Assignment 1 Inventory Management SystemsDue Week 2 and worth 1.docx

Assignment 1: Inventory Management Systems
Due Week 2 and worth 100 points
Your sister owns a small clothing store. During a conversation
at a family dinner, she mentions her frustration with having to
manually track and reorder high demand items. She would like
an automated system but has a very small budget.
Write a 4-5 page paper in which you create a plan for a low-cost
automated inventory system in which you:
· Describe all the necessary equipment.
· Explain the costs involved in the creation of the system.
· Describe the ongoing maintenance that will be required.
· Provide a workflow diagram in Visio or equivalent software to
illustrate how the system will work.
Your assignment must:
· Be typed, double-spaced, using Times New Roman font (size
12), with one-inch margins on all sides; citations and references
must follow APA or school-specific format. Check with your
professor for any additional instructions.
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date. The cover page and the reference page are not included in
the required assignment page length.
· Include charts or diagrams created in Excel, Visio, MS
Project, or one of their equivalents such as Open Project, Dia,
and OpenOffice. The completed diagrams/charts must be
imported into the Word document before the paper is submitted.
The specific Course Learning Outcomes associated with this
assignment are:
· Describe the types of business needs that can be addressed
using information technology-based solutions.
· Create requirements for a system through a formal technique
that enables a productive change in a way the business is
conducted.

· Use contemporary CASE tools in process and data modeling.
· Use technology and information resources to research issues in
systems analysis and development.
· Write clearly and concisely about Systems Analysis and
Development topics using proper writing mechanics and
technical style conventions.
Grading for this assignment will be based on answer quality,
logic/organization of the paper, and language and writing skills,
using the following rubric.
Chapter 13
Organizing, Writing,
and Outlining Presentations
*
Chapter Outcomes
Organize and support your main points
Choose an appropriate organizational pattern for your speech
Move smoothly from point to point
Choose appropriate and powerful language
Chapter Outcomes (cont.)

Develop a strong introduction, a crucial part of all speeches
Conclude with the same strength as in the introduction
Prepare an effective outline
*
Organizing Your Speech Points
Main points are
The central claims that support your specific purpose and thesis
statement
Ideas that will lead the audience to accept or consider what you
are asking them to do, believe, or consider
*
Organizing Your Speech Points (cont.)
Identifying your main points
Include about three to four per speech.
Each main point should be one major idea.
Ask yourself:
Does this point prove my thesis?
Does it help me achieve my specific purpose?
*

Supporting your main points
Subpoints support the main points.
Utilize research
Represent a clear hierarchy of ideas
Sub-subpoints support the subpoints
Ask yourself:
Does this bit of information back up my main point?
*
Organizing Your Speech Points (cont.)Supporting your main
points (cont.)
*
Arranging your points
Chronological patterns organize points by time.
Topical patterns organize points by category.
Primacy-recency effect: save the best for last
Spatial patterns organize points by physical proximity to each
other.

*
Arranging your points (cont.)
Problem-solution patterns arrange three key points
Problem, possible solutions, best solution
Cause-effect patterns follow cause-to-effect or effect-to-cause
relationships.
Narrative patterns arrange points using stories.
*
Arranging your points (cont.)
Motivated sequence patterns follow five phases
Attention
Need
Satisfaction
Visualization
Action
*

Connecting your points
Use transitions such as “in addition to” or “next, let me
describe.”
Use signposts such as “next,” “once,” or “on the other hand.”
Use internal previews to show what’s coming.
Use internal summaries to remind the audience of what’s been
covered.
*
Using Language That Works
Respect your audience.
Keep it simple.
Use vivid language.
Use language to make a
lasting impression through
Repetition
Allusion
Comparisons (similes, metaphors)
Writing a Strong
Introduction
Capture your audience’s attention by
Using surprise
Telling a story
Starting with a quote

Asking a question
Making them laugh
*
Writing a Strong
Introduction (cont.)
Introduce your purpose and thesis.
Incorporate your thesis statement.
Preview your main points.
Tell listeners the points you will discuss in the order in which
you will discuss them.
Connect with your audience.
Show them why they should care.
Appeal to their personal needs.
*
Writing a Strong
Conclusion
Signal the end.
Use a transitional phrase.
Reinforce your topic, purpose, and main points.
Give listeners a mental checklist.

*
Writing a Strong
Conclusion (cont.)
Make an impact.
Use quotes, statements, questions, a final story, or a reference
to the introduction.
Challenge the audience to respond.
Encourage them to use their “new” information.
Encourage a call to action where appropriate.
*
Outlining Your Speech
An outline is a structured form of your speech content that
Confirms your points are arranged clearly
Ensures you’ve cited your research
Assists in your speech delivery
*

Outlining Your Speech (cont.)
Outlining essentials
Use standard symbols.
Use subdivisions properly.
Separate the parts of your speech.
Call out your specific purpose and thesis.
Cite your sources.
Give your speech a title.
*
Styles of outlines
Sentence outlines use the full text of your speech.
Phrase outlines use key phrases.
Key-word outlines use key words to jog your memory.
Phrase and key-word outlines are best for speaking
*
From preparation outline to speaking outline
Preparation (working) outline
Firms up thesis; creates main points and supporting points
Speaking (delivery) outline
Final speech plan; includes delivery cues and oral citations

*
Chapter 12
Preparing and Researching Presentations
*
Chapter Outcomes
Describe the power of public speaking and how preparation
eases natural nervousness
Identify the purpose of your speech
Conduct audience analysis
Choose an appropriate topic and develop it
Support and enliven your speech with effective research
Cull from among your sources the material that will be most
convincing
Give proper credit to sources and take responsibility for your
speech

*
The Power of
Public Speaking
Public speaking includes
A speaker with a reason for speaking
An audience that gives the speaker attention
A message that is meant to accomplish a specific purpose
*
Clarifying the General Purpose of Your Speech
Three general purposes include
Informative speeches
Persuasive speeches
Special-occasion speeches
*
Clarifying the General Purpose of Your Speech (cont.)

To determine the specific purpose
Ask what you want your audience to learn, do, consider, or
agree with.
Write an action statement encompassing the topic and general
speech purpose.
*
Analyzing Your Audience
Consider audience expectations and situational factors.
Speaking situation
Cultural expectations about public speaking
Knowledge of the speaker
Time of day
*
Analyzing Your Audience (cont.)
Consider audience demographics.
Demographics: the quantifiable characteristics of a large group
May focus on gender, socioeconomic status, age, nationality,
and so on
Such consideration will help make your topic or approach more
interesting.
Use salient demographic details; avoid stereotyping.

*
Consider audience psychographics.
Psychological qualities such as attitudes, values, lifestyles,
behaviors, and interests
Choose salient characteristics; avoid stereotyping.
*
Anticipate your audience’s response by
Considering audience motivation
Seeking common ground (homogeny)
Determining prior exposure
Considering disposition
Laying the groundwork through observation, relationship
building, surveys, Internet research
*
Choosing Your Topic

Find a topic that intrigues you.
Brainstorm or cluster to find topic ideas.
Narrow your topic by asking:
Am I interested?
Does it meet the assignment’s criteria?
Will my audience find it worthwhile?
Choosing Your Topic (cont.)
Determine the specific purpose of your speech.
A specific purpose statement expresses both the topic and
general speech purpose in action form.
*
Choosing Your Topic (cont.)
Develop a thesis statement.
Conveys the central idea about your topic
Summarizes what you want the audience to get out of your
speech
Serves as a take-away message for your audience
*

Researching the Topic
Types of information
Expert testimony
Lay testimony
Scientific research
findings
Statistics
Anecdotes
Quotations
*
Researching the Topic (cont.)
Researching supporting material
Talk to people.
Interviews
Surveys
Search the literature.
Library gateways
Use the Internet.
Directories, search engines, metasearch, and research search
engines
*

Researching the Topic (cont.)
Evaluate supporting material to ensure it is
Credible
Up-to-date
Accurate
Compelling (vivid)
*
Ethical Speaking: Taking Responsibility for Your Speech
Recognizing plagiarism
Do not present someone else’s information as your own.
Taking accurate notes
Note all quotes and paraphrases.
Keep a running bibliography.
Speaking ethically and
responsibly
Be trustworthy, respectful, responsible, and fair.
*
Chapter 6
Listening

*
Chapter Outcomes
Outline the listening process and styles of listening
List the advantages of listening well
Identify challenges to good listening and their remedies
Identify ethical factors in the listening process
Describe how contexts affect listening
How We Listen
Hearing
Physiological, involuntary
process of perceiving sound
Listening
Multidimensional process of recognizing, understanding, and
accurately interpreting and responding effectively to the
messages you hear
*
The Listening Process

Three specific components
Affective component refers to your attitude toward listening to
a person or message
Cognitive component requires
Selecting
Attending
Understanding
*
The Listening Process (cont.)
Behavioral component requires
Remembering
Responding
*
The Listening Process (cont.)
Active listening
Requires active participation in making choices about selecting,
attending, and so on

Passive listening
Means failing to make active choices
Listening fidelity
How well the listener’s thoughts match those of the message
producer
*
Personal Listening
Preferences
People-oriented listeners
Listen with relationships in mind
Action-oriented listeners
Focus on tasks
Personal Listening
Preferences (cont.)
Content-oriented listeners
Evaluate what they hear
Time-oriented listeners
Consider efficiency most of all
*

The Value of
Listening Well
Listening well:
Helps your career
Saves you time and money
Creates opportunities
Strengthens relationships
Accomplishes your goals
*
Why We Listen
Informational (comprehensive) listening
Seeking to understand a message
Critical (evaluative) listening
Making a judgment about a message
Using critical thinking to determine key points, focus efforts,
decode nonverbal cues, use memory
*
Why We Listen (cont.)

Empathic listening
Feeling how another person feels
Using openness, sensitivity, caring, nonverbal immediacy
behaviors, and paraphrasing
Appreciative listening
Taking pleasure in sounds
*
Listening Challenges
Listening barriers
Factors that interfere with our ability to comprehend
information and respond appropriately
*
Listening Challenges (cont.)
Environmental factors include
Loud noise, unpleasant temperatures, visual distractions, large
groups
Hearing and processing challenges include
Physical or medical issues related to age or physical condition

*
Listening Challenges (cont.)
Multitasking
Impairs our ability to focus on any one thing
Boredom and overexcitement
Distract effective listening
Attitudes about listening
Belief that talking is more powerful
Overconfidence and laziness
Listening (receiver) apprehension
*
The Ethics of Listening
Unethical listening behaviors
Defensive listening involves responding with aggression
without fully listening.
Selective listening zeros in on bits of interesting information.
Insensitive listening means listening only to words, not to
emotional content.
*

The Ethics of Listening (cont.)
Unethical listening behaviors (cont.)
Self-absorbed means hearing only the information related to
your own goals
Monopolistic listening
Attacking
Ambushing
Pseudolistening means pretending to listen by nodding or saying
“uh-huh.”
*
Listening in Context
Relational and situational contexts
Cultural context
Technological context
Chapter 5
Communication and
Culture
*

Chapter Outcomes
Define and explain culture and its impact on your
communication
Delineate seven ways that cultural variables affect
communication
Describe the communicative power of group affiliations
Explain key barriers to competent intercultural communication
Demonstrate behaviors that contribute to intercultural
competence
*
Understanding Culture
Culture
A learned system of thought and behavior that belongs to and
typifies a relatively large group of people
The composite of their shared beliefs, values, and practices
*

Understanding
Culture (cont.)
Culture is learned through communication with others.
Your personal worldview is the framework through
which you interpret
the world and the
people in it.
Culture affects communication.
Main bullet 2: added period. —CE
*
Understanding
Culture (cont.)
Intercultural communication matters.
Communication between people from different cultures who
have different worldviews
Necessary in our diverse, mobile society
Mediated interactions and diverse organizations provide regular
exposure to people from other cultures.
Main bullet: added period. —CE

*
Communication and
Cultural Variations
Seven cultural variations play out along a continuum and are
not absolute.
High-context cultures use contextual cues to both interpret
meaning and send subtle messages.
Cues: time, place,
relationship, situation
*
Communication and
Cultural Variations (cont.)
Low-context cultures use direct language and rely less on
situational factors.
Examples: United States, Canada, northern Europe
Collectivistic cultures perceive selves primarily as members of
a group.
Examples: Arab and Latin American cultures, China, Japan
*

Communication and
Individualistic cultures value individuality, communicate
autonomy and privacy, and downplay emotions.
Examples: United States, Great Britain, Australia, Germany
High uncertainty avoidance cultures adapt behavior to avoid
risk and use formal rules to communicate.
Examples: Portugal, Greece, Peru, Japan
*
Communication and
Low uncertainty avoidance cultures have a higher tolerance for
risk and ambiguity and use fewer formal rules to communicate.
Examples: Sweden, Denmark, Ireland, United States
*
Communication and

Masculine cultures place value on assertiveness, achievement,
ambition, and competitiveness.
Examples: Mexico, Japan, Italy
Feminine cultures value nurturance, relationships, and quality
of life.
Examples: Sweden, Norway
*
Communication and
Cultural Variations (cont.)Power distance is the way cultures
accept the division of power.High power distance: people with
less power accept lower position as basic fact of life.Low power
distance: people tolerate less difference in power between
people; they communicate with less anxiety with those higher in
status.
*
Communication and
Time orientation: the way that cultures communicate about and
with time

Monochronistic cultures are time-conscious; include United
States, Great Britain
Polychronistic cultures have a more fluid approach to time;
include Latin America, Asia
*
Communication and
Cultural Variations (cont.)In monochronistic cultures, time is a
valuable resource that is not to be wasted. Polychronistic
cultures have a more fluid approach to time and deal with
various projects and people simultaneously.
*
Communication and
Cultural Variations (cont.)Value of emotional
expressionCollectivistic cultures may use hyperbole (vivid,
colorful language with great emotional intensity).Individualistic
cultures tend toward understatement (euphemisms) to downplay
emotional intensity.
*

Understanding Group Affiliations
Co-cultural communication
Members share some of the general culture’s system of thought
and behavior but have distinct unifying characteristics.
Includes race, gender, sexual orientation, religion
Includes generations
*
Understanding Group Affiliations (cont.)
Co-cultures within a larger culture
*
Understanding Group Affiliations (cont.)
Social identity theory includes
Personal identity
Social identity from your group memberships
Ingroups and outgroups
Intergroup communication
How communication occurs within and between groups and
affects relationships
Group identification and communication shift depending on

which group membership is made salient at a given moment.
*
Intercultural Communication Challenges
Anxiety
Ethnocentrism
Belief in the superiority of your own culture or group; viewing
other cultures through your own lens
*
Intercultural Communication Challenges (cont.)
Discrimination
Stems from ethnocentrism
Behavior toward person or group based solely on their
membership in a particular group, class, or category
Attitudes about superiority of one culture lead to rules and
behaviors that favor that group and harm another group.
*

Improving Intercultural Communication
Changing thinking (cognition)
Changing feelings (affect)
Changing behavior
Being mindful (intercultural sensitivity)
Desiring to learn about other cultures
Improving Intercultural Communication (cont.)
Overcoming intergroup biases
Intergroup contact theory: interaction between members of
different social groups generates a possibility for more positive
attitudes.
Refraining from
behavioral affirmation
and confirmation
*
Improving Intercultural Communication (cont.)
Accommodating appropriately
Convergence involves shifting language or nonverbal behaviors
toward each other’s way of communicating.
Avoid overaccommodation, or going too far in making changes
based on stereotypes about another group.
*

Practice Your Skills
Listen effectively.
Think before you speak or act.
Be empathic.
Do the right thing.
Chapter 4
Nonverbal
Communication
*
Chapter Outcomes
Describe the power of nonverbal communication
Outline the functions of nonverbal communication
Describe the set of communication symbols that are nonverbal
codes
Illustrate the influences culture, technology, and situation have
on our nonverbal behavior

Nonverbal Communication
The process of intentionally or unintentionally signaling
meaning through behavior other than words
The Nature of
Nonverbal Communication
Nonverbal communication is
Communicative
Often spontaneous and
unintentional
Ambiguous
More believable than
verbal communication
(channel discrepancy)
*
Functions of Nonverbal Communication
Reinforcing verbal messages
Repeating or mirroring verbal messages
Complementing verbal behavior by reinforcing it
Accenting specific information in a verbal message
*

Functions of Nonverbal Communication (cont.)
Substituting verbal
messages
Occurs in situations where words are unavailable, inappropriate,
or unintelligible
*
Contradicting verbal messages
May be unintentional or intentional (teasing, joking, sarcasm)
Managing impressions and regulating interactions
Interaction management occurs throughout a relationship
Nonverbal cues regulate back-and-forth flow of communication
*
Creating immediacy, or closeness, with another
Eye contact, smiling, appropriate touching, mimicry
Deceiving others to believe
something that is false

*
Nonverbal
Communication Codes
Nonverbal codes are symbols we use to send messages without,
or in addition to, words.
*
Nonverbal
Communication Codes (cont.)
Gestures and body movements that send nonverbal messages
(kinesics)
Emblems have direct verbal translations within a group or
culture.
Illustrators help visually
explain what is being said.
Regulators help manage
our interactions.

*
Nonverbal
Kinesics (cont.)
Adaptors satisfy a physical or psychological need.
Affect displays convey feelings, moods, and reactions.
*
Nonverbal
Facial expressions
*
Nonverbal
Facial expressions (cont.)
Several specific expressions are common across all cultures.

Masking: replacing an expression that shows true feeling with
an expression that shows appropriate feeling for a given
interaction
*
Nonverbal
Eye behavior
Oculesics is the study of the use of the eyes to communicate.
Accepted norms
differ across
cultures.
*
Nonverbal
Voice
Paralanguage: vocalized sounds that accompany words; includes
Pitch (variations), tone (modulations), volume (loudness),
pauses, vocal quality, rhythm, rate

Vocalizations: cues about
emotional or physical state
Back-channel cues
include “ah,” “um,” “uh”
*
Nonverbal
Physical appearance
Attractiveness has advantages.
Artifacts (accessories)
convey different messages that may change over time.
*
Nonverbal
Space and environment include
– Proxemics:
the study of the

way we use and
communicate
with space
Intimate
Personal
Social
Public
*
Nonverbal
Space and environment (cont.)
Territoriality: the claiming of an area through continuous or
implied occupation
Environment: arranging our surroundings to encourage or
discourage interactions
*
Nonverbal
Touch (haptics) may include

Functional-professional touch
Social-polite touch
Friendship-warmth touch
Love-intimacy touch
Sexual-arousal
touch
*
Nonverbal
Time orientation
Chronemics: the ways people perceive and value time, structure
time, and react to time
Sending a message
using time may be
confusing in certain
situations.
*
Influences on Nonverbal Communication

Culture
Contact and noncontact cultures have different levels of
sensitivity to touch.
Sex and gender influence a person’s degree of touch, eye
contact, or how nonverbal communication is interpreted.
*
Influences on Nonverbal Communication (cont.)
Mediated nonverbal communication
Loss of paralinguistic cues that offer information
Emoticons and use of font sizes, punctuation, and
capitalization help
convey meaning.
*
Influences on Nonverbal Communication (cont.)
The situational context determines rules of behavior and roles
people must play under different conditions.
Public-private dimension: physical space affecting nonverbal
communication
Informal-formal dimension: perceptions about personal versus
impersonal situations

*
Chapter 3
Verbal
Communication
Chapter Outcomes
Describe the power of language—the system of symbols we use
to think about and communicate our experiences and feelings
Identify the ways language works to help people communicate—
the five functional communication competencies
*
Describe the ways that communicators create meaning with
language
Label problematic uses of language and their remedies
Describe how language reflects, builds on, and determines
context

*
Language
The system of symbols (words) that we use to think about and
communicate experiences and feelings
The Nature of Language
Language is symbolic.
Words are symbols or signs that represent a person, idea, or
thing.
Thought informs language and vice versa.
Cognitive language: specific symbols used to describe ideas,
situations, and so on
*
The Nature of Language (cont.)
Language is ruled by a grammar.
Phonological rules: pronunciation
Syntactic rules: word placement in a sentence
Language is bound by context.
Communication accommodation theory: how language and
identity shape communication in various contexts

*
The Functions of Language
Communication acquisition involves
Learning words of a language
Using the words appropriately and effectively in the context of
the situation
*
Functional Communication Competencies
Using language as a means of control to influence oneself,
others, environment
Using language to share information, which involves
Questioning
Describing
Reinforcing
Withholding
*
Functional Communication Competencies (cont.)

Using language to express feelings appropriately and effectively
Using language to express creativity
Imagining: ability to think, play, and be creative in
communication
Using language as ritual
Ritualizing: learning the rules for managing conversations and
relationships
*
Language and Meaning
Semantics
The relationship among symbols, objects, people, and concepts
The meaning of words, based in their definitions or placement
in a sentence
Pragmatics
The ability to use a culture’s symbol systems appropriately
*
Language and Meaning (cont.)
Words have multiple meanings Denotative: accepted definition
Connotative: emotional or attitudinal response

*
Abstraction
High- and low-level abstractions
(abstraction ladder)
Evasion: avoiding giving details
Equivocation: using unclear words
Euphemism: using inoffensive words
*
Language and Meaning (cont.)The abstraction ladder
*
Group identification and meaning
Slang: using informal, nonstandard words
Jargon: using technical language

*
Problematic Uses of LanguageHateful and hurtful
languageHatespeech: language that offends threatens or insults
a person or group based upon race, religion, gender, or other
identifiable characteristics Hurtful language: inappropriate,
damaging, mean, sarcastic or offensive statements that affect
others in negative ways
*
Problematic Uses of Language (cont.)Labeling The labels we
choose for our beliefs affect how we communicate them to
others (and how others respond). Labels may lead us to ignore
individual differences and thus limit or constrict our
communication.
*
Problematic Uses of Language (cont.)
Biased language openly excludes or implies something negative
about certain groups.
Politically correct language uses neutral terms in place of
biased language and may avoid real issues in favor of
politeness.

*
Problematic Uses of Language (cont.)
Profanity: insulting, rude, vulgar, or disrespectful words or
expressions
Some may see offensive words as reasonably hostile, based on
the situational context.
Civility: social norm for appropriate behavior
Follow guidelines for civil language.
*
Guidelines for More Civil Language
Use no words rather than offensive ones.
Use words appropriate to your specific listener.
Choose temperate, accurate words over inflammatory ones when
commenting on ideas, issues, or persons.
Use objective, respectful, nondiscriminatory language.
Use clean language at all times when at work.
*

Language in Context
Language reflects context.
(Have a variety of speech repertoires.)
Language builds on context.
(Adjust language to situation.)
Language determines context.
(Choose formal/informal language.)
*
Language in Context (cont.)
The situational context
Code switching: communicators change from one repertoire
(“code”) to another as the situation warrants
High language: formal, polite, or “mainstream” language
*
The situational context (cont.)
Low language: informal, casual language for more comfortable
environments (slang)
Sex and gender are part of situational context.

*
The relational context
Using language and levels of abstraction to create/reflect a
relationship
*
The cultural context
Culture, words, and thought
Sapir-Whorf hypothesis (linguistic relativity theory): the words
a culture uses (or doesn’t use) influence thinking.
Linguistic determinism: language influences how we see the
world.
*
The cultural context (cont.)
Gender and language affect communication.

Males: use interruptions
Females: use intensifiers, qualifiers, hedges, disclaimers, tag
questions
Both use resistance messages differently.
*
The cultural context (cont.)
Geography and language affect communication and
understanding of the world.
*
Mediated contexts
Communication via technology requires strong, clear language.
Powerful or intense language may receive more attention.
English has become the language of the Internet and mass
media.
Technology has created its own language.
*

Chapter 2
Perceiving the Self
and Others
1
Chapter Outcomes
Describe how our personal perspective on the world influences
our communication
Explain how we use and misuse schemas when communicating
with others
Define the attributions we use to explain behavior

2
Describe cultural differences that influence perception
Identify how our self-concept—who we think we are—
influences communication
Describe how our cognitions about ourselves and our behavior
affect our communication with others
3
Perception
A cognitive process through which we interpret our experiences
and come to our own unique understandings

4
Communication Processing
Gathering, organizing, and evaluating the information we
receive
Also involves our basic senses, along with personal factors
5
The Perception Process
Selecting information
Organizing perceptions
Interpreting perceptions
Improving perceptions

6
Schemas:
Organizing Perceptions
Schemas
Mental structures that put together related bits of information
Help us understand how things work or should work
Evolve and change over time (interaction appearance theory)
7
Challenges with Schemas
and Perception
Mindlessness
Passive information
processing versus mindfulness
Selective perception
Receiving only the information we want

8
Challenges with Schemas
and Perception (cont.)
Distorted perception
Judging events based on vivid information
Undue influence
Giving another person power over our perceptions
9
Attributions: Interpreting Your Perceptions

Attributions: personal characteristics used to explain others’
behaviors
Fundamental attribution error: overemphasizing internal causes
and underestimating external causes of behaviors
Self-serving bias: attributing personal success to internal
factors
10
Improving Your Perceptions
Be thoughtful when seeking explanations.
Look beyond first impressions.
Question your assumptions.

11
Perception in a Diverse World
Culture affects how we perceive ourselves and others.
12
Perceptual Barriers
Narrow perspective
Cultural myopia: believing one’s own culture is appropriate and
relevant in all situations
Stereotyping
Fitting others into an existing schema without adjusting the
schema appropriately
May be positive, negative, or neutral

13
Perceptual Barriers (cont.)
Prejudice
Deep-seated feelings of unkindness and ill will toward
particular groups
Usually based on negative stereotypes and feelings of
superiority over those groups
14
Cognition:
Perceiving Ourselves
Self-concept
Self-esteem
Self-efficacy

Self-Concept: Who You
Think You Are
Influenced by thoughts, actions, abilities, values, goals, and
ideals
Influences how you communicate with others
Reinforced by how others communicate with you based on
Direct and indirect evidence
Social comparison theory
16
Self-Esteem: How You Feel
About Yourself
A set of attitudes you hold about your own emotions, thoughts,
abilities, skills, behavior, and beliefs
Linked to self-concept: you must know yourself to have

attitudes about your self.
17
Self-Efficacy: Assessing
Your Own Abilities
Ability to predict actual success based on your self-concept and
self-esteem
Affects your ability to interpret events and cope with failure
and success
Inaccurate self-efficacy can lead to self-fulfilling prophecies.
Assessing Our
Perceptions of Self

Self-actualization
Feelings and thoughts resulting from negotiating a
communication situation as well as you possibly could
Can lead to fulfillment and satisfaction
19
Assessing Our
Perceptions of Self (cont.)
Self-adequacy
Assessing your communication competence as sufficient or
acceptable
Can lead to contentment or self-improvement
20

Assessing Our
Perceptions of Self (cont.)
Self-denigration
A negative assessment (self-criticism) about a communication
experience
Often occurs when communicators place undue importance on
their weaknesses, preventing improvement
21
Behavior: Managing Our Identities
Self-presentation
Intentional communication designed to show elements of self
for strategic purposes
Occurs through various channels
Requires self-monitoring

Behavior: Managing Our Identities (cont.)
Self-disclosure
Revealing yourself to others by sharing personal information
Must not be information easily known to others
Sharing must be voluntary
Behavior: Managing Our Identities (cont.)
Technology: Managing the
Self and Perceptions
Self-presentation can be more controlled online than in person.
Make conscious choices about what to reveal to others.

Others may create perceptions about you based upon what you
reveal.
Technology allows for experimentation with identity.
25
Chapter 1
Communication:
Essential Human
Behavior
1

Chapter Outcomes
Define the communication process
Describe the functions of communication
Assess the quality or value of communication by examining its
six characteristics
Define what communication scholars consider to be competent
communication
Describe the visual representations, or models, of
communication
Describe why communication is vital to everyone
The Functional Perspective
How we use communication in relationships
Expressing affiliation

Managing relationships
Influencing others
Six Characteristics of Communication
Communication is symbolic.
Both language and behavior are symbols.
Communication requires a shared code.
People construct messages (encode) and interpret messages
(decode).
Six Characteristics of Communication (cont.)
Communication is linked to culture.
Culture includes shared beliefs, practices, values, and language.
Communication need not be intentional.
Spontaneous, unintentional communication occurs through
emotions or body movements.

6
Six Characteristics of Communication (cont.)
Communication occurs through various channels.
Channels include face-to-face, e-mail, text messages, books,
and so on.
Communication is a transactional process.
It requires two or more people acting in both sender and
receiver roles.
7
Competent
Communication Is . . .

Process-oriented
Optimizes outcomes for both partners, with mutual satisfaction
the goal
Values ethical standards of right and wrong
8
Competent
Communication Is . . . (cont.)
Appropriate and effective
Adapts to the situation (behavioral flexibility)
Helps achieve goals based on the situational context
9

Competent
Communication Is . . . (cont.)
Tied to well-developed communication skills
Requires understanding of social norms and behaviors
Related to using technology
Requires using the right channel appropriately
10
Modeling Communication
The linear model
11

Modeling Communication (cont.)
The interaction model
12
Modeling Communication (cont.)
The competent communication model
13
The Study of Communication
Basic communication processes

Interpersonal communication
Group and organizational communication
Public speaking
Mass communication
RUBRIC
Staple this to the back of your paper (This should be the last
page!)
Application Paper 1
______/1 – Between2 to 3 pages
______/1 – Proper Format (Use the Template!)
Spelling & Grammar Mistakes
______/2 – Less than 5 Spelling and Grammar errors
______/1 – Between 6-10 errors
______/0 – More than 10 errors
Content
______/1 – Introduction paragraph
______/5 – Clearly articulated thesis/ central messsage
______/5 – Usage of concepts/themes in the book
______/5 – Application of concept/themes to justify
thesis/central message
Total: _________/20

HCOM 100: APPLICATION PAPER #1
Overview:
The concepts we study in communication all around us. Much
like we have done in class it is possible to break down the
concepts throughout texts that we experience every day. This
assignment will exercise your ability to accurately understand
and apply the concepts you have learned in class in a variety of
different contexts.
Assignment Prompt:
This assignment requires that you choose a text of some sort. A
"text" can be anything from a commercial to a television show
episode to a music video to a magazine article, etc. Though
there is no conceptual limit to what a text might be, it should be
clearly defined, relatively simple, and discrete (has a clear
beginning and end). Once you choose your text, you must
isolate the communication concepts that arise in your text and
explain how and why they're there. Your paper should focus on
communication themes / overarching communicated messages
from your text and the manner in which the elements you have
isolated help to produce/construct/convey the overarching
message. Any communication concept we have thus far
discussed or have thus far been presented by the book are fair
game.
Organization
You should organize your paper into the following three parts.
I. Introduction: Provide a brief description of your text and the
field(s) of communication you will be pulling from (each
chapter is a different field of communication). You should
establish the focal message(s) you have located in your text as a
sort of central thesis of your paper. Also include a preview what
your paper will look like.
II. Body: First you should include a more in-depth description
of your text: what is it, where it is featured, who is in it (if
applicable) describing what goes on during it, and so on.
Though this is supposed to be more in depth it should also be
concise, this should not comprise most of your paper. Next

discuss in detail the main points corresponding to the various
communication topics and how they apply to your text. This
part of the body is point where you must flesh out and clearly
detail what the communication concepts you are using and how
they work together (or divisively) to produce the particular
message(s) of your
III. Conclusion: Briefly summarize your paper, and conclude
your thoughts and ideas of the paper. Though summarization is
a part of your conclusion, it shouldn't be the entirety of it. What
are the things I should take away from your paper? What are
your final thoughts?
Evaluation
Your paper will be graded on the displayed knowledge of
communication concepts, the accuracy and clarity by which you
have applied your concepts, and the coherency by which your
utilization of concepts fits into your larger message. You will
also be graded on general style, grammar and mechanics (in that
your writing should be free of grammatical mistakes and should
be clean)
Requirements:
Your paper should be at least 2-3 pages in length. You must use
concepts you use in the books, so it is absolutely essential that
you use proper APA citation (lacking citations of any kind is
considered plagiarism/academic dishonesty).We will review/go
over the proper method of citing in APA format in class.
Papers must be in 12-point font, Times New Roman, double-
spaced, include page numbers, and have 1-inch margins on all
sides. Papers must include a cover page with your name, course
name and section, the date, and my name. Your cover page is
not part of your page count.
You must turn in a physical paper copy in to me. If you are
unable to make it to class then you are welcome to drop it in my
mailbox. To do so simply submit your paper with my name
[Romin Rajan] clearly visible on it to the 4th floor Human
Communications Department Office. You must be sure to email

to let me know that you have emailed it to me (note: this doesn't
mean email me your paper, you still must submit a hard copy)
This paper is worth 20 points. Late submissions will be docked
points for each day of tardiness.
Let me know if you have any questions. You may email me at
any time to ask questions or to make an appointment or see me
in my office hours. Queries about the paper the day before the
paper is due will not be answered.

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