pros and cons of being a high self-monitor.
4. Discuss the risks of self-disclosure, using concrete examples.
5. Explain how self-esteem is affected by culture and gender.
Chapter Four
1. Identify and explain the three stages of the perception-making process.
2. If we recognize that our perceptions are always limited, what can we do to improve our perception making? How can we make our perceptions less limited?
3. What is the difference between a fact and an interpretation? How can you tell the difference?
4. Define attributions.
5. Explain and give examples of locus, stability, and controllability as characteristics of attributions
Chapter Five
1. Explain the symbolic and arbitrary nature of language.
2. Define the Sapir-Whorf hypothesis and explain how it illustrates the connection between language and culture.
3. Define euphemism and explain its purpose in social interaction.
4. What is the process of persuasion? Discuss how you utilize persuasion on a daily basis either at school, work or with your family.
5. Compare and contrast I-statements and you-statements
Chapter Six
1. Define nonverbal communication and distinguish it from verbal communication.
2. Discuss the ways in which nonverbal communication is ever-present in relational interaction.
3. Discuss the various communicative functions of touch.
Question #1 Please choose ONE of the following to make an origi.docx
Question #1:
Please choose ONE of the following to make an original response. Focus on quality, critical thinking, and support for your ideas.
Gender and Emotion
: Elaborate on five basic emotions such as fear, anger, joy, sadness, surprise, guilt, shame, excitement etc., and explain how they differ in expression for males, females, nonbinary persons. Provide examples of both nonverbal and verbal differences. Tell me why you think these differences exist.
Article Discussion: Anger
: Read the following article (the topic is not meant to be political in nature; focus on objective presentation of a concept). Discuss the implications generalize to other settings, to personal health and esteem, or any other psychosocial concepts you'd like to explore? Share your critical thought.
https://www.psychologytoday.com/us/blog/the-big-questions/201809/gender-norms-emotional-expression
Academic Article Discussion
:
Read the following article/research. Choose one or two aspects of the study that interested you, stood out to you, challenged previous ideas... and share with the class some of your critical thought. What are the implications, how does it impact you or others, what does the research say about this, what aspects of our socialization or psychological needs promote or sustain these observations? Elaborate as you wish as long as I see critical thinking, I'm good!
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4469291/
Superwoman Syndrome/Second Shift:
Women are often reported to suffer from something called the "Superwoman syndrome." Your readings discuss the concepts of "second shift" and of womens' "psychological responsibility" in regard to womens' roles. Briefly explain these concepts and elaborate on their implications regarding women's physical and mental health.
Friendships
: Females often have "best friends," and media portrays males as having "bromances." Elaborate on the dynamics of same-sex friendships between males and females. How are they similar or different? Do you think males would benefit from more intimate relationships? In what ways?
Gender and Communication
:
Provide a few communication examples in which gender influences how it is expressed and perceived differently. For example, is there a different perspective for a raised voice, a demand, interrupting, directness? Is there a different use of language or tone? Are certain phrases used regularly, or are there differences in intentions for communication between genders, like to gain power or to connect and be agreeable? Share your observations with the class and tell us how your understanding can impact your life.
Gender and Nonverbal Language:
Nonverbal language includes Facial Expressions, Gestures, Paralanguage (how one says something, like tone, sarcasm), Touch, Posture, and Eye Contact. Make note of differences on the use of nonverbal language between genders, how it may be perceived, how to avoid misconceptions, and how understanding these differences ca.
Discussion Doing vs. Saying Nonverbal CommunicationWhat yo
Discussion: Doing vs. Saying: Nonverbal Communication
What you do speaks so loud that I cannot hear what you say.
– Ralph Waldo Emerson, American essayist, lecturer, poet
Just about everything a person does or wears expresses meaning to others. This nonverbal communication depends on context determined by culture, history, or familial norms and practices. In over 75 studies, researchers have shown that humans have seven universal facial expressions of emotion: joy, surprise, contempt, sadness, fear, anger, and disgust (Matsumoto & Hwang, 2011). Other than these expressions of emotions, human nonverbal behavior varies from culture to culture. Although dictionaries exist to assist with verbal meanings, nonverbal meanings are not easily formalized and can present serious communication quandaries in intercultural situations.
In order to competently communicate in intercultural situations, you need to study and acquire knowledge of the nonverbal codes. In this week, you consider how nonverbal behaviors communicate meaning and how this affects intercultural communication practice.
To prepare for your Discussion:
Review Chapters 7 and 8 in the course text. What verbal and nonverbal behaviors described in these chapters do you recognize in your own communication? How might your verbal and nonverbal behaviors influence your communication with another culture that uses different verbal and nonverbal behaviors?
Think of examples of challenges and benefits that verbal and nonverbal behaviors from different cultures bring to society. How would society change if everyone used the same verbal and nonverbal behaviors? What would be the benefits of a society that used the same verbal and nonverbal behaviors?
Note:
One of the goals of this course is to promote a wide variety of views. You are encouraged to present your honest personal viewpoint while at all times reflecting a respectful tone for the views of others.
Do
a 2- paragraph explanation of how one major cultural, nonverbal behavior can affect communication with someone outside that culture by doing the following:
Identify a major nonverbal behavior in your culture.
Consider how someone outside of the culture might react to this nonverbal behavior.
Consider how these behaviors can affect communication with people of other cultures.
...
Recommended
Discussion Gender Identity AnalysisMales typically identify wit
Discussion: Gender Identity Analysis
Males typically identify with the male gender and females with the feminine gender. The question for many researchers today and for this Discussion is: How does this gender identification occur? How do individuals come to identify with and accept themselves as either one gender or the other? This concept is termed
gender identity
in psychology.
There are two terms associated with gender identity that are important to highlight:
gender stability
and
gender consistency
. Gender stability means that gender is a stable personal characteristic and does not change with age or the situation or the environment. Gender consistency means that you identify with your gender regardless of how you are behaving. If you are a male and put on a pink dress, you show gender consistency if you still identify with being male, even though you are behaving like a female.
In this Discussion, you will explore some of the significant factors that influence gender identity and how these influencing factors impact society as a whole.
To prepare for this Discussion:
Review Chapter 6 in the course text,
Gender: Psychological Perspectives
. Focus on how different factors influence gender identity. Read “Demographic and Psychosocial Factors Associated With Psychological Distress and Resilience Among TransgenderIndividuals” and “Cross-Cultural Analysis of Gender Roles: Indian and US Advertisements.”
Watch a few different TV shows, sitcoms, commercials, or news reports. Also, look at a popular magazine and peruse the ads. Think about how these media sources 1) influence and or reinforce gender identity and 2) play a part in influencing gender bias. Focus on specific examples.
Using yourself or your child (or someone else's child with whom you are close), think about the most important influential factors on gender identity, including biological, environmental, family, peer group, and cultural.
With these thoughts in mind:
By Day 3
Post
your thoughts on how biology, environment, culture, family, peer group, and the media impact gender identity in the United States. Briefly describe how this influence on gender identity is accomplished. Then, describe the reasons individuals may experience gender dysphoria. Finally, provide some examples for how you think that society can best support the transgendered community. Be sure to support your examples with evidence from your research.
Be sure to support your postings and responses with specific references to the Learning Resources.
...
CHAPTER 8Communication and the SelfLearning Objectives.docx
CHAPTER 8
Communication and the Self
Learning Objectives
After reading this chapter, you should be able to:
! Identify the four quadrants of the Johari Window and explain the meaning of each.
! Describe an improved Johari window.
! List common principles of self-disclosure in our society.
! Define what Goffman meant by the terms dramatic realization, performance disruptions,
dramaturgical loyalty, dramaturgical discipline, and dramaturgical circumspection.
! Define and give examples of: identity negotiation, working consensus, surface acting, deep
acting, and family paradigms.
! Discuss whether working consensus is a public or a private reality.
! Describe what is meant by “feeling norms” and discuss how they are formed.
! Describe how institutions accomplish emotion management.
! Discuss how communication constructs gender.
! Reflect upon your beliefs concerning the role of intrapersonal communication in determining
your choices and successes.
Introduction
Our final chapter focuses on “the self”—how we view ourselves, and how that influences our com-
munication with others. As we said in the start, this presentation schema runs counter to the
approach of other introductory texts; most early on, write about “the self.” Why do we diverge from
the traditional approach and save “the self,” for last? Because, despite society’s focus on the impor-
tance of “our own” personal communication (e.g., personal e-mail account, blog, cell phone num-
ber, and facebook.com site) communication, as we envision it, is not “all about me.” Our
perceptions and communication products are immeasurably shaped and influenced by multiple
external factors. These include: the larger physical environment, our biology, culture, family, and
peers. Indeed, these influences begin long before conception. With that in mind, let us now con-
sider “the self,” and how an individual’s communication interacts with these influences.
109
Communication: A Basic Life Process
Communication is central to each of our lives because it functions as a basic life process:
“Just as animal and human systems take in oxygen and foodstuffs and transform
them into materials necessary to their functioning, they also take in and use infor-
mation. In the most basic sense, communication is the essential life process through
which animal and human systems create, acquire, transform and use information to
carry out the activities of their lives” (Ruben, p. 65).
These concepts are contained in the Systems Theory of communication. This theory is useful
in clarifying the nature of communication and its fundamental relationship to behavior. A system
is defined as “any entity or whole that is composed of interdependent parts.” By definition, a sys-
tem possesses characteristics and capabilities that are distinct from those of its separate parts. An
example of a system is a pizza, which, while composed of flour, yeast, water, tomato sauce, and
cheese, is far different in appearance, consistency.
CHAPTER 8Communication and the SelfLearning Objectives.docx
CHAPTER 8
Communication and the Self
Learning Objectives
After reading this chapter, you should be able to:
! Identify the four quadrants of the Johari Window and explain the meaning of each.
! Describe an improved Johari window.
! List common principles of self-disclosure in our society.
! Define what Goffman meant by the terms dramatic realization, performance disruptions,
dramaturgical loyalty, dramaturgical discipline, and dramaturgical circumspection.
! Define and give examples of: identity negotiation, working consensus, surface acting, deep
acting, and family paradigms.
! Discuss whether working consensus is a public or a private reality.
! Describe what is meant by “feeling norms” and discuss how they are formed.
! Describe how institutions accomplish emotion management.
! Discuss how communication constructs gender.
! Reflect upon your beliefs concerning the role of intrapersonal communication in determining
your choices and successes.
Introduction
Our final chapter focuses on “the self”—how we view ourselves, and how that influences our com-
munication with others. As we said in the start, this presentation schema runs counter to the
approach of other introductory texts; most early on, write about “the self.” Why do we diverge from
the traditional approach and save “the self,” for last? Because, despite society’s focus on the impor-
tance of “our own” personal communication (e.g., personal e-mail account, blog, cell phone num-
ber, and facebook.com site) communication, as we envision it, is not “all about me.” Our
perceptions and communication products are immeasurably shaped and influenced by multiple
external factors. These include: the larger physical environment, our biology, culture, family, and
peers. Indeed, these influences begin long before conception. With that in mind, let us now con-
sider “the self,” and how an individual’s communication interacts with these influences.
109
Communication: A Basic Life Process
Communication is central to each of our lives because it functions as a basic life process:
“Just as animal and human systems take in oxygen and foodstuffs and transform
them into materials necessary to their functioning, they also take in and use infor-
mation. In the most basic sense, communication is the essential life process through
which animal and human systems create, acquire, transform and use information to
carry out the activities of their lives” (Ruben, p. 65).
These concepts are contained in the Systems Theory of communication. This theory is useful
in clarifying the nature of communication and its fundamental relationship to behavior. A system
is defined as “any entity or whole that is composed of interdependent parts.” By definition, a sys-
tem possesses characteristics and capabilities that are distinct from those of its separate parts. An
example of a system is a pizza, which, while composed of flour, yeast, water, tomato sauce, and
cheese, is far different in appearance, consistency.
Text Floyd, Kory (2017). Interpersonal Communication. Third Editi.docx
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition. McGrawHill,
New York. ISBN: 9781307190458
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition.McGrawHill, New York. ISBN: 9781307190458
Chapter One
1. Explain how communication contributes to physical health and well-being.
2. What are the basic 5 “needs” fulfilled in competent interpersonal communication?
3. Identify ways that good interpersonal communication can improve personal relationships.
4. Define communication competence.
5. Define ethics and discuss the importance of ethical communication.
Chapter Two
1. The United States is sometimes criticized for being as individualistic as it is. What are some positive aspects about growing up in an individualistic culture? In what ways would growing up in a collectivistic culture be better?
2. Are masculinity and femininity different cultures? What are some reasons to think they are?
3. Define ethnocentrism. Have you had any personal experiences with it? Explain.
4. Define the concept of biological sex and differentiate it from gender role.
5. Discuss gender differences in the expression of emotion and note how they differ according to the type of emotion being examined
Chapter Three
1. In what ways has your self-concept changed over the course of your adolescent and adult life? What parts of your self-concept have remained relatively constant?
2. Of the three types of face needs—fellowship face, competence face, autonomy face—which is the most important to you? Under what circumstances do the others become more important?
3. Define self-monitoring and articulate the pros and cons of being a high self-monitor.
4. Discuss the risks of self-disclosure, using concrete examples.
5. Explain how self-esteem is affected by culture and gender.
Chapter Four
1. Identify and explain the three stages of the perception-making process.
2. If we recognize that our perceptions are always limited, what can we do to improve our perception making? How can we make our perceptions less limited?
3. What is the difference between a fact and an interpretation? How can you tell the difference?
4. Define attributions.
5. Explain and give examples of locus, stability, and controllability as characteristics of attributions
Chapter Five
1. Explain the symbolic and arbitrary nature of language.
2. Define the Sapir-Whorf hypothesis and explain how it illustrates the connection between language and culture.
3. Define euphemism and explain its purpose in social interaction.
4. What is the process of persuasion? Discuss how you utilize persuasion on a daily basis either at school, work or with your family.
5. Compare and contrast I-statements and you-statements
Chapter Six
1. Define nonverbal communication and distinguish it from verbal communication.
2. Discuss the ways in which nonverbal communication is ever-present in relational interaction.
3. Discuss the various communicative functions of touch.
Text Floyd, Kory (2017). Interpersonal Communication. Third Editi.docx
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition. McGrawHill,
New York. ISBN: 9781307190458
Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition.McGrawHill, New York. ISBN: 9781307190458
Chapter One
1. Explain how communication contributes to physical health and well-being.
2. What are the basic 5 “needs” fulfilled in competent interpersonal communication?
3. Identify ways that good interpersonal communication can improve personal relationships.
4. Define communication competence.
5. Define ethics and discuss the importance of ethical communication.
Chapter Two
1. The United States is sometimes criticized for being as individualistic as it is. What are some positive aspects about growing up in an individualistic culture? In what ways would growing up in a collectivistic culture be better?
2. Are masculinity and femininity different cultures? What are some reasons to think they are?
3. Define ethnocentrism. Have you had any personal experiences with it? Explain.
4. Define the concept of biological sex and differentiate it from gender role.
5. Discuss gender differences in the expression of emotion and note how they differ according to the type of emotion being examined
Chapter Three
1. In what ways has your self-concept changed over the course of your adolescent and adult life? What parts of your self-concept have remained relatively constant?
2. Of the three types of face needs—fellowship face, competence face, autonomy face—which is the most important to you? Under what circumstances do the others become more important?
3. Define self-monitoring and articulate the pros and cons of being a high self-monitor.
4. Discuss the risks of self-disclosure, using concrete examples.
5. Explain how self-esteem is affected by culture and gender.
Chapter Four
1. Identify and explain the three stages of the perception-making process.
2. If we recognize that our perceptions are always limited, what can we do to improve our perception making? How can we make our perceptions less limited?
3. What is the difference between a fact and an interpretation? How can you tell the difference?
4. Define attributions.
5. Explain and give examples of locus, stability, and controllability as characteristics of attributions
Chapter Five
1. Explain the symbolic and arbitrary nature of language.
2. Define the Sapir-Whorf hypothesis and explain how it illustrates the connection between language and culture.
3. Define euphemism and explain its purpose in social interaction.
4. What is the process of persuasion? Discuss how you utilize persuasion on a daily basis either at school, work or with your family.
5. Compare and contrast I-statements and you-statements
Chapter Six
1. Define nonverbal communication and distinguish it from verbal communication.
2. Discuss the ways in which nonverbal communication is ever-present in relational interaction.
3. Discuss the various communicative functions of touch.
Question #1 Please choose ONE of the following to make an origi.docx
Question #1:
Please choose ONE of the following to make an original response. Focus on quality, critical thinking, and support for your ideas.
Gender and Emotion
: Elaborate on five basic emotions such as fear, anger, joy, sadness, surprise, guilt, shame, excitement etc., and explain how they differ in expression for males, females, nonbinary persons. Provide examples of both nonverbal and verbal differences. Tell me why you think these differences exist.
Article Discussion: Anger
: Read the following article (the topic is not meant to be political in nature; focus on objective presentation of a concept). Discuss the implications generalize to other settings, to personal health and esteem, or any other psychosocial concepts you'd like to explore? Share your critical thought.
https://www.psychologytoday.com/us/blog/the-big-questions/201809/gender-norms-emotional-expression
Academic Article Discussion
:
Read the following article/research. Choose one or two aspects of the study that interested you, stood out to you, challenged previous ideas... and share with the class some of your critical thought. What are the implications, how does it impact you or others, what does the research say about this, what aspects of our socialization or psychological needs promote or sustain these observations? Elaborate as you wish as long as I see critical thinking, I'm good!
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4469291/
Superwoman Syndrome/Second Shift:
Women are often reported to suffer from something called the "Superwoman syndrome." Your readings discuss the concepts of "second shift" and of womens' "psychological responsibility" in regard to womens' roles. Briefly explain these concepts and elaborate on their implications regarding women's physical and mental health.
Friendships
: Females often have "best friends," and media portrays males as having "bromances." Elaborate on the dynamics of same-sex friendships between males and females. How are they similar or different? Do you think males would benefit from more intimate relationships? In what ways?
Gender and Communication
:
Provide a few communication examples in which gender influences how it is expressed and perceived differently. For example, is there a different perspective for a raised voice, a demand, interrupting, directness? Is there a different use of language or tone? Are certain phrases used regularly, or are there differences in intentions for communication between genders, like to gain power or to connect and be agreeable? Share your observations with the class and tell us how your understanding can impact your life.
Gender and Nonverbal Language:
Nonverbal language includes Facial Expressions, Gestures, Paralanguage (how one says something, like tone, sarcasm), Touch, Posture, and Eye Contact. Make note of differences on the use of nonverbal language between genders, how it may be perceived, how to avoid misconceptions, and how understanding these differences ca.
Discussion Doing vs. Saying Nonverbal CommunicationWhat yo
Discussion: Doing vs. Saying: Nonverbal Communication
What you do speaks so loud that I cannot hear what you say.
– Ralph Waldo Emerson, American essayist, lecturer, poet
Just about everything a person does or wears expresses meaning to others. This nonverbal communication depends on context determined by culture, history, or familial norms and practices. In over 75 studies, researchers have shown that humans have seven universal facial expressions of emotion: joy, surprise, contempt, sadness, fear, anger, and disgust (Matsumoto & Hwang, 2011). Other than these expressions of emotions, human nonverbal behavior varies from culture to culture. Although dictionaries exist to assist with verbal meanings, nonverbal meanings are not easily formalized and can present serious communication quandaries in intercultural situations.
In order to competently communicate in intercultural situations, you need to study and acquire knowledge of the nonverbal codes. In this week, you consider how nonverbal behaviors communicate meaning and how this affects intercultural communication practice.
To prepare for your Discussion:
Review Chapters 7 and 8 in the course text. What verbal and nonverbal behaviors described in these chapters do you recognize in your own communication? How might your verbal and nonverbal behaviors influence your communication with another culture that uses different verbal and nonverbal behaviors?
Think of examples of challenges and benefits that verbal and nonverbal behaviors from different cultures bring to society. How would society change if everyone used the same verbal and nonverbal behaviors? What would be the benefits of a society that used the same verbal and nonverbal behaviors?
Note:
One of the goals of this course is to promote a wide variety of views. You are encouraged to present your honest personal viewpoint while at all times reflecting a respectful tone for the views of others.
Do
a 2- paragraph explanation of how one major cultural, nonverbal behavior can affect communication with someone outside that culture by doing the following:
Identify a major nonverbal behavior in your culture.
Consider how someone outside of the culture might react to this nonverbal behavior.
Consider how these behaviors can affect communication with people of other cultures.
...
Week 2 Paper TrainingScriptLast week, when we discussed sel.docx
Week 2 Paper Training
Script:
Last week, when we discussed self-concept, we addressed the importance of culture in establishing the standards for what we strive for, in terms of setting our goals, and even determining the labels we want to be associated with. The cultural images and ideas around us are the basis of “social comparison,” and this is instrumental to how we evaluate ourselves and establish and maintain self-esteem. This week, we will continue to focus on culture, with an emphasis on the links between culture and communication. To get to the patterns of communication that result from cultural training, you will write a paper about culture this week, where you focus on culture and nonverbal communication and then choose two themes from this list of options:
· Language
· Race and ethnicity
· Social class
· Gender
The paper is worth 7.5 points, which is 7.5% of your overall grade.
Before you begin writing the paper, be sure to:
1) Watch the two videos, one on culture and one on cultural filters.
2) Read chapter 3 in Bevan and Sole and identify two points about culture and communication that you will cover in your paper. You will need to both LIST and EXPLAIN the two themes you chose.
3) Watch at least one of the videos in the “resources” box, under “Week 2 Paper Video Help.”
While reading and watching the videos:
1) Take notes. When you identify the themes that you will cover, remember that you are required to cover nonverbal communication and then two of the following themes – language, race and ethnicity, social class, and gender.
2) Bevan and Sole cover language and gender pretty well. However, if you want to address race and ethnicity or social class, you will be required to spend more time with one of the videos in the “resources” box. If you discuss social class and race and ethnicity, you will need to watch and cite two videos.
3) Make connections between what you read in Bevan and Sole and themes covered in the videos. You might want to make links to the basic principles of effective communication from week 1. You will need to “engage” with the reading and video. If you don’t quite understand what it means to “engage” with course material and cite sources, please review the document titled “Engaging with Course Content,” which can be found in the “resources” section of the culture paper assignment.
Here is some advice about approaching the potential themes you will address with each topic:
Nonverbal communication:
This is covered in chapter 4 in Bevan and Sole (2014). They explain that nonverbal communication is a primary way that we process the messages of others and this typically happens unconsciously. They also list four forms of nonverbal communication, including kinesics, vocalics, haptics, and proxemics. For each, you don’t want to just explain the concept. You want to connect the idea to specific cultural training and/or cultural norms, values and beliefs. For instance, why might extended eye c ...
Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docx
Unit 1: Module 1 - M1 Assignment 3
Assignment 3: Views on Diversity
Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years.
To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an
Informed Consent
document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection, you do not need to submit it to the instructor as part of the assignment.
Ask the respondents the following questions and record their answers:
When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term?
Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you?
Do you think the majority of people in our culture:
Respect cultural differences among groups of people.
Show indifference to cultural differences.
Lack respect for cultural differences. Explain each choice.
If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be?
Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues:
What did you discover was the general attitude toward diversity in our culture?
Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case.
Compare and contrast the respondent's views with your own. How would you answer the same questions?
Submit your response to the
M1: Assignment 3 Dropbox
by
Wednesday, July 22, 2015
. Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Interviewed a cross-section of people and acquired the desired responses.
15
Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts.
25
Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others.
25
Provided contrasting views between the respondent's and your own views on the discussed subjects along with an explanation.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical sch.
1.Analyzing StereotypesCulture is a small word that carr.docx
1.
Analyzing Stereotypes
Culture
is a small word that carries a lot of meaning. Unfortunately, the word is often conflated with other terms and misused. Most often, the terms
culture
,
race
, and
ethnicity
are used interchangeably although they are actually three distinct concepts that have some overlap. In this unit, you will learn about the differences among race, ethnicity, and culture.
In this section, you will be reviewing various
isms
, including sexism, heterosexism, anti-Semitism, and racism. However, before delving into those specific concepts, you will review the overarching "social phenomena that fuel them" (Carter, 2015, p. 28). Your text indicates that bias, prejudice, discrimination, and stereotypes maintain the presence of isms in our social environment. In this discussion, you will discuss stereotypes and how they affect people. You will also create a research proposal aimed at studying stereotypes.
Instructions
Identify two stereotypes, each related to a different cultural group within Hays's ADDRESSING Model. For example, you may identify a gender-based stereotype and a stereotype based on a different culture.
Compare and contrast the stereotypes and their effects on the subjects of the stereotypes.
Next, describe a design for a research study related to your specialization that investigates stereotypes. You may investigate anything related to stereotypes, such as the emotional impact of stereotyping on Asian Americans.
Carter, L. D. (2015).
Reflecting humanity: Biological, psychological, and sociological perspectives
(2nd ed.). Dubuque, IA: Kendall Hunt.
Explain, briefly, what your research study plans to investigate and why it is important.
What ethical standards apply to your research?
How will you recruit participants?
What types of research biases will you want to avoid in your study?
At least at least 350 words.
2.
Researching Stereotypes
Stereotypes, like bias, are a social phenomenon that fuels isms. Every culture has stereotypes.
Part of understanding stereotypes more deeply requires us to answer such questions as "How are stereotypes formed?" "What attitudes, beliefs, or experiences maintain stereotypes?" and "How are stereotypes changed?" That is where research comes in. Unfortunately, it is hard to research a topic when research participants do not want to admit that they hold stereotypes, let alone use them to make life decisions.
For this section, you will address religious stereotypes and create a research study that investigates those stereotypes within a religious culture of your choice. Finally, you will evaluate how cultural and research biases will affect your study.
Instructions
Your response will have two parts. First, complete the following:
Identify two stereotypes about a specific religion or faith.
Compare and contrast the stereotypes and their effects on the subjects of the stereotypes.
Next, describe a design for a research study related to your.
Describe the characteristics of the main or central research quest
Describe the characteristics of the main or central research question in a qualitative study.
One of the characteristics of a qualitative research question focuses on a one-one-one interviews to understand the perspective of the underlying inquiry. A qualitative research question is based on being able to discover problems and opportunities from the perspective of the research respondents. Qualitative research question are open-ended in nature, which means that they are able to respond to questions without limitations. Besides, they are easily understood by respondents and do not need to clarify (Creswell & Poth, 2016).
State your proposed qualitative research question.
What is the experience of young, under the age of 25, entry level woman who are highly motivated to help with on an organization performance?
Describe the characteristics of the qualitative interview and the types of questions used in a qualitative interview.
Characteristics of qualitative research include data collection from the natural setting. The researcher takes an active role in collection of data from the participant’s right from their natural setting. The researcher collects data based on awareness of the underlying business context. The researchers must practice patience throughout the interview period. The researchers must be empathetic and can use multiple methods to collect data. The researchers design and develop the process, which means the process is not static and is subject to evolution over time. The researcher must also collaborate with the participants and maintain ethics throughout the process (Creswell & Poth, 2016).
Types of qualitative research questions include exploratory which seeks to understand something without influencing the results with preconceived notions. Another type of question is the predictive questions which seek to understand the outcome surrounding a topic. Interpretive questions that gathers feedback on a certain phenomenon without influencing the outcome.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Learning Objectives
After completing this chapter, you should be able to:
Understand how kinds of temperament are associated with principles of reciprocal relationships and
goodness of �it.
Outline Erikson’s stages of psychosocial development.
Articulate and evaluate the theoretical ideas of Marcia and Levinson.
Compare and contrast trait and type theories and how they each assess personality.
Outline the evidence for the emergence of self-awareness and summarize demographic differences in
self-esteem.
De�ine ethnic identity and understand how it in�luences identity development.
11Personality, the Self, and MoralDevelopment
iStock/Thinkstock
Distinguish among behaviors that are indicative of different stages of moral development.
Prologue
Try for a moment to describe a person without referring to physical characteristics. Words s ...
7Th Grade Persuasive Essay.pdf
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7Th Grade Persuasive Essay.pdf
18 Persuasive Essay Examples for Students. 48 Amazing Persuasive Essay Examples – RedlineSP. Reflection Essay: Persuasive writing for grade 7. narrative writing 7th grade. good persuasive essay topics for middle school. persuasive, as well .... Writing skill - grade 10_Page_022 Persuasive Writing Examples, Academic .... Persuasive Essay Examples For 4th Grade - Emanuel Hill's Reading Worksheets. 7th Grade Persuasive Writing Prompts. 7th grade argumentative essay topics. Best Persuasive Essay Examples 7Th Grade Pics - Exam. Argumentative essay topics for 7th graders - A List Of Interesting 7th .... 8th Grade Persuasive Essay Sample | Essay writing examples, Persuasive .... 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. 7th Grade Expository Essay Sample | Persuasive writing examples, Essay .... 009 7th Grade Persuasive Essay Topics Writing Prompts For High School .... Essay writing examples, Writing a persuasive essay, Persuasive essay topics. 7Th Grade Writing Worksheets Printable - Printable Worksheets. Contoh Essay Pendek – Ilustrasi. 8th Grade Persuasive Essay Sample | Essay writing skills, Essay writing .... Beautiful Best Persuasive Essay Topics ~ Thatsnotus. How To Write An Essay Outline 7Th Grade - Ainslie Hand.
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1. What is meant by the idea that race, class, and gender are intera.docx
1. What is meant by the idea that race, class, and gender are interactive systems rather than individual variables? Think about your own family of orientation, and take one particular aspect of your family life as an example. Discuss briefly how race, class, and gender act simultaneously to shape that aspect of your family life.
2. Most people agree that marriages and families underwent major changes during the last half of the twentieth century; however, few people link these changes to larger societal changes that have taken place. Identify some of the major changes that have taken place during the past 50 years (for example, in transportation, technology, and social welfare policies), and discuss their impact on contemporary marriages and families. Reflect on your own family and consider how one such change has affected your family and/or families like yours.
3. Why do sociologists need different theoretical perspectives to explain marriage and family behavior? Why isn’t one perspective sufficient?
4. Virtually every practical decision you make and every practical opinion you hold has some theory behind it. Consider any marriage and family behavior or event of interest to you. Develop a “mini theory” to explain the behavior or event. What are some of the major assumptions you make about human beings, society, marriages, families, women, and men? Is your theory a micro or macro level explanation? Which one of the theoretical perspectives or theory models does your theory most resemble? After you have developed your mini theory, consider that you or some researcher wants to test it.
5. What kinds of questions might you ask? Which research methodology would be most appropriate to test your theory? Why?
6. As discussed in this chapter, marriages and families today are faced with a myriad of challenges such as home foreclosures, unemployment, violence, poverty, and racism. If you were a member of a team charged with developing social policy pertaining to American families, what aspect of family life would you focus on, how might you research the topic, and what kind of policy(ies) might you suggest to policy makers?
...
Discussion 2 The Impact of DiversityUnderstanding the impac
Discussion 2: The Impact of Diversity
Understanding the impact of diversity on an individual’s cognitive, physical, and social-emotional developmental processes requires an examination of a multitude of characteristics, including gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. In addition, behavior within a group is important to examine, along with the similarities and differences of behaviors and attitudes across groups. The goal of understanding the impact of diversity is not to determine whether one group is inferior to another, but to gain an appreciation of the breadth and depth of variability in human behavior. Cross-cultural investigation allows for the testing of theoretical concepts and predictions to evaluate their generalizability (Jensen, 2012). Another outcome of studying the results of cross-cultural research is that, as a psychology professional, you will be better equipped to empathize with and advocate for those you will be serving.
For this Discussion, you will explore how diversity shapes and influences cognitive and social-emotional developmental processes.
To prepare for this Discussion:
Review and consider the same fictional human character from your Discussion 1 for this week.
Also, consider only the cognitive and social-emotional developmental processes and how
diversity
* shapes and influences these processes.
*Diversity includes but is not limited to gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. It is not the same as
adversity
, which refers to a difficulty or tragedy in one’s life.
Think about the kinds of attitudes and behaviors that might be generated from someone who grew up in a collectivist society, which is common in Asian cultures, compared to the attitudes of someone who grew up in an individualistic society, such as that found in the United States.
By Day 4
Post a 1- to 2-sentence description of the fictional human character (i.e., cartoon character, film/TV character, virtual character) you selected. Then, explain how diversity might shape and influence his/her cognitive and social-emotional developmental processes. Be specific in your post and provide examples. Use your Learning Resources and/or other scholarly sources to support your post. Use proper APA format and citations to support your post.
...
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Assignment Our Sense of Self Required ResourcesReadreview th.docx
Assignment: Our Sense of Self
Required Resources
Read/review the following resources for this activity:
· Textbook: Chapter 3
· Lesson
· Minimum of 3 scholarly sources (in addition to the textbook)
Instructions
This week we explored the topics of self-concept, self-esteem and self-presentation. Take some time to reflect on your own self-concept. Who are you? How do you define yourself? How do you feel about your abilities to be successful and accomplish your goals? What image of yourself do you currently, or do you wish to moving forward present to the world. Keep that introspective reflection in mind as you move through this assignment, considering how your own understanding of these ideas has evolved over the years to your present level of development.
Now, pretend that you have been asked to speak to a group of middle school students on the topic of bullying as it relates to self-concept, self-esteem and self-presentation. Create a PowerPoint presentation that addresses the following:
· Keeping in mind your audience of 12-14 year olds, define self-concept, self-esteem and self-presentation.
· Analyze and explain the possible causes of bullying in the context of these three concepts.
· Analyze and explain the impact of bullying (on the victim and aggressor) of these three concepts.
· Provide specific actions or behaviors kids in your audience can use to stop or respond positively when they see bullying, are bullied, or are tempted to bully.
As you complete your presentation, be sure to:
· Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation.
· Proof your work
· Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
· Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live to a group of middle school kids - be relevant, engaging, and focused.
Presentation Requirements (APA format)
· Length: 8-10 slides (not including title, introduction, and references slides)
· Font should not be smaller than size 16-point
· Parenthetical in-text citations included and formatted in APA style
· References slide (a minimum of 3 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
· Title and introduction slide required
Chapter 3 p54.
Can you imagine living a meaningful or coherent life without a clear sense of who you are? In The Man Who Mistook His Wife for a Hat, neurologist Oliver Sacks (1985) described such a person—a patient named William Thompson. According to Sacks, Thompson suffered from an organic brain disorder that im- pairs a person’s memory of recent events. Unable to recall anything for more than a few seconds, Thompson was always disoriented and lacked a sense of inner continuity. The effect on his behavior was startling. Trying to grasp a constantly vanishing identity, Thomps ...
Discussion 1 ExpectationsUnderstanding the role of diversity in
Discussion 1: Expectations
Understanding the role of diversity involves some self-reflection. Self-reflection helps in understanding the framework from which you perceive yourself and others and approach interactions with others. Are there some facets of diversity that you are particularly aware of and others that you might have overlooked? Do you perceive some facets of diversity as being a deficit or a difference? As you ask yourself these types of questions, you will likely begin to appreciate the complex topic of diversity. In this Discussion, you will engage in self-reflection and discuss what you hope to gain from this course. This Discussion topic will be revisited later in the course.
To prepare:
Consider the question Akhtar & Jaswal (2013) ask regarding deficit or difference, and how differences between populations should be interpreted.
Think about how you define diversity. Do you perceive some characteristics of diversity as a deficit, while perceiving others as a difference?
Consider situations in which you worked with children and adolescents with diverse backgrounds. Did you perceive their diversity characteristic as a deficit or a difference?
Post by Day 3:
Write your own informal definition of diversity. Explain what diversity means to you in terms of how it might affect your interactions with children and adolescents. Then share your thoughts on what you expect to gain from this course.
Discussion 2: Diversity and Developmental Science
Contemporary developmental theories and studies of developmental science often make note of the role of diversity in shaping human thought and behavior. One aspect you will likely note is that diversity is a complex topic, and its effect can be found throughout the lifespan. In this Discussion, you will examine scholarly articles and analyze how diversity is addressed in contemporary developmental science.
To prepare:
As you review the Learning Resources for this week, think about contemporary developmental theories and ideas account for diversity. Is diversity discussed overtly or is it merely implied?
Choose one diversity characteristic (e.g., race/ethnicity, gender, socioeconomic status, sexual identity/orientation, language, family configuration) for discussion.
Choose one of the Learning Resources for discussion.
Post by Day 4:
Explain whether contemporary developmental theories take into account all aspects of diversity. Justify your position.
...
Overheard from a student before class I’ve had it with all this c.docx
Overheard from a student before class: I’ve had it with all this cultural diversity and gender stuff. It seems like every textbook in every class is obsessed with it. My music appreciation class is trying to force the music of other cultures down my throat. What’s wrong with Bach, Beethoven, and Brahms? In English lit, all we’re reading is stuff by people from different countries. And it seems my history prof talks only about obscure people I’ve never heard of before. I’m tired of all this politically correct nonsense. I mean, we’re all Americans, aren’t we? We’re not going off to live in Africa, China, or India. Why don’t they just teach us what we need to know and cut all this diversity garbage? Have you heard this kind of sentiment expressed before? Perhaps you’ve encountered such a “diversity backlash” among some of your classmates, or you may harbor this attitude yourself. Some people may find it unsettling that school curricula and textbooks have increased their focus on issues of culture and gender differences. But these changes are not motivated by an irrational desire to be politically correct. We’ll see in this chapter that they are taking place because diversity is increasing in the United States and many other parts of the world. School textbooks and courses are reflecting the change, not initiating it. To live comfortably in the 21st century, we must learn ways to appreciate and understand human differences rather than ignore them, suffer because of them, or wish they would disappear. One of life’s unprofound principles with profound implications for human communication is this: We each have different backgrounds and experiences.1 Your employers, teachers, religious leaders, best friends, or romantic partners may have grown up with cultural traditions different from your own. And the not-so-startling fact that people are different from one another provides the context for discussion of our final Communication Principle for a Lifetime: Effective communicators appropriately adapt their messages to others. Figure 6.1 presents our now-familiar model, which includes this final principle of appropriately adapting messages to others. Figure 6.1 Communication Principles for a Lifetime We introduce this principle last because often people learn how to adapt only after they have learned the other communication principles. Being able to adapt to others requires a relatively sophisticated understanding of the communication process. The ability to adapt suggests that you already have a sense of who you are and a consciousness of the presence of others—self-awareness and other-awareness, the components of the first principle we presented.2 Studies in developmental communication suggest that the ability to appropriately adapt our behavior to others evolves after we have become aware that there is a “me,” after we have learned to use verbal and nonverbal symbols to communicate, and after we have developed an ability to hear and listen to others,.
Gender Roles Essay.pdf
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COLLEGEPHYSICS LAB REPORTSTUDENTS NAME.docx
COLLEGE
PHYSICS LAB REPORT
STUDENTS NAME
ANALYSIS OF A BUBBLE CHAMBER PICTURE
SUPERVISED BY:
19/05/2020
1. Introduction
A bubble chamber is a vessel filled with a superheated transparent liquid (most often liquid hydrogen) used to detect electrically charged particles moving through it. It was invented in 1952 by Donald A. Glaser, for which he was awarded the 1960 Nobel Prize in Physics.
A convenient way to study the properties of the fundamental subatomic particles is through observation of their bubble trails, or tracks, in a bubble chamber. Using measurements made directly on a bubble chamber photograph, we can often identify the particles from their tracks and calculate their masses and other properties. In a typical experiment, a beam of a particular type of particle is sent from an accelerator into a bubble chamber, which is a large liquid-filled vessel. To simplify the analysis of the data, the liquid used is often hydrogen, the simplest element. The use of liquid hydrogen, while it simplifies the analysis, complicates the experiment itself, since hydrogen, a gas at room temperature, liquefies only when cooled to -246◦C. For charged particles to leave tracks in passing through the chamber, the liquid must be in a “super-heated” state, in which the slightest disturbance causes boiling to occur. In practice, this is accomplished by expanding the vapor above the liquid with a piston a few thousandths of a second before the particles enter the chamber.
2. Methods
2.1 Materials needed:
1. student worksheet per student
2. Ruler
3. Scissors
4. Glue stick
5. Pocket calculator
2.2 Procedures
2.2.1 Calculation of the X Particle’s Mass.
Make measurements on each of the photographs. In particular, for each of the circled events measure these four quantities:
· `Σ - The length of the Σ track,
· θ - the angle between the Σ− and π− track,
· s - the sagitta of the π− track,
· `π - The chord length of the π− track.
Your values for the event should be close to those given in the sample input. Run the program using each set of measurements, and tabulate the computed X0 mass from each event. Compute an average of the calculated masses and find the average deviation, expressing your result as Mx ±∆Mx.
Compare your final result with some known neutral particles listed below and identify the X0 particle based on this comparison.
Particlemass (in MeV/c2)
π0 135
K0 498
n 940
Λ0 1116
Σ0 1192
Ξ0 1315
2.2.2 Determination of the Angle θ.
The angle θ between the π− and Σ− momentum vectors can be determined by drawing tangents to the π− and Σ− tracks at the point of the Σ− decay.
We can then measure the angle between the tangents using a protractor. We can show.
Collins did not understand the events that led to the reasoning .docx
Collins did not understand the events that led to the reasoning why and actions how Wells Fargo conveyed victories, achievements, and accomplishments. Therefore, Collins was incorrect. Wells Fargo as a company was able to achieve earning because of their successful strategies in profit revenue or turnover for each employee. The Good to Great article brought up that many people were surprised when finding out what made companies successful especially in relation to the leadership (Collins, 2001).
Our text states that it is difficult for companies to find good ethical leaders because they tend to be more expensive (Meese, Ortmeier, 2001). Unethical leadership is sure to bring the downfall of any business; it is impossible to have a successful business if there are unethical practices, the employees are also bound to begin these practices making it difficult for the company to hold their end of their promises to their customers or members.
"He who oppresses the poor to make more for himself or who gives to the rich, will only come to poverty" (Proverbs 22:16).
Collins, J. (2001). Good to great: Why some companies make the leap and others don't. New York, NY: Harper Collins.
Mees, E., Ortmeier, P. (2001). Leadership, ethics, and policing:Challenges for the 21st century. Upper Saddle River, NJ: Prentice Hall
250-word reply to classmate threads. The reply requires a minimum of 1 properly formatted citation. Each reply must be completed by you, the individual student. Additionally, each thread and reply must reflect a solid Christian worldview through the use of at least 1 Holy Bible reference.
Responding to a classmate’s post requires both the addition of new ideas and analysis. A particular point made by the classmate must be addressed and built upon by your analysis in order
to move the conversation forward
. Thus, the response post is a rigorous assignment that requires you to build upon initial posts to develop deeper and more thorough discussion of the ideas introduced in the initial posts. As such, reply posts that merely affirm, restate, or unprofessionally quarrel with the previous post(s) and fail to make a valuable, substantive contribution to the discussion will receive appropriate point deductions.
.
Define discrimination, victimization and affirmative actions; .docx
Define discrimination, victimization and affirmative actions; and consider the ethical and legal aspects of each
Consider problems with sexual harassment and workplace drugs, and consider the ethical implication of company policies directed at each
Reference
American Public University System. (n.d.). MGMT200: Lesson 5: The Corporation and External Stakeholders. Retrieved from https://apus.realizeithome.com/
Collins, D. (2012). Business Ethics. Hoboken, NJ: Wiley
Weiss, J. (2014).
Business Ethics: A Stakeholder & Issues Management Approach
. San Francisco, CA: Koehler.
.
Define data mining. Why are there many names and definitions for d.docx
Define data mining. Why are there many names and definitions for data mining
What are the main reasons for the recent popularity of data mining?
Discuss what an organization should consider before making a decision to purchase data mining software.
.
Define culture. How can culture be conceptionalizedDiscuss at l.docx
Define culture. How can culture be conceptionalized?
Discuss at least two of the variables that moderate differences between domestic and international HR practices.
Compare cross-cultural management studies, and list their advantages and disadvantages.
Discuss two HR activities in which a multinational firm must engage, which would not be required in a domestic environment?
200 words
In text citations
Dowling, P. J., Festing, M., & Engle, A. (2013).
(6th ed.). Boston, MA:
International human resource management Cengage
.
Define cultural relativism and how it is used by anthropologis.docx
Define cultural relativism and how it is used by anthropologists as an approach to cross-cultural research. Explain how cultural relativism contributes to anthropologists' efforts to counter ethnocentrism.
Describe an example of how your culture has ‘taught’ you to behave the way you do, or to believe what you believe. This could be an instance in which you were taught a lesson, or perhaps when you made a mistake and were corrected by an elder. Think about how such lessons shape your worldview, your ideas about what's "normal," and your values. Are these universal beliefs or are they culturally constructed?
I need the answer in the form of a speech draft cause I need to use it on presentation.!!!!!!!!!!!!
First question no less than 200 words, the second question no less than 150 words
.
Define cost control and provide several examples of how it affec.docx
Define cost control and provide several examples of how it affects managers at all levels within a healthcare organization. Compare and contrast Medicare and Medicaid in terms of eligibility, benefit packages, access to care, and other key dimensions. Discuss the various ways in which healthcare reform has affected and may affect the financial delivery of health care today and into the future.
.
Define corporate governance.Discuss the events that led up.docx
Define corporate governance.
Discuss the events that led up to the need for increased corporate governance.
Define business strategy. List five possible business strategies.
Discuss the purpose of the Capability Maturity Model.
Define auditing.
Define internal control and provide an example of a control.
Discuss the role Sarbanes/Oxley has played with respect to corporate governance.
Define IT governance.
List factors one should consider with respect to governing the cloud.
I need answers with references and intext citations.
.
More Related Content
Similar to 1st AssignmentBefore completing this discussion, be sure to .docx
Week 2 Paper TrainingScriptLast week, when we discussed sel.docx
Week 2 Paper Training
Script:
Last week, when we discussed self-concept, we addressed the importance of culture in establishing the standards for what we strive for, in terms of setting our goals, and even determining the labels we want to be associated with. The cultural images and ideas around us are the basis of “social comparison,” and this is instrumental to how we evaluate ourselves and establish and maintain self-esteem. This week, we will continue to focus on culture, with an emphasis on the links between culture and communication. To get to the patterns of communication that result from cultural training, you will write a paper about culture this week, where you focus on culture and nonverbal communication and then choose two themes from this list of options:
· Language
· Race and ethnicity
· Social class
· Gender
The paper is worth 7.5 points, which is 7.5% of your overall grade.
Before you begin writing the paper, be sure to:
1) Watch the two videos, one on culture and one on cultural filters.
2) Read chapter 3 in Bevan and Sole and identify two points about culture and communication that you will cover in your paper. You will need to both LIST and EXPLAIN the two themes you chose.
3) Watch at least one of the videos in the “resources” box, under “Week 2 Paper Video Help.”
While reading and watching the videos:
1) Take notes. When you identify the themes that you will cover, remember that you are required to cover nonverbal communication and then two of the following themes – language, race and ethnicity, social class, and gender.
2) Bevan and Sole cover language and gender pretty well. However, if you want to address race and ethnicity or social class, you will be required to spend more time with one of the videos in the “resources” box. If you discuss social class and race and ethnicity, you will need to watch and cite two videos.
3) Make connections between what you read in Bevan and Sole and themes covered in the videos. You might want to make links to the basic principles of effective communication from week 1. You will need to “engage” with the reading and video. If you don’t quite understand what it means to “engage” with course material and cite sources, please review the document titled “Engaging with Course Content,” which can be found in the “resources” section of the culture paper assignment.
Here is some advice about approaching the potential themes you will address with each topic:
Nonverbal communication:
This is covered in chapter 4 in Bevan and Sole (2014). They explain that nonverbal communication is a primary way that we process the messages of others and this typically happens unconsciously. They also list four forms of nonverbal communication, including kinesics, vocalics, haptics, and proxemics. For each, you don’t want to just explain the concept. You want to connect the idea to specific cultural training and/or cultural norms, values and beliefs. For instance, why might extended eye c ...
Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docx
Unit 1: Module 1 - M1 Assignment 3
Assignment 3: Views on Diversity
Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years.
To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an
Informed Consent
document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection, you do not need to submit it to the instructor as part of the assignment.
Ask the respondents the following questions and record their answers:
When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term?
Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you?
Do you think the majority of people in our culture:
Respect cultural differences among groups of people.
Show indifference to cultural differences.
Lack respect for cultural differences. Explain each choice.
If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be?
Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues:
What did you discover was the general attitude toward diversity in our culture?
Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case.
Compare and contrast the respondent's views with your own. How would you answer the same questions?
Submit your response to the
M1: Assignment 3 Dropbox
by
Wednesday, July 22, 2015
. Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Interviewed a cross-section of people and acquired the desired responses.
15
Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts.
25
Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others.
25
Provided contrasting views between the respondent's and your own views on the discussed subjects along with an explanation.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical sch.
1.Analyzing StereotypesCulture is a small word that carr.docx
1.
Analyzing Stereotypes
Culture
is a small word that carries a lot of meaning. Unfortunately, the word is often conflated with other terms and misused. Most often, the terms
culture
,
race
, and
ethnicity
are used interchangeably although they are actually three distinct concepts that have some overlap. In this unit, you will learn about the differences among race, ethnicity, and culture.
In this section, you will be reviewing various
isms
, including sexism, heterosexism, anti-Semitism, and racism. However, before delving into those specific concepts, you will review the overarching "social phenomena that fuel them" (Carter, 2015, p. 28). Your text indicates that bias, prejudice, discrimination, and stereotypes maintain the presence of isms in our social environment. In this discussion, you will discuss stereotypes and how they affect people. You will also create a research proposal aimed at studying stereotypes.
Instructions
Identify two stereotypes, each related to a different cultural group within Hays's ADDRESSING Model. For example, you may identify a gender-based stereotype and a stereotype based on a different culture.
Compare and contrast the stereotypes and their effects on the subjects of the stereotypes.
Next, describe a design for a research study related to your specialization that investigates stereotypes. You may investigate anything related to stereotypes, such as the emotional impact of stereotyping on Asian Americans.
Carter, L. D. (2015).
Reflecting humanity: Biological, psychological, and sociological perspectives
(2nd ed.). Dubuque, IA: Kendall Hunt.
Explain, briefly, what your research study plans to investigate and why it is important.
What ethical standards apply to your research?
How will you recruit participants?
What types of research biases will you want to avoid in your study?
At least at least 350 words.
2.
Researching Stereotypes
Stereotypes, like bias, are a social phenomenon that fuels isms. Every culture has stereotypes.
Part of understanding stereotypes more deeply requires us to answer such questions as "How are stereotypes formed?" "What attitudes, beliefs, or experiences maintain stereotypes?" and "How are stereotypes changed?" That is where research comes in. Unfortunately, it is hard to research a topic when research participants do not want to admit that they hold stereotypes, let alone use them to make life decisions.
For this section, you will address religious stereotypes and create a research study that investigates those stereotypes within a religious culture of your choice. Finally, you will evaluate how cultural and research biases will affect your study.
Instructions
Your response will have two parts. First, complete the following:
Identify two stereotypes about a specific religion or faith.
Compare and contrast the stereotypes and their effects on the subjects of the stereotypes.
Next, describe a design for a research study related to your.
Describe the characteristics of the main or central research quest
Describe the characteristics of the main or central research question in a qualitative study.
One of the characteristics of a qualitative research question focuses on a one-one-one interviews to understand the perspective of the underlying inquiry. A qualitative research question is based on being able to discover problems and opportunities from the perspective of the research respondents. Qualitative research question are open-ended in nature, which means that they are able to respond to questions without limitations. Besides, they are easily understood by respondents and do not need to clarify (Creswell & Poth, 2016).
State your proposed qualitative research question.
What is the experience of young, under the age of 25, entry level woman who are highly motivated to help with on an organization performance?
Describe the characteristics of the qualitative interview and the types of questions used in a qualitative interview.
Characteristics of qualitative research include data collection from the natural setting. The researcher takes an active role in collection of data from the participant’s right from their natural setting. The researcher collects data based on awareness of the underlying business context. The researchers must practice patience throughout the interview period. The researchers must be empathetic and can use multiple methods to collect data. The researchers design and develop the process, which means the process is not static and is subject to evolution over time. The researcher must also collaborate with the participants and maintain ethics throughout the process (Creswell & Poth, 2016).
Types of qualitative research questions include exploratory which seeks to understand something without influencing the results with preconceived notions. Another type of question is the predictive questions which seek to understand the outcome surrounding a topic. Interpretive questions that gathers feedback on a certain phenomenon without influencing the outcome.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Learning Objectives
After completing this chapter, you should be able to:
Understand how kinds of temperament are associated with principles of reciprocal relationships and
goodness of �it.
Outline Erikson’s stages of psychosocial development.
Articulate and evaluate the theoretical ideas of Marcia and Levinson.
Compare and contrast trait and type theories and how they each assess personality.
Outline the evidence for the emergence of self-awareness and summarize demographic differences in
self-esteem.
De�ine ethnic identity and understand how it in�luences identity development.
11Personality, the Self, and MoralDevelopment
iStock/Thinkstock
Distinguish among behaviors that are indicative of different stages of moral development.
Prologue
Try for a moment to describe a person without referring to physical characteristics. Words s ...
7Th Grade Persuasive Essay.pdf
18 Persuasive Essay Examples for Students. 48 Amazing Persuasive Essay Examples – RedlineSP. Reflection Essay: Persuasive writing for grade 7. narrative writing 7th grade. good persuasive essay topics for middle school. persuasive, as well .... Writing skill - grade 10_Page_022 Persuasive Writing Examples, Academic .... Persuasive Essay Examples For 4th Grade - Emanuel Hill's Reading Worksheets. 7th Grade Persuasive Writing Prompts. 7th grade argumentative essay topics. Best Persuasive Essay Examples 7Th Grade Pics - Exam. Argumentative essay topics for 7th graders - A List Of Interesting 7th .... 8th Grade Persuasive Essay Sample | Essay writing examples, Persuasive .... 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. 7th Grade Expository Essay Sample | Persuasive writing examples, Essay .... 009 7th Grade Persuasive Essay Topics Writing Prompts For High School .... Essay writing examples, Writing a persuasive essay, Persuasive essay topics. 7Th Grade Writing Worksheets Printable - Printable Worksheets. Contoh Essay Pendek – Ilustrasi. 8th Grade Persuasive Essay Sample | Essay writing skills, Essay writing .... Beautiful Best Persuasive Essay Topics ~ Thatsnotus. How To Write An Essay Outline 7Th Grade - Ainslie Hand.
7Th Grade Persuasive Essay.pdf
18 Persuasive Essay Examples for Students. 48 Amazing Persuasive Essay Examples – RedlineSP. Reflection Essay: Persuasive writing for grade 7. narrative writing 7th grade. good persuasive essay topics for middle school. persuasive, as well .... Writing skill - grade 10_Page_022 Persuasive Writing Examples, Academic .... Persuasive Essay Examples For 4th Grade - Emanuel Hill's Reading Worksheets. 7th Grade Persuasive Writing Prompts. 7th grade argumentative essay topics. Best Persuasive Essay Examples 7Th Grade Pics - Exam. Argumentative essay topics for 7th graders - A List Of Interesting 7th .... 8th Grade Persuasive Essay Sample | Essay writing examples, Persuasive .... 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. 7th Grade Expository Essay Sample | Persuasive writing examples, Essay .... 009 7th Grade Persuasive Essay Topics Writing Prompts For High School .... Essay writing examples, Writing a persuasive essay, Persuasive essay topics. 7Th Grade Writing Worksheets Printable - Printable Worksheets. Contoh Essay Pendek – Ilustrasi. 8th Grade Persuasive Essay Sample | Essay writing skills, Essay writing .... Beautiful Best Persuasive Essay Topics ~ Thatsnotus. How To Write An Essay Outline 7Th Grade - Ainslie Hand.
Essay Outline Example And How To Write A Good Outline
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1. What is meant by the idea that race, class, and gender are intera.docx
1. What is meant by the idea that race, class, and gender are interactive systems rather than individual variables? Think about your own family of orientation, and take one particular aspect of your family life as an example. Discuss briefly how race, class, and gender act simultaneously to shape that aspect of your family life.
2. Most people agree that marriages and families underwent major changes during the last half of the twentieth century; however, few people link these changes to larger societal changes that have taken place. Identify some of the major changes that have taken place during the past 50 years (for example, in transportation, technology, and social welfare policies), and discuss their impact on contemporary marriages and families. Reflect on your own family and consider how one such change has affected your family and/or families like yours.
3. Why do sociologists need different theoretical perspectives to explain marriage and family behavior? Why isn’t one perspective sufficient?
4. Virtually every practical decision you make and every practical opinion you hold has some theory behind it. Consider any marriage and family behavior or event of interest to you. Develop a “mini theory” to explain the behavior or event. What are some of the major assumptions you make about human beings, society, marriages, families, women, and men? Is your theory a micro or macro level explanation? Which one of the theoretical perspectives or theory models does your theory most resemble? After you have developed your mini theory, consider that you or some researcher wants to test it.
5. What kinds of questions might you ask? Which research methodology would be most appropriate to test your theory? Why?
6. As discussed in this chapter, marriages and families today are faced with a myriad of challenges such as home foreclosures, unemployment, violence, poverty, and racism. If you were a member of a team charged with developing social policy pertaining to American families, what aspect of family life would you focus on, how might you research the topic, and what kind of policy(ies) might you suggest to policy makers?
...
Discussion 2 The Impact of DiversityUnderstanding the impac
Discussion 2: The Impact of Diversity
Understanding the impact of diversity on an individual’s cognitive, physical, and social-emotional developmental processes requires an examination of a multitude of characteristics, including gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. In addition, behavior within a group is important to examine, along with the similarities and differences of behaviors and attitudes across groups. The goal of understanding the impact of diversity is not to determine whether one group is inferior to another, but to gain an appreciation of the breadth and depth of variability in human behavior. Cross-cultural investigation allows for the testing of theoretical concepts and predictions to evaluate their generalizability (Jensen, 2012). Another outcome of studying the results of cross-cultural research is that, as a psychology professional, you will be better equipped to empathize with and advocate for those you will be serving.
For this Discussion, you will explore how diversity shapes and influences cognitive and social-emotional developmental processes.
To prepare for this Discussion:
Review and consider the same fictional human character from your Discussion 1 for this week.
Also, consider only the cognitive and social-emotional developmental processes and how
diversity
* shapes and influences these processes.
*Diversity includes but is not limited to gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. It is not the same as
adversity
, which refers to a difficulty or tragedy in one’s life.
Think about the kinds of attitudes and behaviors that might be generated from someone who grew up in a collectivist society, which is common in Asian cultures, compared to the attitudes of someone who grew up in an individualistic society, such as that found in the United States.
By Day 4
Post a 1- to 2-sentence description of the fictional human character (i.e., cartoon character, film/TV character, virtual character) you selected. Then, explain how diversity might shape and influence his/her cognitive and social-emotional developmental processes. Be specific in your post and provide examples. Use your Learning Resources and/or other scholarly sources to support your post. Use proper APA format and citations to support your post.
...
Comparison Contrast Essay Samples. Compare and Contrast Essay II Secondary S...
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Assignment Our Sense of Self Required ResourcesReadreview th.docx
Assignment: Our Sense of Self
Required Resources
Read/review the following resources for this activity:
· Textbook: Chapter 3
· Lesson
· Minimum of 3 scholarly sources (in addition to the textbook)
Instructions
This week we explored the topics of self-concept, self-esteem and self-presentation. Take some time to reflect on your own self-concept. Who are you? How do you define yourself? How do you feel about your abilities to be successful and accomplish your goals? What image of yourself do you currently, or do you wish to moving forward present to the world. Keep that introspective reflection in mind as you move through this assignment, considering how your own understanding of these ideas has evolved over the years to your present level of development.
Now, pretend that you have been asked to speak to a group of middle school students on the topic of bullying as it relates to self-concept, self-esteem and self-presentation. Create a PowerPoint presentation that addresses the following:
· Keeping in mind your audience of 12-14 year olds, define self-concept, self-esteem and self-presentation.
· Analyze and explain the possible causes of bullying in the context of these three concepts.
· Analyze and explain the impact of bullying (on the victim and aggressor) of these three concepts.
· Provide specific actions or behaviors kids in your audience can use to stop or respond positively when they see bullying, are bullied, or are tempted to bully.
As you complete your presentation, be sure to:
· Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation.
· Proof your work
· Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
· Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live to a group of middle school kids - be relevant, engaging, and focused.
Presentation Requirements (APA format)
· Length: 8-10 slides (not including title, introduction, and references slides)
· Font should not be smaller than size 16-point
· Parenthetical in-text citations included and formatted in APA style
· References slide (a minimum of 3 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
· Title and introduction slide required
Chapter 3 p54.
Can you imagine living a meaningful or coherent life without a clear sense of who you are? In The Man Who Mistook His Wife for a Hat, neurologist Oliver Sacks (1985) described such a person—a patient named William Thompson. According to Sacks, Thompson suffered from an organic brain disorder that im- pairs a person’s memory of recent events. Unable to recall anything for more than a few seconds, Thompson was always disoriented and lacked a sense of inner continuity. The effect on his behavior was startling. Trying to grasp a constantly vanishing identity, Thomps ...
Discussion 1 ExpectationsUnderstanding the role of diversity in
Discussion 1: Expectations
Understanding the role of diversity involves some self-reflection. Self-reflection helps in understanding the framework from which you perceive yourself and others and approach interactions with others. Are there some facets of diversity that you are particularly aware of and others that you might have overlooked? Do you perceive some facets of diversity as being a deficit or a difference? As you ask yourself these types of questions, you will likely begin to appreciate the complex topic of diversity. In this Discussion, you will engage in self-reflection and discuss what you hope to gain from this course. This Discussion topic will be revisited later in the course.
To prepare:
Consider the question Akhtar & Jaswal (2013) ask regarding deficit or difference, and how differences between populations should be interpreted.
Think about how you define diversity. Do you perceive some characteristics of diversity as a deficit, while perceiving others as a difference?
Consider situations in which you worked with children and adolescents with diverse backgrounds. Did you perceive their diversity characteristic as a deficit or a difference?
Post by Day 3:
Write your own informal definition of diversity. Explain what diversity means to you in terms of how it might affect your interactions with children and adolescents. Then share your thoughts on what you expect to gain from this course.
Discussion 2: Diversity and Developmental Science
Contemporary developmental theories and studies of developmental science often make note of the role of diversity in shaping human thought and behavior. One aspect you will likely note is that diversity is a complex topic, and its effect can be found throughout the lifespan. In this Discussion, you will examine scholarly articles and analyze how diversity is addressed in contemporary developmental science.
To prepare:
As you review the Learning Resources for this week, think about contemporary developmental theories and ideas account for diversity. Is diversity discussed overtly or is it merely implied?
Choose one diversity characteristic (e.g., race/ethnicity, gender, socioeconomic status, sexual identity/orientation, language, family configuration) for discussion.
Choose one of the Learning Resources for discussion.
Post by Day 4:
Explain whether contemporary developmental theories take into account all aspects of diversity. Justify your position.
...
Overheard from a student before class I’ve had it with all this c.docx
Overheard from a student before class: I’ve had it with all this cultural diversity and gender stuff. It seems like every textbook in every class is obsessed with it. My music appreciation class is trying to force the music of other cultures down my throat. What’s wrong with Bach, Beethoven, and Brahms? In English lit, all we’re reading is stuff by people from different countries. And it seems my history prof talks only about obscure people I’ve never heard of before. I’m tired of all this politically correct nonsense. I mean, we’re all Americans, aren’t we? We’re not going off to live in Africa, China, or India. Why don’t they just teach us what we need to know and cut all this diversity garbage? Have you heard this kind of sentiment expressed before? Perhaps you’ve encountered such a “diversity backlash” among some of your classmates, or you may harbor this attitude yourself. Some people may find it unsettling that school curricula and textbooks have increased their focus on issues of culture and gender differences. But these changes are not motivated by an irrational desire to be politically correct. We’ll see in this chapter that they are taking place because diversity is increasing in the United States and many other parts of the world. School textbooks and courses are reflecting the change, not initiating it. To live comfortably in the 21st century, we must learn ways to appreciate and understand human differences rather than ignore them, suffer because of them, or wish they would disappear. One of life’s unprofound principles with profound implications for human communication is this: We each have different backgrounds and experiences.1 Your employers, teachers, religious leaders, best friends, or romantic partners may have grown up with cultural traditions different from your own. And the not-so-startling fact that people are different from one another provides the context for discussion of our final Communication Principle for a Lifetime: Effective communicators appropriately adapt their messages to others. Figure 6.1 presents our now-familiar model, which includes this final principle of appropriately adapting messages to others. Figure 6.1 Communication Principles for a Lifetime We introduce this principle last because often people learn how to adapt only after they have learned the other communication principles. Being able to adapt to others requires a relatively sophisticated understanding of the communication process. The ability to adapt suggests that you already have a sense of who you are and a consciousness of the presence of others—self-awareness and other-awareness, the components of the first principle we presented.2 Studies in developmental communication suggest that the ability to appropriately adapt our behavior to others evolves after we have become aware that there is a “me,” after we have learned to use verbal and nonverbal symbols to communicate, and after we have developed an ability to hear and listen to others,.
Gender Roles Essay.pdf
Gender Roles Essay Example for Free - 760 Words | EssayPay. Performing Gender and Gender Roles Online Essay Example | StudyHippo.com. Changing Gender Roles in Marriage, Society, and Workplace - Free Essay .... essay examples: gender roles essay.
Similar to 1st AssignmentBefore completing this discussion, be sure to .docx (14)
Week 2 Paper TrainingScriptLast week, when we discussed sel.docx
Week 2 Paper TrainingScriptLast week, when we discussed sel.docx
Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docx
Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docx
1.Analyzing StereotypesCulture is a small word that carr.docx
1.Analyzing StereotypesCulture is a small word that carr.docx
Describe the characteristics of the main or central research quest
Describe the characteristics of the main or central research quest
Essay Outline Example And How To Write A Good Outline
Essay Outline Example And How To Write A Good Outline
1. What is meant by the idea that race, class, and gender are intera.docx
1. What is meant by the idea that race, class, and gender are intera.docx
Discussion 2 The Impact of DiversityUnderstanding the impac
Discussion 2 The Impact of DiversityUnderstanding the impac
Comparison Contrast Essay Samples. Compare and Contrast Essay II Secondary S...
Comparison Contrast Essay Samples. Compare and Contrast Essay II Secondary S...
Assignment Our Sense of Self Required ResourcesReadreview th.docx
Assignment Our Sense of Self Required ResourcesReadreview th.docx
Discussion 1 ExpectationsUnderstanding the role of diversity in
Discussion 1 ExpectationsUnderstanding the role of diversity in
Overheard from a student before class I’ve had it with all this c.docx
Overheard from a student before class I’ve had it with all this c.docx
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COLLEGEPHYSICS LAB REPORTSTUDENTS NAME.docx
COLLEGE
PHYSICS LAB REPORT
STUDENTS NAME
ANALYSIS OF A BUBBLE CHAMBER PICTURE
SUPERVISED BY:
19/05/2020
1. Introduction
A bubble chamber is a vessel filled with a superheated transparent liquid (most often liquid hydrogen) used to detect electrically charged particles moving through it. It was invented in 1952 by Donald A. Glaser, for which he was awarded the 1960 Nobel Prize in Physics.
A convenient way to study the properties of the fundamental subatomic particles is through observation of their bubble trails, or tracks, in a bubble chamber. Using measurements made directly on a bubble chamber photograph, we can often identify the particles from their tracks and calculate their masses and other properties. In a typical experiment, a beam of a particular type of particle is sent from an accelerator into a bubble chamber, which is a large liquid-filled vessel. To simplify the analysis of the data, the liquid used is often hydrogen, the simplest element. The use of liquid hydrogen, while it simplifies the analysis, complicates the experiment itself, since hydrogen, a gas at room temperature, liquefies only when cooled to -246◦C. For charged particles to leave tracks in passing through the chamber, the liquid must be in a “super-heated” state, in which the slightest disturbance causes boiling to occur. In practice, this is accomplished by expanding the vapor above the liquid with a piston a few thousandths of a second before the particles enter the chamber.
2. Methods
2.1 Materials needed:
1. student worksheet per student
2. Ruler
3. Scissors
4. Glue stick
5. Pocket calculator
2.2 Procedures
2.2.1 Calculation of the X Particle’s Mass.
Make measurements on each of the photographs. In particular, for each of the circled events measure these four quantities:
· `Σ - The length of the Σ track,
· θ - the angle between the Σ− and π− track,
· s - the sagitta of the π− track,
· `π - The chord length of the π− track.
Your values for the event should be close to those given in the sample input. Run the program using each set of measurements, and tabulate the computed X0 mass from each event. Compute an average of the calculated masses and find the average deviation, expressing your result as Mx ±∆Mx.
Compare your final result with some known neutral particles listed below and identify the X0 particle based on this comparison.
Particlemass (in MeV/c2)
π0 135
K0 498
n 940
Λ0 1116
Σ0 1192
Ξ0 1315
2.2.2 Determination of the Angle θ.
The angle θ between the π− and Σ− momentum vectors can be determined by drawing tangents to the π− and Σ− tracks at the point of the Σ− decay.
We can then measure the angle between the tangents using a protractor. We can show.
Collins did not understand the events that led to the reasoning .docx
Collins did not understand the events that led to the reasoning why and actions how Wells Fargo conveyed victories, achievements, and accomplishments. Therefore, Collins was incorrect. Wells Fargo as a company was able to achieve earning because of their successful strategies in profit revenue or turnover for each employee. The Good to Great article brought up that many people were surprised when finding out what made companies successful especially in relation to the leadership (Collins, 2001).
Our text states that it is difficult for companies to find good ethical leaders because they tend to be more expensive (Meese, Ortmeier, 2001). Unethical leadership is sure to bring the downfall of any business; it is impossible to have a successful business if there are unethical practices, the employees are also bound to begin these practices making it difficult for the company to hold their end of their promises to their customers or members.
"He who oppresses the poor to make more for himself or who gives to the rich, will only come to poverty" (Proverbs 22:16).
Collins, J. (2001). Good to great: Why some companies make the leap and others don't. New York, NY: Harper Collins.
Mees, E., Ortmeier, P. (2001). Leadership, ethics, and policing:Challenges for the 21st century. Upper Saddle River, NJ: Prentice Hall
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Reference
American Public University System. (n.d.). MGMT200: Lesson 5: The Corporation and External Stakeholders. Retrieved from https://apus.realizeithome.com/
Collins, D. (2012). Business Ethics. Hoboken, NJ: Wiley
Weiss, J. (2014).
Business Ethics: A Stakeholder & Issues Management Approach
. San Francisco, CA: Koehler.
.
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200 words
In text citations
Dowling, P. J., Festing, M., & Engle, A. (2013).
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International human resource management Cengage
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Paper requirements
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Minimum
1200
words (excluding title page, table of contents, abstract, and references pages)
Minimum of four (4) references
Format your paper consistent with APA guidelines
When submitting the assignment, please ensure you are submitting as an attached
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