As youre reading On the Fireline, take good notes about wha.docx
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As you're reading On the Fireline, take good notes about what you're reading. Focus on the main concepts/questions I've outlined below What is Desmond's research question? In other words, what is the purpose of his book? Why is his study important? What theoretical frameworks does Desmond draw from to think about his analysis? In what ways in the U.S. Forest Service an institution in the firefighters' lives and work? How does the firefighters' social location shape the ways they view wildland firefighting and their interactions with their fellow firefighters? Discussion1 Discuss the research methods Desmond used for his study. What are the strengths and weaknesses of the methods he chose? Why did he choose these methods? Would you have chosen the same methods? Why/why not? Discussion2 What is country competence and how does it impact the ways in which the firefighters approach firefighting? According to Desmond, what is habitus and what is the significance of habitus for country competence? Discuss an example of habitus in your own life. .
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This document summarizes several court cases where plaintiffs faced discrimination for refusing to cover or downplay aspects of their identities, even though outright exclusion of their broader social groups was no longer legally permitted. It discusses how the pressure to conform and assimilate to dominant norms has become a new form of subtle discrimination, as exemplified by cases where workers were punished for behaviors like speaking Spanish at work or wearing natural hairstyles. While early civil rights laws addressed exclusions of entire groups, this new discrimination aims at those unwilling to cover or tone down differences, and existing laws often do not protect against such demands to assimilate.
Disciplinary Literacy: Why It Matters and What We Should Do About It
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
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Facilitating Intercultural Competence Experiential Methods an.docx
Facilitating Intercultural Competence: Experiential Methods and Tools
Source: Communication Highwire: Leveraging the Power of Diverse Communication Styles (Intercultural Press).
© 2005 Dianne Hofner Saphiere, Barbara Kappler Mikk, and Basma Ibrahim DeVries. All rights reserved.
Source: Communication Highwire: Leveraging the Power of Diverse Communication Styles
© 2005 Dianne Hofner Saphiere, Barbara Kappler Mikk, and Basma Ibrahim DeVries.
Intercultural Press. All Rights Reserved.
Leveraging the Power of Diverse Communication Styles
Understanding the impact of communication style differences and effects…
Think about specific situations in which a miscommunication occurred that you believe was based
on a communication style disconnect of some kind.
Defining Communication Style
Communication style is the way in which we communicate, a pattern of verbal and nonverbal
behaviors that comprises our preferred ways of giving and receiving information in a specific
situation. If the message content is the what and the communicators the who, then communication
style is the how. Communication style includes, for example, how we accomplish the following
tasks:
1. Organize and present information and like it to be organized
2. Encourage and like to be encouraged
3. Agree or disagree with others’ ideas and prefer agreement or lack thereof to be
communicated
4. Build relationships, trust, and intimacy with others
5. Communicate politeness and perceive politeness to be communicated
6. Negotiate and prefer to be negotiated with
7. Establish credibility
8. Approach, manage, and resolve conflict
9. Make decisions and solve problems
10. Interrupt and prefer to be interrupted
Source: Communication Highwire: Leveraging the Power of Diverse Communication Styles (Intercultural Press).
© 2005 Dianne Hofner Saphiere, Barbara Kappler Mikk, and Basma Ibrahim DeVries. All rights reserved.
2
Based on our definition and the preceding list, you can see that communication style is broad in
scope, and as such it encompasses many specific patterns we engage in every day. Our belief is that
these patterns are not universally accepted rules of human interaction; instead, communication style
preferences reflect our personal and cultural upbringings. Even simple nonverbal behaviors that we
may consider “natural” are typically learned. People all over the world smile and use eye contact,
but they do so in different ways and for different purposes. Answers to the following questions, all
about communication style, vary by culture as well as by individual and specific context:
How do you show respect to those with whom you are communicating? One person
might look someone directly in the eye to show respect, while another averts eye
contact. One person might speak loudly and clearly as a sign of respect, another
softly.
How do you attempt to establish credibility? One per.
Social responsibility includes intercultural competence, knowled.docx
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes
:
Knowledge of your own culture and how it has shaped your world view.
Knowledge of significant characteristics of other cultures.
Awareness of differences and similarities in cultures.
Ability to adjust your actions to successfully interact with someone of another culture.
How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set.
Mindset
is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness.
Heart set
is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set:
Self esteem
Self-monitoring
Empathy
Open mindedness
Reserved judgment
Social relaxation
Listening
Skill set
involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management.
Review the power point on eCampus, and watch the following videos:
Defining Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
The danger of a single story | Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=D9Ihs241zeg
Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology
Laura Johnson | TEDxUM
https://www.youtube.com/watch?v=l0x4GPNz4Ho
If I Could Change the World
https://www.youtube.com/watch?v=wuRURJ9E3iQ
Knowledge of civic responsibility includes:
Recognizing your civic responsibility to a specific community: locally, nationally, globally.
Identifying actions you will take as a citizen to address the pertinent issues within your community.
Engagement in a community includes:
Describing effective participation in civic engagement activities.
Understanding the purpose and benefits of your engagement in the community.
Intercultural Competence Questions
PART I
1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special?
2. Discuss and record the things that you love about your culture. How has your culture
shaped your identity
and how you feel about your place in the world?
3. Discuss the misconceptions about your culture – what bothers you the most?
4. Discuss the contr.
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Mike PowellDigital VisionThinkstockLearning Objectives .docx
Mike Powell/Digital Vision/Thinkstock
Learning Objectives
After reading this chapter, you should
be able to:
• Describe the beginning of personality
psychology.
• Define personality and distinguish among
the related terms of character, trait, factor,
temperament, and mood states.
• Understand the importance of theory
construction as it is related to personality
psychology.
• Explain the importance of using scientific
methodology in the study of personality.
• Identify and describe ways to assess and
measure data and research.
• Identify and describe the tools and methods
used to collect data and conduct research.
• Be familiar with some of the ethical issues
related to psychological testing.
The Science of Personality 1
Chapter Outline
Introduction
1.1 Why Study Personality? An Overview of
the Major Theories
• Theoretical Perspectives on Personality
• The Early Beginnings of Personality Theory
• Applying Science to Personality
1.2 Defining Personality
• The Stability and Change of Personality
• Personality, Temperament, Character, Traits
and Factors, and Mood States
• Culture
• Nature and Nurture
• How Related Disciplines Have Contributed to
Personality
• Defining Normal
1.3 Theory: A Way of Organizing Complex
Phenomena
• Building and Characterizing a Theory
• Testing the Theoretical Components
• Convergence of Theories: Eclecticism,
Integration, and Unification
1.4 The Scientific Method
• Research Methods
• Peer Review
1.5 Measuring and Assessing
• Standard Error of Measure
• Reliability
• Validity
• Ethics and Cultural Bias in Psychometrics
• Tools of Assessment
Summary
Lec81110_01_c01_001-038.indd 1 5/20/15 9:18 AM
CHAPTER 1 1.1 Why Study Personality? An Overview of the Major Theories
Introduction
A judge is trying to determine whether a defendant is criminally insane. You read
about a celebrity who can’t seem to stop using drugs and getting into legal trouble
and wonder what it is about their character that leads to the repeating of such
mistakes. You wonder what makes people go out of their way to be kind or rude.
Major corporations try to identify the best leaders to hire or employees that will
stay with the company for a long time. Each of these questions (and many more)
fall within the domain of personality psychology. However, there is a lot more to
addressing these issues than simply formulating an opinion as to the answers.
Theories can be developed and scientific studies designed to test the theories and
maximize the prediction of outcomes. That is in essence the science of personal-
ity. In this chapter, the focus will be on how the scientific method is applied to the
study of personality and how it has resulted in the development of a wide range
of theoretical models.
1.1 Why Study Personality? An Overview of the Major Theories
In your everyday life, opportunities arise for you to consider the uniqueness of others. Some-times you have an encounter that leaves yo ...
Class 9 1 a
This document provides an agenda for an EWRT 1A class. It includes sections on vocabulary, presentations on two concept essays, and an in-class writing exercise. Students will discuss the presentations in groups and answer questions. They will then analyze the basic features of a concept essay, such as a focused concept, appeal to readers, logical plan, clear definitions, and appropriate writing strategies. Students will work in groups to formulate a working thesis statement for their own concept essays. The document provides examples of effective thesis statements and outlines. It concludes with assigning homework that includes continuing to develop their concept essays.
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Describe how a psychoanalytic reading of Joseph Conrad's
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would differ from a feminist reading. Select a passage from Conrad's text as a basis for the comparison. What are the benefits of a psychoanalytic reading of the passage? Of a feminist reading? What are the disadvantages of a psychoanalytic reading? Of a feminist reading? This discussion will allow you to become familiar with these theories and apply them in a less formal, interactive environment.
Respond to at least two of your classmates. Identify differences between your application of the feminist and psychoanalytic theories and theirs. What elements of the text (e.g., plot, imagery, and character development) did your colleagues focus on? How did the feminist or the psychoanalytic approach contribute to an understanding of these elements?
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Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
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Facilitating Intercultural Competence: Experiential Methods and Tools
Source: Communication Highwire: Leveraging the Power of Diverse Communication Styles (Intercultural Press).
© 2005 Dianne Hofner Saphiere, Barbara Kappler Mikk, and Basma Ibrahim DeVries. All rights reserved.
Source: Communication Highwire: Leveraging the Power of Diverse Communication Styles
© 2005 Dianne Hofner Saphiere, Barbara Kappler Mikk, and Basma Ibrahim DeVries.
Intercultural Press. All Rights Reserved.
Leveraging the Power of Diverse Communication Styles
Understanding the impact of communication style differences and effects…
Think about specific situations in which a miscommunication occurred that you believe was based
on a communication style disconnect of some kind.
Defining Communication Style
Communication style is the way in which we communicate, a pattern of verbal and nonverbal
behaviors that comprises our preferred ways of giving and receiving information in a specific
situation. If the message content is the what and the communicators the who, then communication
style is the how. Communication style includes, for example, how we accomplish the following
tasks:
1. Organize and present information and like it to be organized
2. Encourage and like to be encouraged
3. Agree or disagree with others’ ideas and prefer agreement or lack thereof to be
communicated
4. Build relationships, trust, and intimacy with others
5. Communicate politeness and perceive politeness to be communicated
6. Negotiate and prefer to be negotiated with
7. Establish credibility
8. Approach, manage, and resolve conflict
9. Make decisions and solve problems
10. Interrupt and prefer to be interrupted
Source: Communication Highwire: Leveraging the Power of Diverse Communication Styles (Intercultural Press).
© 2005 Dianne Hofner Saphiere, Barbara Kappler Mikk, and Basma Ibrahim DeVries. All rights reserved.
2
Based on our definition and the preceding list, you can see that communication style is broad in
scope, and as such it encompasses many specific patterns we engage in every day. Our belief is that
these patterns are not universally accepted rules of human interaction; instead, communication style
preferences reflect our personal and cultural upbringings. Even simple nonverbal behaviors that we
may consider “natural” are typically learned. People all over the world smile and use eye contact,
but they do so in different ways and for different purposes. Answers to the following questions, all
about communication style, vary by culture as well as by individual and specific context:
How do you show respect to those with whom you are communicating? One person
might look someone directly in the eye to show respect, while another averts eye
contact. One person might speak loudly and clearly as a sign of respect, another
softly.
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Social responsibility includes intercultural competence, knowled.docx
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes
:
Knowledge of your own culture and how it has shaped your world view.
Knowledge of significant characteristics of other cultures.
Awareness of differences and similarities in cultures.
Ability to adjust your actions to successfully interact with someone of another culture.
How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set.
Mindset
is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness.
Heart set
is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set:
Self esteem
Self-monitoring
Empathy
Open mindedness
Reserved judgment
Social relaxation
Listening
Skill set
involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management.
Review the power point on eCampus, and watch the following videos:
Defining Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
The danger of a single story | Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=D9Ihs241zeg
Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology
Laura Johnson | TEDxUM
https://www.youtube.com/watch?v=l0x4GPNz4Ho
If I Could Change the World
https://www.youtube.com/watch?v=wuRURJ9E3iQ
Knowledge of civic responsibility includes:
Recognizing your civic responsibility to a specific community: locally, nationally, globally.
Identifying actions you will take as a citizen to address the pertinent issues within your community.
Engagement in a community includes:
Describing effective participation in civic engagement activities.
Understanding the purpose and benefits of your engagement in the community.
Intercultural Competence Questions
PART I
1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special?
2. Discuss and record the things that you love about your culture. How has your culture
shaped your identity
and how you feel about your place in the world?
3. Discuss the misconceptions about your culture – what bothers you the most?
4. Discuss the contr.
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Mike PowellDigital VisionThinkstockLearning Objectives .docx
Mike Powell/Digital Vision/Thinkstock
Learning Objectives
After reading this chapter, you should
be able to:
• Describe the beginning of personality
psychology.
• Define personality and distinguish among
the related terms of character, trait, factor,
temperament, and mood states.
• Understand the importance of theory
construction as it is related to personality
psychology.
• Explain the importance of using scientific
methodology in the study of personality.
• Identify and describe ways to assess and
measure data and research.
• Identify and describe the tools and methods
used to collect data and conduct research.
• Be familiar with some of the ethical issues
related to psychological testing.
The Science of Personality 1
Chapter Outline
Introduction
1.1 Why Study Personality? An Overview of
the Major Theories
• Theoretical Perspectives on Personality
• The Early Beginnings of Personality Theory
• Applying Science to Personality
1.2 Defining Personality
• The Stability and Change of Personality
• Personality, Temperament, Character, Traits
and Factors, and Mood States
• Culture
• Nature and Nurture
• How Related Disciplines Have Contributed to
Personality
• Defining Normal
1.3 Theory: A Way of Organizing Complex
Phenomena
• Building and Characterizing a Theory
• Testing the Theoretical Components
• Convergence of Theories: Eclecticism,
Integration, and Unification
1.4 The Scientific Method
• Research Methods
• Peer Review
1.5 Measuring and Assessing
• Standard Error of Measure
• Reliability
• Validity
• Ethics and Cultural Bias in Psychometrics
• Tools of Assessment
Summary
Lec81110_01_c01_001-038.indd 1 5/20/15 9:18 AM
CHAPTER 1 1.1 Why Study Personality? An Overview of the Major Theories
Introduction
A judge is trying to determine whether a defendant is criminally insane. You read
about a celebrity who can’t seem to stop using drugs and getting into legal trouble
and wonder what it is about their character that leads to the repeating of such
mistakes. You wonder what makes people go out of their way to be kind or rude.
Major corporations try to identify the best leaders to hire or employees that will
stay with the company for a long time. Each of these questions (and many more)
fall within the domain of personality psychology. However, there is a lot more to
addressing these issues than simply formulating an opinion as to the answers.
Theories can be developed and scientific studies designed to test the theories and
maximize the prediction of outcomes. That is in essence the science of personal-
ity. In this chapter, the focus will be on how the scientific method is applied to the
study of personality and how it has resulted in the development of a wide range
of theoretical models.
1.1 Why Study Personality? An Overview of the Major Theories
In your everyday life, opportunities arise for you to consider the uniqueness of others. Some-times you have an encounter that leaves yo ...
Class 9 1 a
This document provides an agenda for an EWRT 1A class. It includes sections on vocabulary, presentations on two concept essays, and an in-class writing exercise. Students will discuss the presentations in groups and answer questions. They will then analyze the basic features of a concept essay, such as a focused concept, appeal to readers, logical plan, clear definitions, and appropriate writing strategies. Students will work in groups to formulate a working thesis statement for their own concept essays. The document provides examples of effective thesis statements and outlines. It concludes with assigning homework that includes continuing to develop their concept essays.
Paper InstructionsYou are to research and write a 5-8 page paper.docx
Paper Instructions
You are to research and write a 5-8 page paper (excluding title page and reference pages) on one of the topics listed below. The paper should incorporate references to the course material and a minimum of 6 scholarly sources. The paper should be typed, double spaced using APA formatting, and attached as a file. Your writing should display knowledge, analysis, evaluation, and application of the material you have studied in the course. See the document called “Final Paper Expectations” for a breakdown of the structure and expectations.
As you consider the topic you want to write about, ask yourself what supporting materials from the course, from your personal experiences, and from your researched resources you could bring together to bring the topic to life.
Topics to select from are:
Consider how Martin Buber’s theory of communication plays out in the world. Take into consideration each of the three types of relationships (I-It, I-You, I-Thou).
Abraham Maslow developed his theory of the “Hierarchy of Needs.” How do people use social media to meet their needs?
Discuss your thoughts and the thoughts of the experts about the four types of attachment styles.
Discuss the impact of the media on the development of gender identity.
What are the impacts of long-distance relationships on interpersonal communication?
Martin Luther King, Jr.
(Quotable Quote)
is quoted as saying, “It really boils down to this: that all life is interrelated. We are caught in an inescapable network of mutuality.” What aspects of interpersonal communication apply to this sentiment?
According to Anthony Robbins
(Quotable Quote),
“The quality of your life is the quality of your communication.” How so?
Module 2 told us that “the self arises in communication with others.” Discuss.
Before writing this paper, observe yourself for several days, and whenever you use “you” language, try to rephrase what you said or thought into “I” language. How does that change how you think and feel about what’s happening? How does it affect your interactions with others? Does it make a positive or negative impact? Describe your experiences and then relate your personal findings to what you find in your research.
What labels that you dislike have been applied to you or to groups to which you belong? Explain how the labels affect you. Describe how your experiences relate to what you find in your research.
Who is your prototype, or model, of a listener? Describe what the person does that makes her or him effective? Relate your description to research on listening.
Discuss the differences between differential, assertive, and aggressive communication.
Define and describe what makes a good friend. Describe the investments that are made, how trust, acceptance, and closeness are communicated. How does that compare to what experts say about friends and friendship?
What makes for a successful romantic relationship? Compare your pers.
Follow-Up Post InstructionsRespond to at least one person. Furth.docx
Follow-Up Post Instructions
Respond to at least one person. Further the dialogue by providing more information and clarification.
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
This discussion focuses on Ayn Rand and self-interest.
Kim (2014) stated that the most common definition used for self-interest includes the ability to maximize material resources while decreasing the level of harm caused to an individual. This harm can include a person’s health. It can also include a person’s wealth. Self-interest is considered a powerful motivator. According to Kim (2014), self-interest is the motivation behind humans setting goals. It is also the reason behind individuals achieving them.
Kim (2014) also noted that engaging in pleasure that makes an individual feel subjectively good can lead to self-interest. This can happen even if the person does not obtain any monetary gain. Likewise, this can occur even if an individual’s health is not impacted. For example, “the taxpayer who wants to pay taxes simply because it makes him feel good to help society would be self-interested because of the hedonistic benefits he accrues” (Kim, 2014, p. 100). Likewise, an individual who engages in risky sexual behaviors and/or smoking cigarettes both could be interpreted as self-interest. Kim (2014) stated that the pleasure feelings that individuals experience are self-interested even if these feelings coming with expenses to the health of the individual engaging in them.
As it relates to the public’s view on self-interest, many American voters in the 1950’s declared self-interest as playing a pivotal role in society (Weeden & Kurzban, 2017). Since the 1950’s; however, researchers have completed studies that reflect the opposite. Voters are now finding self-interest to play less of a role in society.
In closing, it is important to know that Alexis de Tocqueville held his own views related to self-interest. These views were no precursor to the views of philosopher Ayn Rand. Tocqueville believed that self-interest could lead a person to support others or it could lead to an individualized focus (Frohnen, 2000). Rand believed in the individualism as well as man’s ability to reason. Moreover, Rand believed “when we describe one person’s action as altruistic and another person’s action as self-interested, we may be overlooking the fact that in each case
the person is merely doing what he or she most wants to do
”(p. 69).
Attached is a video with more information related to Ayn Rand and self-interest verse altruism (Common Sense Capitalism, 2013).
Youtube: Ayn Rand: Self Interest versus Altruism
Referen.
Scarecrow Writing Paper
The document provides instructions for requesting and completing an assignment writing request through the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work.
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Defining the Problem and Setting Objectives:
Refine and pose a reasonably complex problem definition along with a set of objectives (elements that you want to exist in your solution). Do not go beyond the objectives stage. The problem you choose to write about should be different from the examples in the textbook. While the examples provided in the Smart Choices text relate to personal situations, you are encouraged to select a business or managerial problem for this assignment.
Remember: Objectives are the desirable traits of a potential solution. They are not alternatives and they are not action steps. This can be tricky, so think carefully and evaluate your list!
1. Provide your view and just enough background detail to allow the reader to understand the problem and objectives.
2. The length should be between 550 and 800 words (excluding the title page and references). Assignments under 550 words will attract penalties.
3. Formal writing is required using APA.
4. Copied input, quotations, and paraphrasing require citations and references conforming to APA 6th edition standards to avoid the dire consequences of plagiarism and cheating. Formal research is not required.
Running head: SOCIAL PERCEPTION 1
SOCIAL PERCEPTION 4
Social Perception
Cherod Jones
Florida Tech
Social Perception Research Topic Proposal
Social personal perception is the way a person perceives and understands issues. This is an interesting topic to do research because people are different, and they perceive issues from an array of viewpoints. For my research proposal, the topic I would like to investigate is the determinants of social perception. My main objective is to identify and determine the various factors that determine how people perceive issues. I have seen how people, cultures, nationalities can perceive the same action in different ways, such as kneeling during the National Anthem at professional football games. Upon preliminary research, some literature that I read claimed that both internal and external factors determine a person’s perception. My research shall highlight on pointing out the various internal and external factors, as well as clarifying how these factors shapes and forms the perception that the person shows.
This is an important psychological area of research because it would help to establish a deeper understanding of why people differ and tend to misunderstand each other when it comes to perceiving issues. It is an area of research that can help people understand and embrace each other despite their differences in perception. Moreover, I think most people are unaware of their inherent biases and people tend to retreat to their corners where it is safe. My goal is to get a better understanding and inform the reader to consider another point of view.
References
Aydinli, A., Bender, M., & Chasiotis, A. (2013). Helping and volunteering across cultures: Determinants of prosocial behavior. Online Readings in Psyc.
Class 9 1 a
This document outlines an EWRT 1A class agenda that focuses on writing a concept essay. It includes discussing vocabulary words, presentations on sample concept essays, and an in-class writing exercise. Students will work in groups to analyze the sample essays, discuss the basic features of a concept essay, and draft a focused concept and thesis statement for their own essays. The document provides examples of effective theses and outlines a process for students to develop a working thesis and tentative outline for their concept essays. Homework includes continuing to read the assigned text, posting writing from the in-class exercise, finding more examples of their concept, and choosing a contrasting concept.
Class 9 1 a
This document outlines an EWRT 1A class agenda that focuses on writing a concept essay. It includes discussing vocabulary words, presentations on sample concept essays, and an in-class writing exercise. Students work in groups to analyze the sample essays, discussing how they focus their concepts, define terms, and use examples. They then discuss the basic features of a concept essay, including a focused concept, appeal to readers, logical plan, definitions, and appropriate writing strategies. Finally, students draft a working thesis statement for their own concept essays, forecasting the topics they will use to explain their concept. Homework includes continuing to research their concept and find examples, as well as choosing a contrasting concept for comparison.
Class 9 1 a
This document outlines an EWRT 1A class agenda that focuses on writing a concept essay. It includes discussing vocabulary words, presentations on sample concept essays, and an in-class writing exercise. Students work in groups to analyze the sample essays, discussing how they focus their concepts, define terms, and use examples. They then discuss the basic features of a concept essay, including a focused concept, appeal to readers, logical plan, definitions, and appropriate writing strategies. Finally, students draft a working thesis statement for their own concept essays, forecasting the topics they will use to explain their concept. Homework includes continuing to read their source text, posting their in-class writing, finding more examples of their concept, and choosing a
Class 9 1 a
This document provides an agenda for an EWRT 1A class. It includes plans to discuss vocabulary words, presentations on two concept essays, and an in-class writing assignment. Students will work in groups to analyze the concept essays, discuss features of a concept essay, and draft a focused concept and thesis statement for their own concept essay. The homework assigned is to continue reading, post a draft of their in-class writing, find more examples of their concept in a text, and choose a contrasting concept.
Week One Content OutlineBSCOM234 Version 21Week One Con.docx
Week One Content Outline
BSCOM/234 Version 2
1
Week One Content Outline
TOPIC and Objectives
Verbal Communication
· Identify various forms of interpersonal communication.
· Determine appropriate listening and responding strategies for interpersonal interaction.
· Identify listening and word barriers and their effects on interpersonal communication.
· Determine appropriate responses for interpersonal communication situations.
Content outline
1. Listening defined
a. Selecting
b. Attending
c. Understanding
d. Remembering
e. Responding
2. Listening styles
a. People-oriented listeners
b. Action-oriented listeners
c. Content-oriented listeners
3. Listening barriers
a. Being self-absorbed
b. Unchecked emotions
c. Criticizing the speaker
d. Differing speech rate and thought rate
e. Shifting attention
f. Information overload
g. External noise
h. Listener apprehension
4. Improving listening, comprehension, and responding skills
a. Stop.
b. Look.
c. Listen.
d. Ask questions.
e. Reflect by paraphrasing.
5. Improving empathetic listening and responding skills
a. Understand your partner’s feelings.
b. Paraphrase emotions.
6. Improving critical listening skills
a. Identify useful and flawed information.
b. Avoid jumping to conclusions.
7. Understanding word barriers
a. Bypassing
b. Lack of clarity
c. Allness
d. Static evaluation
e. Polarization
f. Biased language
8. Using words to establish supportive relationships
a.
Defensive communication versus supportive communication
1) Describe rather than evaluate.
2) Solve problems rather than control others.
3) Be genuine rather than manipulative.
4) Empathize rather than remain detached.
5) Be flexible rather than rigid.
6) Present yourself as equal rather than superior.
b. Using words to be appropriately assertive
1) Describe.
2) Disclose.
3) Identify effects.
4) Be silent.
5) Paraphrase.
Copyright © 2015, 2014, 2012, 2010, 2008 by University of Phoenix. All rights reserved.
Read Ch. 1 of Principles of Microeconomics:
· 1-1 How People Make Decisions, pp. 4-8
· 1-2 How People Interact, pp. 9-11
· 1-3 How the Economy as a Whole Works, pp. 12-15
SUBSTANTIVE POST- 75 WORDS EACH
1. Methods of understanding and applying the Ten Principles of Economics.
2. Consider how economics are applied in a society of consumers.
3. Consider how limited resources apply to an expanding society.
4. Consider how the economy reflects the behavior of the individuals who make up the economy
Read Ch. 2 of Principles of Microeconomics:
· 2-1 The Economist as Scientist, pp. 20-26
· 2-2 The Economist as Policy Adviser, pp. 27-29
· 2-3 Why Economists Disagree, pp. 30-33
SUBSTANTIVE POST- 75 WORDS EACH
1. Consider how to apply the economic terms, supply, demand, elasticity, comparative advantage, consumer surplus, deadweight loss to the consumer market.
2. Consider your personal experiences in theory, case studies, and examples of economics in the news and how you can apply it to refine your skill.
AsthmaYour NameWalden UniversityCourse number an.docx
This document provides instructions for an assignment on asthma. It tells the student to write an introductory paragraph on asthma including why they chose it and their target audience. It instructs them to create an educational fact sheet on the next page. It provides guidance on references, citing only sources mentioned in the narrative and not in the fact sheet. The document emphasizes using scholarly sources from the university library and avoiding websites like Wikipedia. It wishes the student good luck and provides additional formatting tips.
Reading Skills 2
The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
Reading Skills 2
The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
1 intro aggression
This document provides an introduction to aggression for an A2 Psychology class. It defines aggression as behavior intended to harm another physically or psychologically. Students will learn about different psychological approaches to explaining aggression, including psychodynamic, biological, behavioral, and cognitive perspectives. They will apply these approaches to explain the 2011 London riots and evaluate the strengths and limitations of each explanation. As homework, students are asked to watch a YouTube video on Albert Bandura's Bobo doll experiment and answer questions about social learning theory and how it differs from operant conditioning.
Informational Reading & Writing Across the Content Areas
This document provides information about a workshop on teaching informational reading and writing. The goals are to learn strategies for engaging students with informational texts, explore scaffolds for writing informational texts, perform reading and writing expected of students, and share expertise on redesigning assignments. Participants are encouraged to ask questions, share ideas and experiences, read deeply, discuss with enthusiasm, and write with intellectual abandon. The workshop will also address the role of writing in various disciplines and real world contexts.
Level 2—permission level 2 is based entirely on relationships.
Level 2 leadership is based on relationships and influence rather than position. Leaders develop trust and positive relationships with followers by treating people as individuals with value. The focus is on getting to know people and building solid relationships rather than preserving one's position. You cannot lead people well without liking them. Positional leadership relies on rules and authority rather than influence. Positional leaders have subordinates rather than team members and rarely get extra effort from people.
Compare And Contrast Essay Introduction Paragraph
The document provides instructions for how to request and complete an assignment writing request on the HelpWriting.net site. It outlines 5 steps: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until needs are fully met, with a refund option for plagiarized content.
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The document discusses reading literature through a biographical context. It explains that understanding an author's life experiences, beliefs, and background can help readers better understand the author's works. It provides strategies for analyzing texts through this biographical lens, such as researching an author's beliefs and looking for connections between their life and themes in their writing. The document also notes some limitations of only interpreting works through biography and stresses the importance of multiple approaches to literary analysis.
Ask Michael E. Mark about his company’s procedures for making a big .docx
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docx
Nurses should advocate for policy issues by getting involved in lobbying. The American Nurses Association believes it is nurses' responsibility to advocate for patient safety, care standards, and healthy work environments. Nurses can make a difference by participating in professional organizations, staying informed on issues, and contacting legislators. When lobbying, nurses should keep messages short and focused, build relationships with legislative staff, and time requests appropriately in the legislative process.
Ask clarifying or thought provoking questions.Provide personal or .docx
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
.
Asian American ResearchHello class, I hope this finds you all we.docx
Asian American Research
Hello class, I hope this finds you all well!
For this week and the last we have been looking at an overview of Asian American Theatre, some of its origins, traditions, the rise of xenophobia against specific yet different Asian cultural groups, and Asian immigration over the last 150 years, as well as a brief look at where this culturally specific kind of Theatre and cinema stands today nationally and more locally with respect to the kinds of stories that are being told that are from an Asian P.O.V. as well as the actors that are cast to play these roles in the last 80 years of cinema, television and theater.
Consider your own overall outlook, knowledge and familiarity (including from our class) with Asian history in the U.S. and the potential struggles that Asian Americans have endured in the last century(s) with the mass migrations in the middle of the 1800’s, the struggle of the Gold and Railroad industries, the rise of wars and conflicts that set Asian Americans and immigrants against the prevailing attitudes in the U.S. about race in the last 150 years.
Looking at the Asian American experience in the U.S. is important as we consider the building blocks of our nation, with railroads, industry, wars, working and labor rights, internment camps during WWII, the deep culture of education and rich traditionalism that is so socially important to the overall history of this group of study, and the important contributions that we as a society have enjoyed from key figures in Asian American history.
We can all speak with a certain level of experience and knowledge, either directly or indirectly, to what we think would be important elements and issues to discuss within the Asian American culture.
Your assignment for this week is to research our topic of Asian American Arts and find an article or video link that deals with this topic in some way and then respond to it with a response paper.
This can be topics of:
1. The Issue of "Yellow Casting" and it's affects on modern Cinema
2. Insufficient roles for Asians in Cinema, T.V. and Theatre
3. Pay gap for Asian actors compared to white actors,
4. How many of the common stereotypes that we discussed are still seen and expressed in film and TV. today.
5. Highlighting an Individual Artist and their impact on pop culture and elevating Asian culture in some way:
- Director(s)
- Actor(s)
- Playwright(s)/Screenwriter(s)
- Any article or video you feel are relevant to our topic and this assignment that
you can write a reaction to in line with this assignment
Please upload your link with your 2-3 page reaction paper. (double space / MLA format)
.
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019).docx
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019)
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This case was prepared by
Dr. Ivy S. N. Chen of Hong
Kong Polytechnic Univer-
sity, Professor Sherriff T. K.
Luk of Emlyon Business
School, France, and Dr.
Jinghui Tao of Nanjing
University of Finance and
Economics, as a basis for
classroom discussion rather
than to illustrate either effec-
tive or ineffective handling of
an administrative or business
situation.
Please send all correspon-
dence to Dr. Ivy S. N. Chen,
Department of Management
and Marketing, Hong Kong
Polytechnic University, Hung
Hom, Kowloon, Hong Kong.
E-mail: [email protected]
Kerry Logistics — Paving the
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Paper Instructions
You are to research and write a 5-8 page paper (excluding title page and reference pages) on one of the topics listed below. The paper should incorporate references to the course material and a minimum of 6 scholarly sources. The paper should be typed, double spaced using APA formatting, and attached as a file. Your writing should display knowledge, analysis, evaluation, and application of the material you have studied in the course. See the document called “Final Paper Expectations” for a breakdown of the structure and expectations.
As you consider the topic you want to write about, ask yourself what supporting materials from the course, from your personal experiences, and from your researched resources you could bring together to bring the topic to life.
Topics to select from are:
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Martin Luther King, Jr.
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What labels that you dislike have been applied to you or to groups to which you belong? Explain how the labels affect you. Describe how your experiences relate to what you find in your research.
Who is your prototype, or model, of a listener? Describe what the person does that makes her or him effective? Relate your description to research on listening.
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Follow-Up Post InstructionsRespond to at least one person. Furth.docx
Follow-Up Post Instructions
Respond to at least one person. Further the dialogue by providing more information and clarification.
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Please
write a minimum of five complete sentences
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This discussion focuses on Ayn Rand and self-interest.
Kim (2014) stated that the most common definition used for self-interest includes the ability to maximize material resources while decreasing the level of harm caused to an individual. This harm can include a person’s health. It can also include a person’s wealth. Self-interest is considered a powerful motivator. According to Kim (2014), self-interest is the motivation behind humans setting goals. It is also the reason behind individuals achieving them.
Kim (2014) also noted that engaging in pleasure that makes an individual feel subjectively good can lead to self-interest. This can happen even if the person does not obtain any monetary gain. Likewise, this can occur even if an individual’s health is not impacted. For example, “the taxpayer who wants to pay taxes simply because it makes him feel good to help society would be self-interested because of the hedonistic benefits he accrues” (Kim, 2014, p. 100). Likewise, an individual who engages in risky sexual behaviors and/or smoking cigarettes both could be interpreted as self-interest. Kim (2014) stated that the pleasure feelings that individuals experience are self-interested even if these feelings coming with expenses to the health of the individual engaging in them.
As it relates to the public’s view on self-interest, many American voters in the 1950’s declared self-interest as playing a pivotal role in society (Weeden & Kurzban, 2017). Since the 1950’s; however, researchers have completed studies that reflect the opposite. Voters are now finding self-interest to play less of a role in society.
In closing, it is important to know that Alexis de Tocqueville held his own views related to self-interest. These views were no precursor to the views of philosopher Ayn Rand. Tocqueville believed that self-interest could lead a person to support others or it could lead to an individualized focus (Frohnen, 2000). Rand believed in the individualism as well as man’s ability to reason. Moreover, Rand believed “when we describe one person’s action as altruistic and another person’s action as self-interested, we may be overlooking the fact that in each case
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Attached is a video with more information related to Ayn Rand and self-interest verse altruism (Common Sense Capitalism, 2013).
Youtube: Ayn Rand: Self Interest versus Altruism
Referen.
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The document provides instructions for requesting and completing an assignment writing request through the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work.
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Defining the Problem and Setting Objectives:
Refine and pose a reasonably complex problem definition along with a set of objectives (elements that you want to exist in your solution). Do not go beyond the objectives stage. The problem you choose to write about should be different from the examples in the textbook. While the examples provided in the Smart Choices text relate to personal situations, you are encouraged to select a business or managerial problem for this assignment.
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Running head: SOCIAL PERCEPTION 1
SOCIAL PERCEPTION 4
Social Perception
Cherod Jones
Florida Tech
Social Perception Research Topic Proposal
Social personal perception is the way a person perceives and understands issues. This is an interesting topic to do research because people are different, and they perceive issues from an array of viewpoints. For my research proposal, the topic I would like to investigate is the determinants of social perception. My main objective is to identify and determine the various factors that determine how people perceive issues. I have seen how people, cultures, nationalities can perceive the same action in different ways, such as kneeling during the National Anthem at professional football games. Upon preliminary research, some literature that I read claimed that both internal and external factors determine a person’s perception. My research shall highlight on pointing out the various internal and external factors, as well as clarifying how these factors shapes and forms the perception that the person shows.
This is an important psychological area of research because it would help to establish a deeper understanding of why people differ and tend to misunderstand each other when it comes to perceiving issues. It is an area of research that can help people understand and embrace each other despite their differences in perception. Moreover, I think most people are unaware of their inherent biases and people tend to retreat to their corners where it is safe. My goal is to get a better understanding and inform the reader to consider another point of view.
References
Aydinli, A., Bender, M., & Chasiotis, A. (2013). Helping and volunteering across cultures: Determinants of prosocial behavior. Online Readings in Psyc.
Class 9 1 a
This document outlines an EWRT 1A class agenda that focuses on writing a concept essay. It includes discussing vocabulary words, presentations on sample concept essays, and an in-class writing exercise. Students will work in groups to analyze the sample essays, discuss the basic features of a concept essay, and draft a focused concept and thesis statement for their own essays. The document provides examples of effective theses and outlines a process for students to develop a working thesis and tentative outline for their concept essays. Homework includes continuing to read the assigned text, posting writing from the in-class exercise, finding more examples of their concept, and choosing a contrasting concept.
Class 9 1 a
This document outlines an EWRT 1A class agenda that focuses on writing a concept essay. It includes discussing vocabulary words, presentations on sample concept essays, and an in-class writing exercise. Students work in groups to analyze the sample essays, discussing how they focus their concepts, define terms, and use examples. They then discuss the basic features of a concept essay, including a focused concept, appeal to readers, logical plan, definitions, and appropriate writing strategies. Finally, students draft a working thesis statement for their own concept essays, forecasting the topics they will use to explain their concept. Homework includes continuing to research their concept and find examples, as well as choosing a contrasting concept for comparison.
Class 9 1 a
This document outlines an EWRT 1A class agenda that focuses on writing a concept essay. It includes discussing vocabulary words, presentations on sample concept essays, and an in-class writing exercise. Students work in groups to analyze the sample essays, discussing how they focus their concepts, define terms, and use examples. They then discuss the basic features of a concept essay, including a focused concept, appeal to readers, logical plan, definitions, and appropriate writing strategies. Finally, students draft a working thesis statement for their own concept essays, forecasting the topics they will use to explain their concept. Homework includes continuing to read their source text, posting their in-class writing, finding more examples of their concept, and choosing a
Class 9 1 a
This document provides an agenda for an EWRT 1A class. It includes plans to discuss vocabulary words, presentations on two concept essays, and an in-class writing assignment. Students will work in groups to analyze the concept essays, discuss features of a concept essay, and draft a focused concept and thesis statement for their own concept essay. The homework assigned is to continue reading, post a draft of their in-class writing, find more examples of their concept in a text, and choose a contrasting concept.
Week One Content OutlineBSCOM234 Version 21Week One Con.docx
Week One Content Outline
BSCOM/234 Version 2
1
Week One Content Outline
TOPIC and Objectives
Verbal Communication
· Identify various forms of interpersonal communication.
· Determine appropriate listening and responding strategies for interpersonal interaction.
· Identify listening and word barriers and their effects on interpersonal communication.
· Determine appropriate responses for interpersonal communication situations.
Content outline
1. Listening defined
a. Selecting
b. Attending
c. Understanding
d. Remembering
e. Responding
2. Listening styles
a. People-oriented listeners
b. Action-oriented listeners
c. Content-oriented listeners
3. Listening barriers
a. Being self-absorbed
b. Unchecked emotions
c. Criticizing the speaker
d. Differing speech rate and thought rate
e. Shifting attention
f. Information overload
g. External noise
h. Listener apprehension
4. Improving listening, comprehension, and responding skills
a. Stop.
b. Look.
c. Listen.
d. Ask questions.
e. Reflect by paraphrasing.
5. Improving empathetic listening and responding skills
a. Understand your partner’s feelings.
b. Paraphrase emotions.
6. Improving critical listening skills
a. Identify useful and flawed information.
b. Avoid jumping to conclusions.
7. Understanding word barriers
a. Bypassing
b. Lack of clarity
c. Allness
d. Static evaluation
e. Polarization
f. Biased language
8. Using words to establish supportive relationships
a.
Defensive communication versus supportive communication
1) Describe rather than evaluate.
2) Solve problems rather than control others.
3) Be genuine rather than manipulative.
4) Empathize rather than remain detached.
5) Be flexible rather than rigid.
6) Present yourself as equal rather than superior.
b. Using words to be appropriately assertive
1) Describe.
2) Disclose.
3) Identify effects.
4) Be silent.
5) Paraphrase.
Copyright © 2015, 2014, 2012, 2010, 2008 by University of Phoenix. All rights reserved.
Read Ch. 1 of Principles of Microeconomics:
· 1-1 How People Make Decisions, pp. 4-8
· 1-2 How People Interact, pp. 9-11
· 1-3 How the Economy as a Whole Works, pp. 12-15
SUBSTANTIVE POST- 75 WORDS EACH
1. Methods of understanding and applying the Ten Principles of Economics.
2. Consider how economics are applied in a society of consumers.
3. Consider how limited resources apply to an expanding society.
4. Consider how the economy reflects the behavior of the individuals who make up the economy
Read Ch. 2 of Principles of Microeconomics:
· 2-1 The Economist as Scientist, pp. 20-26
· 2-2 The Economist as Policy Adviser, pp. 27-29
· 2-3 Why Economists Disagree, pp. 30-33
SUBSTANTIVE POST- 75 WORDS EACH
1. Consider how to apply the economic terms, supply, demand, elasticity, comparative advantage, consumer surplus, deadweight loss to the consumer market.
2. Consider your personal experiences in theory, case studies, and examples of economics in the news and how you can apply it to refine your skill.
AsthmaYour NameWalden UniversityCourse number an.docx
This document provides instructions for an assignment on asthma. It tells the student to write an introductory paragraph on asthma including why they chose it and their target audience. It instructs them to create an educational fact sheet on the next page. It provides guidance on references, citing only sources mentioned in the narrative and not in the fact sheet. The document emphasizes using scholarly sources from the university library and avoiding websites like Wikipedia. It wishes the student good luck and provides additional formatting tips.
Reading Skills 2
The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
Reading Skills 2
The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
1 intro aggression
This document provides an introduction to aggression for an A2 Psychology class. It defines aggression as behavior intended to harm another physically or psychologically. Students will learn about different psychological approaches to explaining aggression, including psychodynamic, biological, behavioral, and cognitive perspectives. They will apply these approaches to explain the 2011 London riots and evaluate the strengths and limitations of each explanation. As homework, students are asked to watch a YouTube video on Albert Bandura's Bobo doll experiment and answer questions about social learning theory and how it differs from operant conditioning.
Informational Reading & Writing Across the Content Areas
This document provides information about a workshop on teaching informational reading and writing. The goals are to learn strategies for engaging students with informational texts, explore scaffolds for writing informational texts, perform reading and writing expected of students, and share expertise on redesigning assignments. Participants are encouraged to ask questions, share ideas and experiences, read deeply, discuss with enthusiasm, and write with intellectual abandon. The workshop will also address the role of writing in various disciplines and real world contexts.
Level 2—permission level 2 is based entirely on relationships.
Level 2 leadership is based on relationships and influence rather than position. Leaders develop trust and positive relationships with followers by treating people as individuals with value. The focus is on getting to know people and building solid relationships rather than preserving one's position. You cannot lead people well without liking them. Positional leadership relies on rules and authority rather than influence. Positional leaders have subordinates rather than team members and rarely get extra effort from people.
Compare And Contrast Essay Introduction Paragraph
The document provides instructions for how to request and complete an assignment writing request on the HelpWriting.net site. It outlines 5 steps: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until needs are fully met, with a refund option for plagiarized content.
1.pptx
The document discusses reading literature through a biographical context. It explains that understanding an author's life experiences, beliefs, and background can help readers better understand the author's works. It provides strategies for analyzing texts through this biographical lens, such as researching an author's beliefs and looking for connections between their life and themes in their writing. The document also notes some limitations of only interpreting works through biography and stresses the importance of multiple approaches to literary analysis.
Similar to As youre reading On the Fireline, take good notes about wha.docx (17)
Paper InstructionsYou are to research and write a 5-8 page paper.docx
Paper InstructionsYou are to research and write a 5-8 page paper.docx
Follow-Up Post InstructionsRespond to at least one person. Furth.docx
Follow-Up Post InstructionsRespond to at least one person. Furth.docx
Defining the Problem and Setting ObjectivesRefine and pose a .docx
Defining the Problem and Setting ObjectivesRefine and pose a .docx
Week One Content OutlineBSCOM234 Version 21Week One Con.docx
Week One Content OutlineBSCOM234 Version 21Week One Con.docx
AsthmaYour NameWalden UniversityCourse number an.docx
AsthmaYour NameWalden UniversityCourse number an.docx
Informational Reading & Writing Across the Content Areas
Informational Reading & Writing Across the Content Areas
Level 2—permission level 2 is based entirely on relationships.
Level 2—permission level 2 is based entirely on relationships.
More from randymartin91030
Ask Michael E. Mark about his company’s procedures for making a big .docx
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docx
Nurses should advocate for policy issues by getting involved in lobbying. The American Nurses Association believes it is nurses' responsibility to advocate for patient safety, care standards, and healthy work environments. Nurses can make a difference by participating in professional organizations, staying informed on issues, and contacting legislators. When lobbying, nurses should keep messages short and focused, build relationships with legislative staff, and time requests appropriately in the legislative process.
Ask clarifying or thought provoking questions.Provide personal or .docx
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
.
Asian American ResearchHello class, I hope this finds you all we.docx
Asian American Research
Hello class, I hope this finds you all well!
For this week and the last we have been looking at an overview of Asian American Theatre, some of its origins, traditions, the rise of xenophobia against specific yet different Asian cultural groups, and Asian immigration over the last 150 years, as well as a brief look at where this culturally specific kind of Theatre and cinema stands today nationally and more locally with respect to the kinds of stories that are being told that are from an Asian P.O.V. as well as the actors that are cast to play these roles in the last 80 years of cinema, television and theater.
Consider your own overall outlook, knowledge and familiarity (including from our class) with Asian history in the U.S. and the potential struggles that Asian Americans have endured in the last century(s) with the mass migrations in the middle of the 1800’s, the struggle of the Gold and Railroad industries, the rise of wars and conflicts that set Asian Americans and immigrants against the prevailing attitudes in the U.S. about race in the last 150 years.
Looking at the Asian American experience in the U.S. is important as we consider the building blocks of our nation, with railroads, industry, wars, working and labor rights, internment camps during WWII, the deep culture of education and rich traditionalism that is so socially important to the overall history of this group of study, and the important contributions that we as a society have enjoyed from key figures in Asian American history.
We can all speak with a certain level of experience and knowledge, either directly or indirectly, to what we think would be important elements and issues to discuss within the Asian American culture.
Your assignment for this week is to research our topic of Asian American Arts and find an article or video link that deals with this topic in some way and then respond to it with a response paper.
This can be topics of:
1. The Issue of "Yellow Casting" and it's affects on modern Cinema
2. Insufficient roles for Asians in Cinema, T.V. and Theatre
3. Pay gap for Asian actors compared to white actors,
4. How many of the common stereotypes that we discussed are still seen and expressed in film and TV. today.
5. Highlighting an Individual Artist and their impact on pop culture and elevating Asian culture in some way:
- Director(s)
- Actor(s)
- Playwright(s)/Screenwriter(s)
- Any article or video you feel are relevant to our topic and this assignment that
you can write a reaction to in line with this assignment
Please upload your link with your 2-3 page reaction paper. (double space / MLA format)
.
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019).docx
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019)
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Dr. Ivy S. N. Chen of Hong
Kong Polytechnic Univer-
sity, Professor Sherriff T. K.
Luk of Emlyon Business
School, France, and Dr.
Jinghui Tao of Nanjing
University of Finance and
Economics, as a basis for
classroom discussion rather
than to illustrate either effec-
tive or ineffective handling of
an administrative or business
situation.
Please send all correspon-
dence to Dr. Ivy S. N. Chen,
Department of Management
and Marketing, Hong Kong
Polytechnic University, Hung
Hom, Kowloon, Hong Kong.
E-mail: [email protected]
Kerry Logistics — Paving the
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Asian Americans had been excluded from entering the U.S. for more th.docx
Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21
st
century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether.
.
Asia; Opera and Society and a DilemmaPlease respond to t.docx
Asia; Opera and Society and a Dilemma
Please respond to the following,
using sources under the Explore heading
as the basis of your response.
Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
.
Asian Academy of Management Journal, Vol. 18, No. 1, 1 –17, 20.docx
Asian Academy of Management Journal, Vol. 18, No. 1, 1 –17, 2013
© Asian Academy of Management and Penerbit Universiti Sains Malaysia, 2013
CHALLENGES TO TOYOTA CAUSED BY RECALL
PROBLEMS, SOCIAL NETWORKS AND DIGITISATION
Jay Rajasekera
International University of Japan
Graduate School of International Management
Minamiuonuma City, Niigata, Japan 949-7277
E-mail: [email protected]
ABSTRACT
The recent recall problems that shook Toyota raised questions about the company's
openness with the public. Media attention and the intervention by governments in
Toyota's largest markets in North America, Europe, China, and Japan kept Toyota's
management in the spotlight. The crisis also exposed the power of social media. Although
authoritarian regimes can control social media, public companies cannot. They have to
live with it by either countering effectively when a crisis begins to brew or suffering the
consequences when it grows out of proportion. If Toyota manages social media
strategically, can it overcome the recall debacle and protect the reputation it has built
over decades as the top-quality automaker in the world? What challenges does the
increasingly digitalised auto industry present to Toyota? These are the main subjects of
this paper.
Keywords: social media, crisis management, Toyota, recall, social networks, Facebook,
Twitter, digitisation
INTRODUCTION
Social media, including social networking sites (SNS) such as Facebook and
Twitter, have added new meaning to the spread of news and information.
Whereas traditional information channels, such as newspapers, radios and TV, are
one-way mediums, the dawn of the Internet and social media has made
communication a two-way medium. The lack of official control, supervision and
regulation has fuelled a social media frenzy, which has proven to be an effective
method of rallying crowds for any significant (or even insignificant) issue.
The recent bans on Facebook and other types of social media by certain
governments are proof that social media cannot be ignored. Although
authoritarian governments can resort to such drastic methods, public corporations
cannot afford to do so. Corporations have no other option than to live with social
media phenomena, either countering them effectively when a crisis begins to
brew or suffering the consequences when it grows out of proportion.
Jay Rajasekera
2
In this context, it is interesting to explore how recall-troubled Toyota has handled
social media and what options are available for Toyota to prevent the situation
from going out of control and harming the worldwide reputation as a top-quality
automaker that the company has worked for decades to develop.
Toyota's recall exposed some "digitisation" in the automobile industry as well.
Digital technology in the music and video industries and its exploitation by Apple
in the Internet and social media essentially pushed Sony, an old industry
h.
Ashry 1Nedal AshryProf. GuzikENGL 301B15 February 20.docx
Ashry 1
Nedal Ashry
Prof. Guzik
ENGL 301B
15 February 2020
Education and Technology
The benefits of technology cannot be denied in how they help students getting their work done both in and outside of the classroom. Technology also saves students time by helping them submit their work when it’s due. Even with these great benefits, using screen-based-devices can distract students from staying focused. Handwriting notes is more efficient than typing it because the notes will be more specific. In this essay, I will discuss the benefits of screen-based-devices in education and their disadvantages. I will discuss a potential policy which California State University Long Beach should adopt in order to prevent students from multitasking and staying focused on getting one task done at a time. Administrators and instructors should develop ways to help students stay engaged in class by providing them with a productive environment for learning with the use of screen-based-devices.
Students who try to multitask can’t get things done in a timely manner since their brain can’t process two different things at the same time. According to Dr. Adam Gazzaley, who is a neuroscientist at the University of San Francisco, the prefrontal cortex faces challenges when the brain tries to process multiple tasks at the same time. Studies show that the brain works in harmony with the prefrontal cortex when one task is being accomplished. However, as soon as students start multitasking, the right hemisphere and left hemisphere of the brain are forced to work independently which stops them from getting things done on time. However, if they focus on doing schoolwork or taking notes individually from start to finish, they won’t be worried or concerned about checking their devices. In order for the prefrontal cortex to process things in harmony with the rest of the brain, students should minimize the use of screen-based-devices while they are in class or doing homework so that they can get tasks done on a timely manner.
Another disadvantage about screen-based-devices is the ability to retain information during lectures. Students spend the entire class time taking notes on their electronic devices without paying full attention to the material being taught. I have experienced this issue myself when I would be taking notes during class, and when I went home to study. I had a hard time understanding my notes because I didn’t spend as much time paying attention during class. With some professors drawing diagrams or not having uniform notes, I would not be able to copy down the information on my screen-based-device as quickly or in a manner that would make as much sense as what the professor wrote on the board. I also would get distracted as soon as I received a notification from either Facebook, Twitter or when I receive an important email. I would often find myself switching from one screen to another and oftentimes forget that I am in class. It came to a point where I prefer.
Ashford Graduate Intro Week Six Discussion Two 2 Examples.docx
Ashford Graduate Intro Week Six Discussion Two: 2 Examples
Example One:
The purpose of this discussion is to compare and contrast a popular mainstream article
on cyber bullying with an article on the same topic in peer-reviewed scientific literature.
Cyber bullying is certainly a very important issue in the modern world, where we are, in
many ways, more connected and able to interact with each other technologically than ever
before. With the overall volume of social networking among youths and adolescents up, the
dangers posed by online abuse and bullying has come to the forefront in public awareness
and has become a topic often discussed in the mass media. With multiple high profile cases
of adolescents committing suicide as a result of constant cyber bullying, it is clear that the
issue is a serious one with deep psychological effects.
The two articles used in this discussion are a USA Today article by Robin Erb, entitled
Social-media abuse rampant in middle, high school, and an entry from a 2013 edition of
the Journal of Youth and Adolescence entitled, Cyber bullying and internalizing
difficulties: Above and beyond the impact of traditional form of bullying.
The most striking difference between the two articles can be found in the use of
language. The USA Today article is well-written, but it is done so in a manner that is
clearly intended to be easily consumable for both parents and potential young readers. The
scholarly article, naturally, is much more matter-of-fact and is clearly not designed for the
casual reader, void of the colorful language and first-person accounts heavily featured in
Erb’s piece. For instance, terms such as “throwing shade” are mentioned, and one quote
reads, “teenagers have these squishy little half-formed brains” (Erb, 2015). This use of
casual language is not brought up to belittle the article in any way, because it actually is
written in a way in which the average reader is much more likely to read the article to its
completion and also more likely to understand the content once they are finished than is the
more complex journal entry. However, for someone who is truly interested in the topic and
wants to explore it more fully, the journal entry provides a much deeper insight into the
psychological effects of cyber bullying and how those psychological effects correlate with
real-world consequences. It also brings up a few factors and concepts that are not openly
discussed in the USA Today article, such as the fact that evidence shows that “students
who are cyber victimized are less likely to report or seek help than teens who were
victimized by more traditional means” (Bonnano & Hymel, 2013, p. 695).
Perhaps the most important commonality between these two articles, besides the overall
topic itself, is the intent of the work. While the information is disseminated in a very
different manner, the overall message may be the same. Both articles are meant to bring .
Ashford 6 - Week 5 - Final ProjectFinal ProjectImagine that you.docx
Ashford 6: - Week 5 - Final Project
Final Project
Imagine that you work for a health department and have been asked to make a presentation to a group of health care professionals on the role and responsibilities of community and public health.
After reviewing the materials throughout the course and based on what you have learned, create a PowerPoint presentation of at least six slides that covers the following topics:
Describe the role of community and public health in the well-being of populations.
Describe the public health organizational structure.
Examine the legal and ethical dimensions of public and community health services.
Analyze funding of public and community health services.
Discuss the role of communication in community and public health programs.
Creating the Final
The Final Presentation:
Must be created using a screencast program such as Jing, Screencast-O-Matic, Screenr, or other audio/video program.
Must be a minimum of six PowerPoint slides in length (excluding title and reference slide), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title slide with the following:
Title of presentation
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include a succinct thesis that is presented on the opening slide.
Must address the topics with critical thought.
Must use at least four scholarly sources (not including the course text), including a minimum of two from academic journals found in the Ashford University Library. Other sources should be obtained from appropriate epidemiological information.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
ASD Services ResourcesAutism ResourcesFlorida Department of H.docx
ASD Services Resources
Autism Resources/Florida Department of Health (www.floridahealth.gov.)
American Autism Association (www.myautism.org.)
Bloom Autism Services. ABA Therapy in South Florida (www.inbloomautims.com.
National Autism Association (https://nationalautimsassociation.org.)
Miami Dade County Autism Support Groups.
South Florida/Autism Speaks (www.autismspeaks.org.)
CAP4Kids Miami. Special Needs/Autism (https://cap4kids.org.)
The Autism Society of Miami Dade (www.ese.dadeschools.net.)
University of Miami Center for Autism and Related Disabilities (CARD)
Family Life Broward and Miami Dade. Miami Dade Special Needs Resources and Activities Guide (2019). (https://southfloridafamilylife.com.)
Running head: HIGHER EDUCATION 2
HIGHER EDUCATION 2
The Morrill Land-Grant Acts, Title V, Gratz v. Bollinger, and Grutter v. Bollinger
Student’s Name
Course Code
Institution Affiliation
Date
The Morrill Land-Grant Acts had the most significant positive impact on students' access to higher education. This is because this act made it possible for the new states in the west to put up colleges for their students. The institutions that were established gave a chance to a lot of farmers and other working-class people who could not previously access higher education. Since the land was the most readily available resource, it was given for these states to establish colleges. According to Christy (2017), even though some individuals misused the earnings from those lands, the Morrill land-grant Act gave the foundation of a national system of state colleges and universities. Finances from the lands even helped existing institutions, helped build new institutions, and other states were able to charter new schools.
Grutter v. Bollinger & Gratz v. Bollinger had the most influence in shaping how higher education institutions recruit and retain students from diverse backgrounds. This is because this ruling recognizes the benefits of diversity in education and validates any reasonable means which can be used to achieve that diversity. The verdict is even supported by a lot of studies which show that student body diversity promotes learning outcomes, and 'better prepares students for an increasingly diverse workforce and society…'" (The Civil Rights Project, 2010). Grutter vs. Bollinger laid a foundation for the diversity we see today in universities and colleges. Garces (2012) asserts that in our current world, which is diverse, access to higher education is what determines our legitimacy and strength. This all has been made possible by the Grutter v. Bollinger & Gratz v. Bollinger. The ruling helped break down stereotypes and for students to understand others from different races.
References
Christy, R. D. (2017). A century of service: Land-grant colleges and universities, 1890-1990. Routledge.
Garces, L. M. (2012). Necessary but not sufficient: The impact of Grutter v. Bollinger on student of color enrollment in graduate and profess.
ASCI 615 AviationAerospace Accident Investigation and.docx
ASCI 615
Aviation/Aerospace Accident
Investigation and Analysis
Data Collection Part II
Overview
• Records Review
• Electronic Evidence
CVR
FDR
ATC data
Weather
Aircraft Records
Crew Records
• Accident Photography
• Witness Interviews
Records Review
• Records are not as glamorous as wreckage, but may
tell a large part of the story. Personnel training and
qualification, aircraft maintenance and modification,
and company policies and procedures all help build a
picture of the operation prior to the accident
• Operations Specialist –
Gather personnel, medical, and training records of aircrew
involved.
Get copies of operating procedures, flying schedules, and
training procedures from the owner/operator.
Records Review (Cont.)
• Maintenance Specialists –
Gather aircraft, engine, appliance, maintenance, servicing, and overhaul
records.
Gather personnel and training records for maintainers involved with the
accident aircraft.
Gather records on maintenance procedures, policies, and training.
Gather the same records for any organization that did outsourced
maintenance.
• Air Traffic Control Specialist –
Gather copies of all ATC voice and radar tapes.
Gather copies of local ATC policies and procedures.
Gather personnel and training records of local ATC personnel if
involvement in the accident is suspected.
Records Review (Cont.)
• Human Factors Specialist –
Gather and analyze crew issues including medical records,
schedule, crew rest, off-duty activities, nutrition, hydration,
etc.
May involve interviews with family members to establish
activities leading up to the aircraft.
Research previous work done on human-machine interface
and ergonomics in the aircraft.
• Weather Specialist – FAA requires special weather
observation to be taken at the time of the accident.
Gather this as well as weather forecast provided to
the aircrew.
Records Review (Cont.)
• Survival Specialist –
Gather information from first responders and rescue
personnel on condition and location of survivors, condition
and location of casualties, and type and severity of injuries.
Gather emergency response procedures and established
plans (E.g., Airport Emergency Plan)
Gather data “CREEP” data (covered in a later module)
Gather information from operator on assigned seat location
for each individual on the aircraft, both crew and
passengers.
Records Analysis
• Personnel records (crew and maintenance) –
Look for the obvious first: medical problems, training deficiencies,
qualification issues, personal problems.
Analyze training received and adequacy of training for the job
Analyze currency of training
Make sure the people involved were trained, qualified, and
current to be doing the job they were doing for both crew and
maintenance
Make sure the people involved were capable of doing wha.
ASCM 631 – Integrative Supply Chain Management – Midterm Examinati.docx
ASCM 631 – Integrative Supply Chain Management – Midterm Examination
Multiple Choice Questions. Choose the one alternative that best answers the question. 2 points each.
1)
Successful supply chain management requires which of the following decision phases?
1)
_______
A)
Supply chain strategy/design
B)
Supply chain operation
C)
Supply chain planning
D)
all of the above
E)
A and B only
2)
Supply chain surplus involves what two parts?
2)
_______
A)
Reliable transportation and supply chain cost
B)
Manufacturing cost and selling price
C)
Customer value and high quality products
D)
Customer value and supply chain cost
3)
Successful supply chain management requires many decisions relating to the flow of information, product, and funds. These decisions fall into three categories or phases. Which of the following is NOT one of these categories?
3)
_______
A)
Supply Chain Strategy and Design
B)
Supply Chain Operation
C)
Supply Chain Alliances
D)
Supply Chain Planning
4)
Customer arrival refers to
4)
_______
A)
the customer informing the retailer of what they want to purchase and the retailer allocating product to the customer.
B)
the process where product is prepared and sent to the customer.
C)
the process where the customer receives the product and takes ownership.
D)
the point in time when the customer has access to choices and makes a decision regarding a purchase.
E)
none of the above
5)
Which of the following is not a process in the customer order cycle?
5)
_______
A)
Customer order fulfillment
B)
Customer arrival
C)
Customer order receiving
D)
Customer order entry
E)
All are processes in the customer order cycle.
6)
Supply chain responsiveness includes the ability to do which of the following?
6)
_______
A)
Handle supply uncertainty
B)
Match supply chain responsiveness with the implied uncertainty of demand
C)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
D)
Understand customers and supply chain uncertainty
E)
none of the above
7)
The key weakness of the ________ view is that different functions within a firm may have conflicting objectives.
7)
_______
A)
Intrafunctional scope
B)
Intercompany scope
C)
Intraoperation scope
D)
Interfunctional scope
8)
Supply chain responsiveness includes the ability to do which of the following?
8)
_______
A)
Meet short lead times
B)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
C)
Match supply chain responsiveness with the implied uncertainty of demand
D)
Understand customers and supply chain
E)
all of the above
9)
A supply chain strategy involves decisions regarding all of the following except
9)
_______
A)
operating facilities.
B)
transportation.
C)
inventory.
D)
information flows.
E)
new product development.
10)
Pricing directly affects revenues but.
ASB3109 Strategic ManagementYour Individual Assignment.docx
ASB3109 Strategic Management
Your Individual Assignment
Copyright © 2018 MDIS. All rights reserved.
*
Things To Do?Select a business organization of your choice Conduct a strategic analysis of the impact of external environmental forces and internal company activities Influencing the business organization’s differential & competitive advantage Critically discuss the elements of your framework of analysis
Copyright © 2018 MDIS. All rights reserved.
Copyright © 2018 MDIS. All rights reserved.
*
Things To Do?Please use theoretical concepts selectively to support your argumentsYou may also quote from industry/company/financial press sourcesEnsure that your referencing of all sources is to an established convention and standardIf in doubt, use “Harvard” referencingYou need to consult with at least ten (10) academic references to develop your arguments
Copyright © 2018 MDIS. All rights reserved.
Copyright © 2018 MDIS. All rights reserved.
*
REMEMBER?May use of references to textbooks, journal articles & media reports and information from reputable websites (references in Harvard format)Critically evaluate as you write your answers and avoid being descriptiveDo NOT just gather information in the topic!Submission Date: Monday 17 Dec 2018Word Limitation: 2,500 Weightage of assessment: 40%
Copyright © 2018 MDIS. All rights reserved.
Learning OutcomesUse the terminology of strategic management in an organizational contextAnalyze the internal and external environment of an organizationIdentify and cite key strategic management theories and conceptsUnderstand the dynamics of strategic decision making
Copyright © 2018 MDIS. All rights reserved.
*
Copyright © 2018 MDIS. All rights reserved.
Marking Criteria
Copyright © 2018 MDIS. All rights reserved.
*Marks AwardedDescription of Performance80 to 100 marksThe work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this Level, the work demonstrates a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.70 to 79 marksThe work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this Level it is expected that the work will be excellent in demonstrating evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality.60 to 69 marksThe work examined is of a sufficiently high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly artic.
asapnursingProvide a Topic of Health Promotion Paper for App.docx
asap
nursing
Provide a Topic of Health Promotion Paper for Approval
Health Topic
1. Describe a single health promotion/disease prevention problem from the Healthy People 2020 Objectives Introduction to population or problem. Describe incidence, prevalence, epidemiology, cost burden etc.,
2. Description of specific population, program or organization Discuss how the policy is intended for a specific population, program or organization.
3. Specific legislators involved Identify and discuss specific legislators involved in the policy development and policy, practice and outcomes.
4. Discuss how the policy influences clinical practice and is used to promote best outcomes. Policy, practice and the inter-professional team. Examine how the policy can be used by the inter-professional team to ensure coordinated.
Use of primary sources and evidence that is not older than 5 years. Writing, grammar and APA application Scholarly grammar, use of APA 6th edition.
.
Asap Essay Need, it needs to be 4-5pages long. I really want to get .docx
Asap Essay Need, it needs to be 4-5pages long. I really want to get A+.... Please help...... NO PLAGIARISM...OR SPELLING MISTAKES..... IF FOUND YOU WILL BE IN TROUBLE........
Topic--There are probably a few things that have changed since you were in high school. Write an essay that might seve as a call to action.What would you change about high school systems in general and specially.
Please make sure that there is good introduction.. good attention in the intro... good transition... and there better be thesis....
Make sure there is a thesis...
Plagiarism
is the "wrongful appropriation" and "purloining and publication" of another
author
's "language, thoughts, ideas, or expressions," and the representation of them as one's own
original work
.
[1]
[2]
The idea remains problematic with unclear definitions and unclear rules.
[3]
[4]
[5]
[6]
The modern concept of plagiarism as
immoral
and
originality
as an
ideal
emerged in Europe only in the 18th century, particularly with the
Romantic movement
.
DO IT RIGHT OR MONEY BACK...
.
ASB 100Spring 2019Writing Assignment 3In this assignme.docx
ASB 100
Spring 2019
Writing Assignment 3
In this assignment, you must select a topic, condition, or problem related to ‘water, sanitation, and hygiene’ or climate change that you consider to be a global health priority. This priority needs to be specific rather than a general concept such as ‘climate change.’
After describing the issue and justifying why it is a priority, design a health intervention to address the issue. The intervention must include at least two components: an educational component (e.g. dealing with beliefs and behavior); and an infrastructure or policy component (for example new construction, policy to limit emissions, etc.). For each component, state what you would do as well, why and how your intervention would have an effect, and how you would measure success (e.g. increasing handwashing rates).
You are encouraged to use visuals to help explain your intervention or to provide examples of your interventions. If you use images from the internet, please provide the website where you found the image.
Make sure that you address the ‘who, what, where, when, and why’ issues in both your justification as well as your proposed intervention. For example, do you focus on areas that lack access to adequate sanitation versus places where the quality of services may be an issue? Do you focus on areas that are at highest risk of climate change impacts, or areas that contribute the most to greenhouse gases? Do you focus on urban or rural areas? For the educational component, do you provide ads on tv, billboards, or in schools? Do you focus on adults, teenagers, or children? Do you propose policy at the global or national level?
You must include at least one unique source for each section of the proposal (justification, education/behavior, infrastructure/policy). You may use the same author or institution for each section (such as the World Health Organization), but the documents must be unique for each part. Please make sure that you identify the source of any information you use by using in-text citations (e.g. the WHO (2016) states…), and well as identifying any direct quotations with quotation marks (“”).
Topic:
Justification: (approximately 200 words)
Educational / Behavioral Component: (approximately 300-400 words)
Infrastructure / Policy Component: (approximately 300-400 words)
Citations:
· Ulrich, D. & Smallwood, N. 2004. Capitalizing on capabilities. Harvard Business Review, 82(6):119-127 (C)
· Porter, M. E. (2001). The value chain and competitive advantage. Understanding business processes, Chapter 5, pp. 50-59. The reading is available online at the following link.
· https://books.google.com/books?hl=en&lr=&id=lNEl9R4MWawC&oi=fnd&pg=PT54&dq=porter+value+chain&ots=XCm72AmYMJ&sig=gYW0LThqprzbiDfB1NNnPxIEKA8#v=onepage&q=porter%20value%20chain&f=false
· Porter’s Value Chain Analysis: https://www.toolshero.com/management/value-chain-analysis-porter/
www.hbr.org
A R T I C L E
H B R S
P.
asapnursingHealth policy unfolds daily and drives clinical p.docx
asap
nursing
Health policy unfolds daily and drives clinical practice in the US. The student will investigate current policies or legislation underway for a specific health-related issue. The Student will develop a scholarly APA formatted supported by evidence. The rubric:
1. Introduction to population or problem (incidence, prevalence, epidemiology, cost burden etc)
2. Description of how the policy is intended for a specific population, program or organization
3. Specific legislators involved in the policy development and dissemination
4. Identify the role of the APRN in assisting with the policy or refuting the policy – this requires the evidence to support opinion, ideas and/or concepts.
5. Discuss how the policy influences clinical practice and is used to promote best outcomes
6. Examine how the policy can be used by the interprofessional team to ensure coordinated and comprehensive care for the specific population
7. Conclusion – summarize findings
8. APA format – use of primary peer-reviewed references as much as possible
.
Asam100bbXinyu ShangReading journal week1In the article Im.docx
Asam100bb
Xinyu Shang
Reading journal week1
In the article Immigration and Livelihood, 1840s to 1930s, the key reason why the Asians moved to the United States was to look for jobs. The Asians were desperate for jobs and were ready to work even if they received low salaries. On the other hand, their employers loved the situation since they made a lot of profits. The first Asians to enter the United States made it through the Manila galleon trade. “An act for the governance of masters and servants” (Chan, 1991 p25). However, other communities felt as if the Asians brought competition, which could result in a reduction of job opportunities. Some of these were the Euro-Americans employees who saw the Asians as their competitors. Others were the nativists for all levels who were aggressive to them since they stopped them for restless reasons to prevent their coming.
Azuma Introduction tells that people who were born in Japan and later on shifted to America for studies had the right to express their views without any restrictions. Both the Tateishi and the Hoashi had not gotten a chance to become leaders in the Japenese colonist community, and they were not even recognized in America. “East is West West is East” (Azuma, 2005 p9). However, their routes were not highly valued compared to their expressions, especially during their times. These two communities had the capability of offering their shared predicament comprehensibly in public. Linking with the article on Mercantilists, Colonialists, and Laborers, the dilemma of these communities living through the claimed the separation for the East-West separation and linked binaries. The article also concentrates on the global history of Japanese immigrants and the procedure of creating the racial process. Additionally, the collective impacts of the organizational and figurative regulators control the experience of a marginal group that was viewed as a racial project.Chapter one talks about theoretical groups and how they are confusing. There was considerable confusion on whether the Japanese who relocated to the United States were there to colonize the U.S, or they had just come as immigrants. “Going to America” (Azuma, 2005 p23). The difficulty categorized the historical course of Japanese relocation to the United States as a varied nature of the early Issue community. It is clear that later on, after the Japanese had shifted to the United States, they implemented their capitalist economy, which brought more confusion concerning the issue of immigration and colonization. Therefore, this was one of the intercontinental histories of Japanese immigration in the American West, which brought about the contradiction issue.
On the Takaki talks about how the Chinese moved to one of the cities in the United States known as California. It happened to be a movement that had been formed by several people from various nations. These were inclusive of the Korean, Chinese, Filipino, and Japanese. “Cheap .
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