Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
CHAPTER
11 Storage Security
The primary concern of network security is to protect assets that reside on the
network. Naturally, the most significant of those assets is data. Data resides in
storage, which is either controlled or unmanaged. Storage technologies have
evolved over the past decade in complexity, capability, and capacity, and the
effectiveness of storage security controls and technologies has advanced
accordingly. Today’s storage technologies can protect data natively in many ways;
for example, many modern storage technologies include built-in encryption and
access control to protect confidentiality and integrity, redundancy to protect
availability, and onboard protection against malware.
In this chapter, we’ll cover the ways in which the built-in security features of
modern storage infrastructures can be leveraged to protect data. We’ll also look
at how to protect data on storage devices and platforms using additional
technologies outside the native functionality of storage systems, to remediate
residual risks to that data. And finally, we’ll review best practices for building
storage infrastructures to provide the best protection for data assets. Let’s begin
with a look at how storage security has changed in recent years.
Storage Security Evolution
When the first edition of this book was published almost ten years ago, 3.5-inch
floppy disk drives were still included on some computers. Being portable storage
devices, floppy disks were hard to secure. They were easily lost, or the data on
them became corrupted. They could be used to propagate malware, either
through files on the disk or through active code like the “girlfriend exploit” (as
described in Chapter 2, named for the infamous practice of breaking into a
network by giving a disk containing exploit software to a significant other who
works there, and instructing her to run the program). The use of floppy disks was
largely phased out by the late 2000s.
The next generation of storage devices, compact discs (CDs) and digital video
discs (DVDs), posed a unique threat due to their longevity. Unlike other, more
volatile storage media, these polycarbonate-encased metal optical data storage
devices seem like they will last forever if handled properly. While optical discs
are great for reliability and availability of data, their longevity elicits concerns of
its own. If you place private, confidential data on a CD or DVD and then misplace
https://learning.oreilly.com/library/view/information-security-the/9780071784351/ch2.html
the disc, who knows how long it might stick around and who may discover it in
the future. For this reason, optical storage devices were banned in many
corporate environments, especially those required to comply with privacy
regulations. Moreover, once the data is burned to the media, it can’t be changed,
so you can’t retroactively apply protection to it.
Flash drives (USB sticks and the like) have exploded in ...
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008MaximaSheffield592
Chapter 02: Video Case - Banking on NatureVideo Transcript:> In 2008, Mark Tercek gave up a powerful position at Goldman Sachs to become president of the Nature Conservancy. It is the world's largest environmental group. And now he's trying to change the way that we think about business and the environment. Mark Tercek, welcome.>> Thank you>> So when you talk about changing the way people think about business and the environment, what you have brought to the table here is a partnership between businessu and an environmental group. And you've received some criticism for that.>> Yeah, we think about nature. It's got tremendous value for people. You should think about nature as infrastructure, something to invest in, to improve economies, to improve jobs, to improve life. And so of course we want out allies to include the government, working joes, but business as well. And big business increasingly has a huge environmental footprint. So if we can work with business, help them understand that taking better care of the environment is good for their business, we think they can really be powerful allies to the environmental movement.>> How does somebody go from one of the biggest of businesses, Goldman Sachs, at the height of the boom to a nature non-profit?>> Yeah, I think I've really been fortunate. I worked at Goldman Sachs for 25 years. I had a very positive experience there. Near the end of my career I wanted to shift gears. My boss at the time, Hank Paulson, said, I was thinking about leaving the firm in 2005 to become an environmentalist. He said no, stay at the firm and build an environmental effort at the firm. So Hank and I did that together. We looked for business opportunities that made business sense and that were good for the environment. It went really well. I'm really proud of what we accomplished there. And I became so convinced of this opportunity I went all the way and joined the Conservancy. I was very fortunate. The Conservancy was a great organization before I got there. That's for sure. I have the good privilege of leading it today, and we're excited about what we can do.>> How many of those opportunities are out there today, by the way? Investments that are good for business and for the environment at the same time?>> You know, we think it's almost unlimited, to be honest. We're just beginning to scratch the surface. But in case after care we work closely with companies who have a big environmental footprint. We help them understand how their business depends on nature, and the better they understand that the more incentivized they are by good old profit motives, chairholder value maximization motives to do a better job of being environmental stewards. That's a great weapon in our work.>> Hank Paulson went on to lead the Treasury when you went on to lead the Nature Conservancy. I wonder, how do you convince, because sometimes it's not in a business's best interests as far as their bottom line is concerned, to be environmental ...
CHAPTER
5
Security Policies, Standards, Procedures, and
Guidelines
The four components of security documentation are policies, standards,
procedures, and guidelines. Together, these form the complete definition of a
mature security program. The Capability Maturity Model (CMM), which measures
how robust and repeatable a business process is, is often applied to security
programs. The CMM relies heavily on documentation for defining repeatable,
optimized processes. As such, any security program considered mature by CMM
standards needs to have well-defined policies, procedures, standards, and
guidelines.
• Policy is a high-level statement of requirements. A security policy is the primary
way in which management’s expectations for security are provided to the
builders, installers, maintainers, and users of an organization’s information
systems.
• Standards specify how to configure devices, how to install and configure
software, and how to use computer systems and other organizational assets, to be
compliant with the intentions of the policy.
• Procedures specify the step-by-step instructions to perform various tasks in
accordance with policies and standards.
• Guidelines are advice about how to achieve the goals of the security policy, but
they are suggestions, not rules. They are an important communication tool to let
people know how to follow the policy’s guidance. They convey best practices for
using technology systems or behaving according to management’s preferences.
This chapter covers the basics of what you need to know about policies,
standards, procedures, and guidelines, and provides some examples to illustrate
the principles. Of these, security policies are the most important within the
context of a security program, because they form the basis for the decisions that
are made within the security program, and they give the security program its
“teeth.” As such, the majority of this chapter is devoted to security policies. There
are other books that cover policies in as much detail as you like. See the
References section for some recommendations. The end of this chapter provides
you with some guidance and examples for standards, procedures, and guidelines,
so you can see how they are made, and how they relate to policies.
Security Policies
A security policy is the essential foundation for an effective and comprehensive
security program. A good security policy should be a high-level, brief, formalized
statement of the security practices that management expects employees and
other stakeholders to follow. A security policy should be concise and easy to
understand so that everyone can follow the guidance set forth in it.
In its basic form, a security policy is a document that describes an
organization’s security requirements. A security policy specifies what should be
done, not how; nor does it specify technologies or specific solutions. The security
policy defines a specific set of ...
CHAPTER
7
Authentication and
Authorization
One of the most common ways to control access to computer systems is to
identify who is at the keyboard (and prove that identity), and then decide what
they are allowed to do. These twin controls, authentication and authorization,
respectively, ensure that authorized users get access to the appropriate
computing resources, while blocking access to unauthorized users.
Authentication is the means of verifying who a person (or process) is, while
authorization determines what they’re allowed to do. This should always be done
in accordance with the principle of least privilege—giving each person only the
amount of access they require to be effective in their job function, and no more.
Authentication
Authentication is the process by which people prove they are who they say they
are. It’s composed of two parts: a public statement of identity (usually in the form
of a username) combined with a private response to a challenge (such as
a password). The secret response to the authentication challenge can be based on
one or more factors—something you know (a secret word, number, or passphrase
for example), something you have (such as a smartcard, ID tag, or code
generator), or something you are (like a biometric factor like a fingerprint or
retinal print). A password by itself, which is a means of identifying yourself
through something only you should know (and today’s most common form of
challenge response), is an example of single-factor authentication. This is not
considered to be a strong authentication method, because a password can be
intercepted or stolen in a variety of ways—for example, passwords are frequently
written down or shared with others, they can be captured from the system or the
network, and they are often weak and easy to guess.
Imagine if you could only identify your friends by being handed a previously
agreed secret phrase on a piece of paper instead of by looking at them or hearing
their voice. How reliable would that be? This type of identification is often
portrayed in spy movies, where a secret agent uses a password to impersonate
someone the victim is supposed to meet but has never seen. This trick works
precisely because it is so fallible—the password is the only means of identifying
the individual. Passwords are just not a good way of authenticating someone.
Unfortunately, password-based authentication was the easiest type to implement
in the early days of computing, and the model has persisted to this day.
Other single-factor authentication methods are better than passwords. Tokens
and smart cards are better than passwords because they must be in the physical
possession of the user. Biometrics, which use a sensor or scanner to identify
unique features of individual body parts, are better than passwords because they
can’t be shared—the user must be present to log in. However, there are ways to
defeat these methods. Tokens and card ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
CHAPTER
11 Storage Security
The primary concern of network security is to protect assets that reside on the
network. Naturally, the most significant of those assets is data. Data resides in
storage, which is either controlled or unmanaged. Storage technologies have
evolved over the past decade in complexity, capability, and capacity, and the
effectiveness of storage security controls and technologies has advanced
accordingly. Today’s storage technologies can protect data natively in many ways;
for example, many modern storage technologies include built-in encryption and
access control to protect confidentiality and integrity, redundancy to protect
availability, and onboard protection against malware.
In this chapter, we’ll cover the ways in which the built-in security features of
modern storage infrastructures can be leveraged to protect data. We’ll also look
at how to protect data on storage devices and platforms using additional
technologies outside the native functionality of storage systems, to remediate
residual risks to that data. And finally, we’ll review best practices for building
storage infrastructures to provide the best protection for data assets. Let’s begin
with a look at how storage security has changed in recent years.
Storage Security Evolution
When the first edition of this book was published almost ten years ago, 3.5-inch
floppy disk drives were still included on some computers. Being portable storage
devices, floppy disks were hard to secure. They were easily lost, or the data on
them became corrupted. They could be used to propagate malware, either
through files on the disk or through active code like the “girlfriend exploit” (as
described in Chapter 2, named for the infamous practice of breaking into a
network by giving a disk containing exploit software to a significant other who
works there, and instructing her to run the program). The use of floppy disks was
largely phased out by the late 2000s.
The next generation of storage devices, compact discs (CDs) and digital video
discs (DVDs), posed a unique threat due to their longevity. Unlike other, more
volatile storage media, these polycarbonate-encased metal optical data storage
devices seem like they will last forever if handled properly. While optical discs
are great for reliability and availability of data, their longevity elicits concerns of
its own. If you place private, confidential data on a CD or DVD and then misplace
https://learning.oreilly.com/library/view/information-security-the/9780071784351/ch2.html
the disc, who knows how long it might stick around and who may discover it in
the future. For this reason, optical storage devices were banned in many
corporate environments, especially those required to comply with privacy
regulations. Moreover, once the data is burned to the media, it can’t be changed,
so you can’t retroactively apply protection to it.
Flash drives (USB sticks and the like) have exploded in ...
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008MaximaSheffield592
Chapter 02: Video Case - Banking on NatureVideo Transcript:> In 2008, Mark Tercek gave up a powerful position at Goldman Sachs to become president of the Nature Conservancy. It is the world's largest environmental group. And now he's trying to change the way that we think about business and the environment. Mark Tercek, welcome.>> Thank you>> So when you talk about changing the way people think about business and the environment, what you have brought to the table here is a partnership between businessu and an environmental group. And you've received some criticism for that.>> Yeah, we think about nature. It's got tremendous value for people. You should think about nature as infrastructure, something to invest in, to improve economies, to improve jobs, to improve life. And so of course we want out allies to include the government, working joes, but business as well. And big business increasingly has a huge environmental footprint. So if we can work with business, help them understand that taking better care of the environment is good for their business, we think they can really be powerful allies to the environmental movement.>> How does somebody go from one of the biggest of businesses, Goldman Sachs, at the height of the boom to a nature non-profit?>> Yeah, I think I've really been fortunate. I worked at Goldman Sachs for 25 years. I had a very positive experience there. Near the end of my career I wanted to shift gears. My boss at the time, Hank Paulson, said, I was thinking about leaving the firm in 2005 to become an environmentalist. He said no, stay at the firm and build an environmental effort at the firm. So Hank and I did that together. We looked for business opportunities that made business sense and that were good for the environment. It went really well. I'm really proud of what we accomplished there. And I became so convinced of this opportunity I went all the way and joined the Conservancy. I was very fortunate. The Conservancy was a great organization before I got there. That's for sure. I have the good privilege of leading it today, and we're excited about what we can do.>> How many of those opportunities are out there today, by the way? Investments that are good for business and for the environment at the same time?>> You know, we think it's almost unlimited, to be honest. We're just beginning to scratch the surface. But in case after care we work closely with companies who have a big environmental footprint. We help them understand how their business depends on nature, and the better they understand that the more incentivized they are by good old profit motives, chairholder value maximization motives to do a better job of being environmental stewards. That's a great weapon in our work.>> Hank Paulson went on to lead the Treasury when you went on to lead the Nature Conservancy. I wonder, how do you convince, because sometimes it's not in a business's best interests as far as their bottom line is concerned, to be environmental ...
CHAPTER
5
Security Policies, Standards, Procedures, and
Guidelines
The four components of security documentation are policies, standards,
procedures, and guidelines. Together, these form the complete definition of a
mature security program. The Capability Maturity Model (CMM), which measures
how robust and repeatable a business process is, is often applied to security
programs. The CMM relies heavily on documentation for defining repeatable,
optimized processes. As such, any security program considered mature by CMM
standards needs to have well-defined policies, procedures, standards, and
guidelines.
• Policy is a high-level statement of requirements. A security policy is the primary
way in which management’s expectations for security are provided to the
builders, installers, maintainers, and users of an organization’s information
systems.
• Standards specify how to configure devices, how to install and configure
software, and how to use computer systems and other organizational assets, to be
compliant with the intentions of the policy.
• Procedures specify the step-by-step instructions to perform various tasks in
accordance with policies and standards.
• Guidelines are advice about how to achieve the goals of the security policy, but
they are suggestions, not rules. They are an important communication tool to let
people know how to follow the policy’s guidance. They convey best practices for
using technology systems or behaving according to management’s preferences.
This chapter covers the basics of what you need to know about policies,
standards, procedures, and guidelines, and provides some examples to illustrate
the principles. Of these, security policies are the most important within the
context of a security program, because they form the basis for the decisions that
are made within the security program, and they give the security program its
“teeth.” As such, the majority of this chapter is devoted to security policies. There
are other books that cover policies in as much detail as you like. See the
References section for some recommendations. The end of this chapter provides
you with some guidance and examples for standards, procedures, and guidelines,
so you can see how they are made, and how they relate to policies.
Security Policies
A security policy is the essential foundation for an effective and comprehensive
security program. A good security policy should be a high-level, brief, formalized
statement of the security practices that management expects employees and
other stakeholders to follow. A security policy should be concise and easy to
understand so that everyone can follow the guidance set forth in it.
In its basic form, a security policy is a document that describes an
organization’s security requirements. A security policy specifies what should be
done, not how; nor does it specify technologies or specific solutions. The security
policy defines a specific set of ...
CHAPTER
7
Authentication and
Authorization
One of the most common ways to control access to computer systems is to
identify who is at the keyboard (and prove that identity), and then decide what
they are allowed to do. These twin controls, authentication and authorization,
respectively, ensure that authorized users get access to the appropriate
computing resources, while blocking access to unauthorized users.
Authentication is the means of verifying who a person (or process) is, while
authorization determines what they’re allowed to do. This should always be done
in accordance with the principle of least privilege—giving each person only the
amount of access they require to be effective in their job function, and no more.
Authentication
Authentication is the process by which people prove they are who they say they
are. It’s composed of two parts: a public statement of identity (usually in the form
of a username) combined with a private response to a challenge (such as
a password). The secret response to the authentication challenge can be based on
one or more factors—something you know (a secret word, number, or passphrase
for example), something you have (such as a smartcard, ID tag, or code
generator), or something you are (like a biometric factor like a fingerprint or
retinal print). A password by itself, which is a means of identifying yourself
through something only you should know (and today’s most common form of
challenge response), is an example of single-factor authentication. This is not
considered to be a strong authentication method, because a password can be
intercepted or stolen in a variety of ways—for example, passwords are frequently
written down or shared with others, they can be captured from the system or the
network, and they are often weak and easy to guess.
Imagine if you could only identify your friends by being handed a previously
agreed secret phrase on a piece of paper instead of by looking at them or hearing
their voice. How reliable would that be? This type of identification is often
portrayed in spy movies, where a secret agent uses a password to impersonate
someone the victim is supposed to meet but has never seen. This trick works
precisely because it is so fallible—the password is the only means of identifying
the individual. Passwords are just not a good way of authenticating someone.
Unfortunately, password-based authentication was the easiest type to implement
in the early days of computing, and the model has persisted to this day.
Other single-factor authentication methods are better than passwords. Tokens
and smart cards are better than passwords because they must be in the physical
possession of the user. Biometrics, which use a sensor or scanner to identify
unique features of individual body parts, are better than passwords because they
can’t be shared—the user must be present to log in. However, there are ways to
defeat these methods. Tokens and card ...
2. Getting Started
I N T R O D U C T O R Y E X E R C I S E S
1. Write five words that express what you want to do and where
you want to be a year
from now. Take those five words and write a paragraph that
clearly articulates your
responses to both “what” and “where.”
2. Think of five words that express what you want to do and
where you want to be five
years from now. Share your five words with your classmates
and listen to their
responses. What patterns do you observe in the responses?
Write a paragraph that
addresses at least one observation.
Communication is an activity, skill, and art that incorporates
lessons learned across a
wide spectrum of human knowledge. Perhaps the most time-
honored form of
communication is storytelling. We’ve told each other stories for
ages to help make sense
of our world, anticipate the future, and certainly to entertain
ourselves. The art of
3. storytelling draws on your understanding of yourself, your
message, and how you
communicate it to an audience that is simultaneously
communicating back to you. Your
anticipation, reaction, and adaptation to the process will
determine how successfully
you are able to communicate. You were not born knowing how
to write or even how to
talk—but in the process of growing up, you have undoubtedly
learned how to tell, and
how not tell, a story out loud and in writing.
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You didn’t learn to text in a day and didn’t learn all the codes —
from LOL (laugh out
loud) to BRB (be right back)—right away. In the same way,
learning to communicate
well requires you to read and study how others have expressed
themselves, then adapt
what you have learned to your present task—whether it is
texting a brief message to a
friend, presenting your qualifications in a job interview, or
writing a business report.
4. You come to this text with skills and an understanding that will
provide a valuable
foundation as we explore the communication process.
Effective communication takes preparation, practice, and
persistence. There are many
ways to learn communication skills; the school of experience, or
“hard knocks,” is one of
them. But in the business environment, a “knock” (or lesson
learned) may come at the
expense of your credibility through a blown presentation to a
client. The classroom
environment, with a compilation of information and resources
such as a text, can offer
you a trial run where you get to try out new ideas and skills
before you have to use them
to communicate effectively to make a sale or form a new
partnership. Listening to
yourself, or perhaps the comments of others, may help you
reflect on new ways to
present, or perceive, thoughts, ideas and concepts. The net
result is your growth;
ultimately your ability to communicate in business will
improve, opening more doors
5. than you might anticipate.
As you learn the material in this text, each part will contribute
to the whole. The degree
to which you attend to each part will ultimately help give you
the skills, confidence, and
preparation to use communication in furthering your career.
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1.1 Why Is It Important to Communicate Well?
L E A R N I N G O B J E C T I V E S
1. Recognize the importance of communication in gaining a
better understanding of
yourself and others.
2. Explain how communication skills help you solve problems,
learn new things, and build
your career.
Communication is key to your success—in relationships, in the
workplace, as a citizen of
your country, and across your lifetime. Your ability to
communicate comes from
experience, and experience can be an effective teacher, but this
6. text and the related
business communication course will offer you a wealth of
experiences gathered from
professional speakers across their lifetimes. You can l earn from
the lessons they’ve
learned and be a more effective communicator right out of the
gate.
Business communication can be thought of as a problem solving
activity in which
individuals may address the following questions:
• What is the situation?
• What are some possible communication strategies?
• What is the best course of action?
• What is the best way to design the chosen message?
• What is the best way to deliver the message?
In this book, we will examine this problem solving process and
help you learn to apply it
in the kinds of situations you are likely to encounter over the
course of your career.
Communication Influences Your Thinking about Yourself and
Others
We all share a fundamental drive to communicate.
Communication can be defined as
7. the process of understanding and sharing meaning. [1] You
share meaning in what you
say and how you say it, both in oral and written forms. If you
could not communicate,
what would life be like? A series of never-ending frustrations?
Not being able to ask for
what you need or even to understand the needs of others?
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Being unable to communicate might even mean losing a part of
yourself, for you
communicate your self-concept—your sense of self and
awareness of who you are—in
many ways. Do you like to write? Do you find it easy to make a
phone call to a stranger
or to speak to a room full of people? Perhaps someone told you
that you don’t speak
clearly or your grammar needs improvement. Does that make
you more or less likely to
want to communicate? For some, it may be a positive challenge,
while for others it may
be discouraging. But in all cases, your ability to communicate is
8. central to your self-
concept.
Take a look at your clothes. What are the brands you are
wearing? What do you think
they say about you? Do you feel that certain styles of shoes,
jewelry, tattoos, music, or
even automobiles express who you are? Part of your self-
concept may be that you
express yourself through texting, or through writing longer
documents like essays and
research papers, or through the way you speak.
On the other side of the coin, your communications skills help
you to understand
others—not just their words, but also their tone of voice, their
nonverbal gestures, or the
format of their written documents provide you with clues about
who they are and what
their values and priorities may be. Active listening and reading
are also part of being a
successful communicator.
Communication Influences How You Learn
When you were an infant, you learned to talk over a period of
many months. When you
9. got older, you didn’t learn to ride a bike, drive a car, or even
text a message on your cell
phone in one brief moment. You need to begin the process of
improving your speaking
and writing with the frame of mind that it will require effort,
persistence, and self-
correction.
You learn to speak in public by first having conversations, then
by answering questions
and expressing your opinions in class, and finally by preparing
and delivering a “stand-
up” speech. Similarly, you learn to write by first learning to
read, then by writing and
learning to think critically. Your speaking and writing are
reflections of your thoughts,
experience, and education. Part of that combination is your
level of experience listening
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to other speakers, reading documents and styles of writing, and
studying formats similar
to what you aim to produce.
10. As you study business communication, you may receive
suggestions for improvement
and clarification from speakers and writers more experienced
than yourself. Take their
suggestions as challenges to improve; don’t give up when your
first speech or first draft
does not communicate the message you intend. Stick with it
until you get it right. Your
success in communicating is a skill that applies to almost every
field of work, and it
makes a difference in your relationships with others.
Remember, luck is simply a combination of preparation and
timing. You want to be
prepared to communicate well when given the opportunity. Each
time you do a good
job, your success will bring more success.
Communication Represents You and Your Employer
You want to make a good first impression on your friends and
family, instructors, and
employer. They all want you to convey a positive image, as it
reflects on them. In your
career, you will represent your business or company in spoken
and written form. Your
professionalism and attention to detail will reflect positively on
11. you and set you up for
success.
In both oral and written situations, you will benefit from having
the ability to
communicate clearly. These are skills you will use for the rest
of your life. Positive
improvements in these skills will have a positive impact on your
relationships, your
prospects for employment, and your ability to make a difference
in the world.
Communication Skills Are Desired by Business and Industry
Oral and written communication proficiencies are consistently
ranked in the top ten
desirable skills by employer surveys year after year. In fact,
high-powered business
executives sometimes hire consultants to coach them in
sharpening their
communication skills. According to the National Association of
Colleges and
Employers, [2] the following are the top five personal qualities
or skills potential
employers seek:
1. Communication skills (verbal and written)
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2. Strong work ethic
3. Teamwork skills (works well with others, group
communication)
4. Initiative
5. Analytical skills
Knowing this, you can see that one way for you to be successful
and increase your
promotion potential is to increase your abilities to speak and
write effectively.
In September 2004, the National Commission on Writing for
America’s Families,
Schools, and Colleges published a study on 120 human resource
directors
titled Writing: A Ticket to Work…Or a Ticket Out, A Survey of
Business Leaders. [3] The
study found that “writing is both a ‘marker’ of high-skill, high-
wage, professional work
and a ‘gatekeeper’ with clear equity implications,” said Bob
Kerrey, president of New
13. School University in New York and chair of the commission.
“People unable to express
themselves clearly in writing limit their opportunities for
professional, salaried
employment.” [4]
On the other end of the spectrum, it is estimated that over forty
million Americans are
illiterate, or unable to functionally read or write. If you are
reading this book, you may
not be part of an at-risk group in need of basic skill
development, but you still may need
additional training and practice as you raise your skill level.
An individual with excellent communication skills is an asset to
every organization. No
matter what career you plan to pursue, learning to express
yourself professionally in
speech and in writing will help you get there.
K E Y T A K E A W A Y
Communication forms a part of your self-concept, and it helps
you understand yourself
and others, solve problems and learn new things, and build your
career.
E X E R C I S E S
14. 1. Imagine that you have been hired to make “cold calls” to ask
people whether they are
familiar with a new restaurant that has just opened in your
neighborhood. Write a script
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for the phone call. Ask a classmate to copresent as you deliver
the script orally in class,
as if you were making a phone call to the classmate. Discuss
your experience with the
rest of the class.
2. Imagine you have been assigned the task of creating a job
description. Identify a job,
locate at least two sample job descriptions, and create one.
Please present the job
description to the class and note to what degree communication
skills play a role in the
tasks or duties you have included.
[1] Pearson, J., & Nelson, P. (2000). An introduction to human
communication: understanding
and sharing (p. 6). Boston, MA: McGraw-Hill.
15. [2] National Association of Colleges and Employers. (2009).
Frequently asked questions.
Retrieved from
http://www.naceweb.org/Press/Frequently_Asked_Questions.asp
x?referal=
[3] National Commission on Writing for America’s Families,
Schools, and Colleges. (2004,
September). Writing: A Ticket to Work…Or a Ticket Out, A
Survey of Business Leaders. Retrieved
fromhttp://www.writingcommission.org/pr/writing_for_employ.
html
[4] The College Board. (2004, September). Writing skills
necessary for employment, says big
business: Writing can be a ticket to professional jobs, says blue -
ribbon group. Retrieved
fromhttp://www.writingcommission.org/pr/writing_for_employ.
html
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1.2 What Is Communication?
L E A R N I N G O B J E C T I V E S
1. Define communication and describe communication as a
process.
16. 2. Identify and describe the eight essential components of
communication.
3. Identify and describe two models of communication.
Many theories have been proposed to describe, predict, and
understand the behaviors
and phenomena of which communication consists. When it
comes to communicating in
business, we are often less interested in theory than in making
sure our communications
generate the desired results. But in order to achieve results, it
can be valuable to
understand what communication is and how it works.
Defining Communication
The root of the word “communication” in Latin is communicare,
which means to share,
or to make common. [1] Communication is defined as the
process of understanding and
sharing meaning. [2]
At the center of our study of communication is the relationship
that involves interaction
between participants. This definition serves us well with its
emphasis on the process,
which we’ll examine in depth across this text, of coming to
17. understand and share
another’s point of view effectively.
The first key word in this definition is process. A process is a
dynamic activity that is
hard to describe because it changes. [3] Imagine you are alone
in your kitchen thinking.
Someone you know (say, your mother) enters the kitchen and
you talk briefly. What has
changed? Now, imagine that your mother is joined by someone
else, someone you
haven’t met before—and this stranger listens intently as you
speak, almost as if you were
giving a speech. What has changed? Your perspective might
change, and you might
watch your words more closely. The feedback or response from
your mother and the
stranger (who are, in essence, your audience) may cause you to
reevaluate what you are
saying. When we interact, all these factors—and many more—
influence the process of
communication.
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The second key word is understanding: “To understand is to
perceive, to interpret, and
to relate our perception and interpretation to what we already
know.” [4] If a friend tells
you a story about falling off a bike, what image comes to mind?
Now your friend points
out the window and you see a motorcycle lying on the ground.
Understanding the words
and the concepts or objects they refer to is an important part of
the communication
process.
Next comes the word sharing. Sharing means doing something
together with one or
more people. You may share a joint activity, as when you share
in compiling a report; or
you may benefit jointly from a resource, as when you and
several coworkers share a
pizza. In communication, sharing occurs when you convey
thoughts, feelings, ideas, or
insights to others. You can also share with yourself (a process
called intrapersonal
communication) when you bring ideas to consciousness, ponder
how you feel about
19. something, or figure out the solution to a problem and have a
classic “Aha!” moment
when something becomes clear.
Finally, meaning is what we share through communication. The
word “bike” represents
both a bicycle and a short name for a motorcycle. By l ooking at
the context the word is
used in and by asking questions, we can discover the shared
meaning of the word and
understand the message.
Eight Essential Components of Communication
In order to better understand the communication process, we can
break it down into a
series of eight essential components:
1. Source
2. Message
3. Channel
4. Receiver
5. Feedback
6. Environment
7. Context
20. 8. Interference
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Each of these eight components serves an integral function in
the overall process. Let’s
explore them one by one.
Source
The source imagines, creates, and sends the message. In a
public speaking situation, the
source is the person giving the speech. He or she conveys the
message by sharing new
information with the audience. The speaker also conveys a
message through his or her
tone of voice, body language, and choice of clothing. The
speaker begins by first
determining the message—what to say and how to say it. The
second step involves
encoding the message by choosing just the right order or the
perfect words to convey the
intended meaning. The third step is to present or send the
information to the receiver or
21. audience. Finally, by watching for the audience’s reaction, the
source perceives how well
they received the message and responds with clarification or
supporting information.
Message
“The message is the stimulus or meaning produced by the
source for the receiver or
audience.” [5] When you plan to give a speech or write a report,
your message may seem
to be only the words you choose that will convey your meaning.
But that is just the
beginning. The words are brought together with grammar and
organization. You may
choose to save your most important point for last. The message
also consists of the way
you say it—in a speech, with your tone of voice, your body
language, and your
appearance—and in a report, with your writing style,
punctuation, and the headings and
formatting you choose. In addition, part of the message may be
the environment or
context you present it in and the noise that might make your
message hard to hear or
see.
22. Imagine, for example, that you are addressing a large audience
of sales reps and are
aware there is a World Series game tonight. Your audience
might have a hard time
settling down, but you may choose to open with, “I understand
there is an important
game tonight.” In this way, by expressing verbally something
that most people in your
audience are aware of and interested in, you might grasp and
focus their attention.
Channel
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“The channel is the way in which a message or messages travel
between source and
receiver.” [6] For example, think of your television. How many
channels do you have on
your television? Each channel takes up some space, even in a
digital world, in the cable
or in the signal that brings the message of each channel to your
home. Television
combines an audio signal you hear with a visual signal you see.
23. Together they convey the
message to the receiver or audience. Turn off the volume on
your television. Can you
still understand what is happening? Many times you can,
because the body language
conveys part of the message of the show. Now turn up the
volume but turn around so
that you cannot see the television. You can still hear the
dialogue and follow the story
line.
Similarly, when you speak or write, you are using a channel to
convey your message.
Spoken channels include face-to-face conversations, speeches,
telephone conversations
and voice mail messages, radio, public address systems, and
voice over Internet protocol
(VoIP). Written channels include letters, memorandums,
purchase orders, invoices,
newspaper and magazine articles, blogs, e-mail, text messages,
tweets, and so forth.
Receiver
“The receiver receives the message from the source, analyzing
and interpreting the
24. message in ways both intended and unintended by the source.”
[7] To better understand
this component, think of a receiver on a football team. The
quarterback throws the
football (message) to a receiver, who must see and interpret
where to catch the ball. The
quarterback may intend for the receiver to “catch” his message
in one way, but the
receiver may see things differently and miss the football (the
intended meaning)
altogether.
As a receiver you listen, see, touch, smell, and/or taste to
receive a message. Your
audience “sizes you up,” much as you might check them out
long before you take the
stage or open your mouth. The nonverbal responses of your
listeners can serve as clues
on how to adjust your opening. By imagining yourself in their
place, you anticipate what
you would look for if you were them. Just as a quarterback
plans where the receiver will
be in order to place the ball correctly, you too can recognize the
interaction between
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source and receiver in a business communicatio n context. All of
this happens at the
same time, illustrating why and how communication is always
changing.
Feedback
When you respond to the source, intentionally or
unintentionally, you are giving
feedback.Feedback is composed of messages the receiver sends
back to the source.
Verbal or nonverbal, all these feedback signals allow the source
to see how well, how
accurately (or how poorly and inaccurately) the message was
received. Feedback also
provides an opportunity for the receiver or audience to ask for
clarification, to agree or
disagree, or to indicate that the source could make the message
more interesting. As the
amount of feedback increases, the accuracy of communication
also increases. [8]
For example, suppose you are a sales manager participating in a
conference call with
26. four sales reps. As the source, you want to tell the reps to take
advantage of the fact that
it is World Series season to close sales on baseball -related
sports gear. You state your
message, but you hear no replies from your listeners. You might
assume that this means
they understood and agreed with you, but later in the month you
might be disappointed
to find that very few sales were made. If you followed up your
message with a request for
feedback (“Does this make sense? Do any of you have any
questions?”) you might have
an opportunity to clarify your message, and to find out whether
any of the sales reps
believed your suggestion would not work with their customers.
Environment
“The environment is the atmosphere, physical and
psychological, where you send and
receive messages.” [9] The environment can include the tables,
chairs, lighting, and
sound equipment that are in the room. The room itself is an
example of the
environment. The environment can also include factors like
formal dress, that may
27. indicate whether a discussion is open and caring or more
professional and formal.
People may be more likely to have an intimate conversation
when they are physically
close to each other, and less likely when they can only see each
other from across the
room. In that case, they may text each other, itself an intimate
form of communication.
The choice to text is influenced by the environment. As a
speaker, your environment will
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impact and play a role in your speech. It’s always a good idea to
go check out where
you’ll be speaking before the day of the actual presentation.
Context
“The context of the communication interaction involves the
setting, scene, and
expectations of the individuals involved.” [10] A professional
communication context may
involve business suits (environmental cues) that directly or
indirectly influence
28. expectations of language and behavior among the participants.
A presentation or discussion does not take place as an isolated
event. When you came to
class, you came from somewhere. So did the person seated next
to you, as did the
instructor. The degree to which the environment is formal or
informal depends on the
contextual expectations for communication held by the
participants. The person sitting
next to you may be used to informal communication with
instructors, but this particular
instructor may be used to verbal and nonverbal displays of
respect in the academic
environment. You may be used to formal interactions with
instructors as well, and find
your classmate’s question of “Hey Teacher, do we have
homework today?” as rude and
inconsiderate when they see it as normal. The nonverbal
response from the instructor
will certainly give you a clue about how they perceive the
interaction, both the word
choices and how they were said.
Context is all about what people expect from each other, and we
29. often create those
expectations out of environmental cues. Traditional gatherings
like weddings or
quinceañeras are often formal events. There is a time for quiet
social greetings, a time
for silence as the bride walks down the aisle, or the father may
have the first dance with
his daughter as she is transformed from a girl to womanhood in
the eyes of her
community. In either celebration there may come a time for
rambunctious celebration
and dancing. You may be called upon to give a toast, and the
wedding or quinceañera
context will influence your presentation, timing, and
effectiveness.
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In a business meeting, who speaks first? That probably has
some relation to the position
and role each person has outside the meeting. Context plays a
very important role in
30. communication, particularly across cultures.
Interference
Interference, also called noise, can come from any source.
“Interference is anything that
blocks or changes the source’s intended meaning of the
message.” [11] For example, if you
drove a car to work or school, chances are you were surrounded
by noise. Car horns,
billboards, or perhaps the radio in your car interrupted your
thoughts, or your
conversation with a passenger.
Psychological noise is what happens when your thoughts occupy
your attention while
you are hearing, or reading, a message. Imagine that it is 4:45
p.m. and your boss, who
is at a meeting in another city, e-mails you asking for last
month’s sales figures, an
analysis of current sales projections, and the sales figures from
the same month for the
past five years. You may open the e-mail, start to read, and
think, “Great—no problem—I
have those figures and that analysis right here in my computer.”
You fire off a reply with
31. last month’s sales figures and the current projections attached.
Then, at five o’clock, you
turn off your computer and go home. The next morning, your
boss calls on the phone to
tell you he was inconvenienced because you neglected to
include the sales figures from
the previous years. What was the problem? Interference: by
thinking about how you
wanted to respond to your boss’s message, you prevented
yourself from reading
attentively enough to understand the whole message.
Interference can come from other sources, too. Perhaps you are
hungry, and your
attention to your current situation interferes with your ability to
listen. Maybe the office
is hot and stuffy. If you were a member of an audience listening
to an executive speech,
how could this impact your ability to listen and participate?
Noise interferes with normal encoding and decoding of the
message carried by the
channel between source and receiver. Not all noise is bad, but
noise interferes with the
communication process. For example, your cell phone ringtone
may be a welcome noise
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to you, but it may interrupt the communication process in class
and bother your
classmates.
Two Models of Communication
Researchers have observed that when communication takes
place, the source and the
receiver may send messages at the same time, often
overlapping. You, as the speaker,
will often play both roles, as source and receiver. You’ll focus
on the communication and
the reception of your messages to the audience. The audience
will respond in the form of
feedback that will give you important clues. While there are
many models of
communication, here we will focus on two that offer
perspectives and lessons for
business communicators.
Rather than looking at the source sending a message and
someone receiving it as two
distinct acts, researchers often view communication as a
33. transactional process (Figure
1.3 "Transactional Model of Communication"), with actions
often happening at the same
time. The distinction between source and receiver is blurred in
conversational turn-
taking, for example, where both participants play both roles
simultaneously.
Figure 1.3 Transactional Model of Communication
Researchers have also examined the idea that we all construct
our own interpretations
of the message. As the State Department quote at the beginning
of this chapter
indicates, what I said and what you heard may be different. In
the constructivist model
(Figure 1.4 "Constructivist Model of Communication"), we
focus on the negotiated
meaning, or common ground, when trying to describe
communication. [12], [13]
Imagine that you are visiting Atlanta, Georgia, and go to a
restaurant for dinner. When
asked if you want a “Coke,” you may reply, “sure.” The waiter
may then ask you again,
“what kind?” and you may reply, “Coke is fine.” The waiter
34. then may ask a third time,
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“what kind of soft drink would you like?” The misunderstanding
in this example is that
in Atlanta, the home of the Coca-Cola Company, most soft
drinks are generically
referred to as “Coke.” When you order a soft drink, you need to
specify what type, even if
you wish to order a beverage that is not a cola or not even made
by the Coca-Cola
Company. To someone from other regions of the United States,
the words “pop,” “soda
pop,” or “soda” may be the familiar way to refer to a soft drink;
not necessarily the brand
“Coke.” In this example, both you and the waiter understand the
word “Coke,” but you
each understand it to mean something different. In order to
communicate, you must
each realize what the term means to the other person, and
establish common ground, in
order to fully understand the request and provide an answer.
35. Figure 1.4 Constructivist Model of Communication
Because we carry the multiple meanings of words, gestures, and
ideas within us, we can
use a dictionary to guide us, but we will still need to negotiate
meaning.
K E Y T A K E A W A Y
The communication process involves understanding, sharing,
and meaning, and it
consists of eight essential elements: source, message, channel,
receiver, feedback,
environment, context, and interference. Among the models of
communication are the
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transactional process, in which actions happen simultaneously,
and the constructivist
model, which focuses on shared meaning.
E X E R C I S E S
1. Draw what you think communication looks like. Share your
drawing with your
classmates.
36. 2. List three environmental cues and indicate how they
influence your expectations for
communication. Please share your results with your classmates.
3. How does context influence your communication? Consider
the language and culture
people grew up with, and the role these play in communication
styles.
4. If you could design the perfect date, what activities, places,
and/or environmental cues
would you include to set the mood? Please share your results
with your classmates.
5. Observe two people talking. Describe their communication.
See if you can find all eight
components and provide an example for each one.
6. What assumptions are present in transactional model of
communication? Find an
example of a model of communication in your workplace or
classroom, and provide an
example for all eight components.
[1] Weekley, E. (1967). An etymological dictionary of modern
English (Vol. 1, p. 338). New York,
NY: Dover Publications.
37. [2] Pearson, J., & Nelson, P. (2000). An introduction to human
communication: Understanding
and sharing (p. 6). Boston, MA: McGraw-Hill.
[3] Pearson, J., & Nelson, P. (2000). An introduction to human
communication: Understanding
and sharing. Boston, MA: McGraw-Hill.
[4] McLean, S. (2003). The basics of speech communication.
Boston, MA: Allyn & Bacon.
[5] McLean, S. (2005). The basics of interpersonal
communication (p. 10). Boston, MA: Allyn &
Bacon.
[6] McLean, S. (2005). The basics of interpersonal
communication (p. 10). Boston, MA: Allyn &
Bacon.
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[7] McLean, S. (2005). The basics of interpersonal
communication (p. 10). Boston, MA: Allyn &
Bacon.
[8] Leavitt, H., & Mueller, R. (1951). Some effects of feedback
on communication. Human
38. Relations, 4, 401–410.
[9] McLean, S. (2005). The basics of interpersonal
communication (p. 11). Boston, MA: Allyn &
Bacon.
[10] McLean, S. (2005). The basics of interpersonal
communication (p.11). Boston, MA: Allyn &
Bacon.
[11] McLean, S. (2005). The basics of interpersonal
communication (p. 11). Boston, MA: Allyn &
Bacon.
[12] Pearce, W. B., & Cronen, V. (1980). Communication,
action, and meaning: The creating of
social realities. New York, NY: Praeger.
[13] Cronen, V., & Pearce, W. B. (1982). The coordinated
management of meaning: A theory of
communication. In F. E. Dance (Ed.), Human communication
theory (pp. 61–89). New York, NY:
Harper & Row.
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39. 1.3 Communication in Context
L E A R N I N G O B J E C T I V E
1. Identify and describe five types of communication contexts.
Now that we have examined the eight components of
communication, let’s examine this
in context. Is a quiet dinner conversation with someone you care
about the same
experience as a discussion in class or giving a speech? Is
sending a text message to a
friend the same experience as writing a professional project
proposal or a purchase
order? Each context has an influence on the communication
process. Contexts can
overlap, creating an even more dynamic process. You have been
communicating in
many of these contexts across your lifetime, and you’ll be able
to apply what you’ve
learned through experience in each context to business
communication.
Intrapersonal Communication
Have you ever listened to a speech or lecture and gotten caught
up in your thoughts so
that, while the speaker continued, you were no longer listening?
During a phone
40. conversation, have you ever been thinking about what you are
going to say, or what
question you might ask, instead of listening to the other person?
Finally, have you ever
told yourself how you did after you wrote a document or gave a
presentation? As you
“talk with yourself” you are engaged in intrapersonal
communication.
Intrapersonal communication involves one person; it is often
called “self-talk.” [1]Donna
Vocate’s [2] book on intrapersonal communication explains
how, as we use language to
reflect on our own experiences, we talk ourselves through
situations. For example, the
voice within you that tells you, “Keep on Going! I can DO IT!”
when you are putting your
all into completing a five-mile race; or that says, “This report
I’ve written is pretty good.”
Your intrapersonal communication can be positive or negative,
and directly influences
how you perceive and react to situations and communication
with others.
What you perceive in communication with others is also
influenced by your culture,
41. native language, and your world view. As the German
philosopher Jürgen Habermas
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said, “Every process of reaching understanding takes place
against the background of a
culturally ingrained preunderstanding.” [3]
For example, you may have certain expectations of time and
punctuality. You weren’t
born with them, so where did you learn them? From those
around you as you grew up.
What was normal for them became normal for you, but not
everyone’s idea of normal is
the same.
When your supervisor invites you to a meeting and says it will
start at 7 p.m., does that
mean 7:00 sharp, 7-ish, or even 7:30? In the business context,
when a meeting is
supposed to start at 9 a.m., is it promptly a 9 a.m.? Variations in
time expectations
depend on regional and national culture as well as individual
corporate cultures. In
42. some companies, everyone may be expected to arrive ten to
fifteen minutes before the
announced start time to take their seats and be ready to
commence business at 9:00
sharp. In other companies, “meeting and greeting” from about 9
to 9:05 or even 9:10 is
the norm. When you are unfamiliar with the expectations for a
business event, it is
always wise to err on the side of being punctual, regardless of
what your internal
assumptions about time and punctuality may be.
Interpersonal Communication
The second major context within the field of communication is
interpersonal
communication.Interpersonal communication normally involves
two people, and can
range from intimate and very personal to formal and impersonal.
You may carry on a
conversation with a loved one, sharing a serious concern. Later,
at work, you may have a
brief conversation about plans for the weekend with the security
guard on your way
home. What’s the difference? Both scenarios involve
interpersonal communication, but
43. are different in levels of intimacy. The first example implies a
trusting relationship
established over time between two caring individuals. The
second example level implies
some previous familiarity, and is really more about
acknowledging each other than any
actual exchange of information, much like saying hello or
goodbye.
Group Communication
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Have you ever noticed how a small group of people in class sit
near each other? Perhaps
they are members of the same sports program, or just friends,
but no doubt they often
engage in group communication.
“Group communication is a dynamic process where a small
number of people engage in
a conversation.” [4] Group communication is generally defined
as involving three to eight
people. The larger the group, the more likely it is to break down
into smaller groups.
44. To take a page from marketing, does your audience have
segments or any points of
convergence/divergence? We could consider factors like age,
education, sex, and
location to learn more about groups and their general
preferences as well as dislikes.
You may find several groups within the larger audience, such as
specific areas of
education, and use this knowledge to increase your
effectiveness as a business
communicator.
Public Communication
In public communication, one person speaks to a group of
people; the same is true of
public written communication, where one person writes a
message to be read by a small
or large group. The speaker or writer may ask questions, and
engage the audience in a
discussion (in writing, examples are an e-mail discussion or a
point-counter-point series
of letters to the editor), but the dynamics of the conversation
are distinct from group
communication, where different rules apply. In a public
speaking situation, the group
45. normally defers to the speaker. For example, the boss speaks to
everyone, and the sales
team quietly listens without interruption.
This generalization is changing as norms and expectations
change, and many cultures
have a tradition of “call outs” or interjections that are not to be
interpreted as
interruptions or competition for the floor, but instead as
affirmations. The boss may say,
as part of a charged-up motivational speech, “Do you hear me?”
and the sales team is
expected to call back “Yes Sir!” The boss, as a public speaker,
recognizes that
intrapersonal communication (thoughts of the individual
members) or interpersonal
communication (communication between team members) may
interfere with this classic
public speaking dynamic of all to one, or the audience devoting
all its attention to the
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speaker, and incorporate attention getting and engagement
strategies to keep the sales
46. team focused on the message.
Mass Communication
How do you tell everyone on campus where and when all the
classes are held? Would a
speech from the front steps work? Perhaps it might meet the
need if your school is a
very small one. A written schedule that lists all classes would
be a better alternative.
How do you let everyone know there is a sale on in your store,
or that your new product
will meet their needs, or that your position on a political issue
is the same as your
constituents? You send a message to as many people as you can
through mass
communication. Does everyone receive mass communication the
same way the might
receive a personal phone call? Not likely. Some people who
receive mass mailings
assume that they are “junk mail” (i.e., that they do not meet the
recipients’ needs) and
throw them away unopened. People may tune out a television
advertisement with a click
of the mute button, delete tweets or ignore friend requests on
Facebook by the
47. hundreds, or send all unsolicited e-mail straight to the spam
folder unread.
Mass media is a powerful force in modern society and our daily
lives, and is adapting
rapidly to new technologies. Mass communication involves
sending a single message to
a group. It allows us to communicate our message to a large
number of people, but we
are limited in our ability to tailor our message to specific
audiences, groups, or
individuals. As a business communicator, you can use
multimedia as a visual aid or
reference common programs, films, or other images that your
audience finds familiar
yet engaging. You can tweet a picture that is worth far more
than 140 characters, and
you are just as likely to elicit a significant response. By
choosing messages or references
that many audience members will recognize or can identify
with, you can develop
common ground and increase the appeal of your message.
K E Y T A K E A W A Y
Communication contexts include intrapersonal, interpersonal,
group, public, and
48. mass communication. Each context has its advantages and
disadvantages, and its
appropriate and inappropriate uses.
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E X E R C I S E S
1. Please recall a time when you gave a speech in front of a
group. How did you feel?
What was your experience? What did you learn from your
experience?
2. If you were asked to get the attention of your peers, what
image or word would
you choose and why?
3. If you were asked to get the attention of someone like
yourself, what image or
word would you choose and why?
4. Make a list of mass communication messages you observe for
a one hour period of
time. Share your list with classmates.
[1] Wood, J. (1997). Communication in our lives (p. 22).
49. Boston, MA: Wadsworth.
[2] Vocate, D. (Ed.). (1994). Intrapersonal communication:
Different voices, different minds.
Hillsdale, NJ: Lawrence Erlbaum.
[3] Habermas, J. (1984). The theory of communicative action
(Vol. 1, p. 100). Boston, MA:
Beacon Press.
[4] McLean, S. (2005). The basics of interpersonal
communication (p. 14). Boston, MA: Allyn &
Bacon.
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1.4 Your Responsibilities as a Communicator
L E A R N I N G O B J E C T I V E
1. Discuss and provide several examples of each of the two
main responsibilities of a
business communicator.
Whenever you speak or write in a business environment, you
have certain responsibilities to your
audience, your employer, and your profession. Your audience
comes to you with an inherent set of
50. expectations that you will fulfill these responsibilities. The
specific expectations may change given
the context or environment, but two central ideas will remain:
be prepared, and be ethical.
Communicator Is Prepared
As the business communicator’s first responsibility, preparation
includes several facets
which we will examine: organization, clarity, and being concise
and punctual.
Being prepared means that you have selected a topic appropriate
to your audience,
gathered enough information to cover the topic well, put your
information into a logical
sequence, and considered how best to present it. If your
communication is a written one,
you have written an outline and at least one rough draft, read it
over to improve your
writing and correct errors, and sought feedback where
appropriate. If your
communication is oral, you have practiced several times before
your actual
performance.
The Prepared Communicator Is Organized
51. Part of being prepared is being organized. Aristotle called this
logos, or logic, and it
involves the steps or points that lead your communication to a
conclusion. Once you’ve
invested time in researching your topic, you will want to narrow
your focus to a few key
points and consider how you’ll present them. On any given
topic there is a wealth of
information; your job is to narrow that content down to a
manageable level, serving the
role of gatekeeper by selecting some information and “de-
selecting,” or choosing to not
include other points or ideas.
You also need to consider how to link your main points together
for your audience. Use
transitions to provide signposts or cues for your audience to
follow along. “Now that
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we’ve examined X, let’s consider Y” is a transitional statement
that provides a cue that
you are moving from topic to topic. Your listeners or readers
will appreciate your being
52. well organized so that they can follow your message from point
to point.
The Prepared Communicator Is Clear
You have probably had the unhappy experience of reading or
listening to a
communication that was vague and wandering. Part of being
prepared is being clear. If
your message is unclear, the audience will lose interest and tune
you out, bringing an
end to effective communication.
Interestingly, clarity begins with intrapersonal communication:
you need to have a clear
idea in your mind of what you want to say before you can say it
clearly to someone else.
At the interpersonal level, clarity involves considering your
audience, as you will want to
choose words and phrases they understand and avoid jargon or
slang that may be
unfamiliar to them.
Clarity also involves presentation. A brilliant message scrawled
in illegible handwriting,
or in pale gray type on gray paper, will not be clear. When it
comes to oral
53. communication, if you mumble your words, speak too quickly
or use a monotonous tone
of voice, or stumble over certain words or phrases, the clarity of
your presentation will
suffer.
Technology also plays a part; if you are using a microphone or
conducting a
teleconference, clarity will depend on this equipment
functioning properly—which
brings us back to the importance of preparation. In this case, in
addition to preparing
your speech, you need to prepare by testing the equipment
ahead of time.
The Prepared Communicator Is Concise and Punctual
Concise means brief and to the point. In most business
communications you are
expected to “get down to business” right away. Being prepared
includes being able to
state your points clearly and support them with clear evidence
in a relatively
straightforward, linear way.
It may be tempting to show how much you know by
incorporating additional
54. information into your document or speech, but in so doing you
run the risk of boring,
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confusing, or overloading your audience. Talking in circles or
indulging in tangents,
where you get off topic or go too deep, can hinder an audience’s
ability to grasp your
message. Be to the point and concise in your choice of words,
organization, and even
visual aids.
Being concise also involves being sensitive to time constraints.
How many times have
you listened to a speaker say “in conclusion” only to continue
speaking for what seems
like forever? How many meetings and conference calls have you
attended that got
started late or ran beyond the planned ending time? The
solution, of course, is to be
prepared to be punctual. If you are asked to give a five-minute
presentation at a
meeting, your coworkers will not appreciate your taking fifteen
55. minutes, any more than
your supervisor would appreciate your submitting a fifteen-page
report when you were
asked to write five pages. For oral presentations, time yourself
when you rehearse and
make sure you can deliver your message within the allotted
number of minutes.
There is one possible exception to this principle. Many non-
Western cultures prefer a
less direct approach, where business communication often
begins with social or general
comments that a U.S. audience might consider unnecessary.
Some cultures also have a
less strict interpretation of time schedules and punctuality.
While it is important to
recognize that different cultures have different expectations, the
general rule holds true
that good business communication does not waste words or
time.
Communicator Is Ethical
The business communicator’s second fundamental responsibil ity
is to be
ethical. Ethics refers to a set of principles or rules for correct
conduct. It echoes what
56. Aristotle called ethos, the communicator’s good character and
reputation for doing what
is right. Communicating ethically involves being egalitari an,
respectful, and
trustworthy—overall, practicing the “golden rule” of treating
your audience the way you
would want to be treated.
Communication can move communities, influence cultures, and
change history. It can
motivate people to take stand, consider an argument, or
purchase a product. The degree
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to which you consider both the common good and fundamental
principles you hold to
be true when crafting your message directly relates to how your
message will affect
others.
The Ethical Communicator Is Egalitarian
The word “egalitarian” comes from the root “equal.” To be
egalitarian is to believe in
57. basic equality: that all people should share equally in the
benefits and burdens of a
society. It means that everyone is entitled to the same respect,
expectations, access to
information, and rewards of participation in a group.
To communicate in an egalitarian manner, speak and write in a
way that is
comprehensible and relevant to all your listeners or readers, not
just those who are “like
you” in terms of age, gender, race or ethnicity, or other
characteristics.
In business, you will often communicate to people with certain
professional
qualifications. For example, you may draft a memo addressed to
all the nurses in a
certain hospital, or give a speech to all the adjusters in a certain
branch of an insurance
company. Being egalitarian does not mean you have to avoid
professional terminology
that is understood by nurses or insurance adjusters. But it does
mean that your hospital
letter should be worded for all the hospital’s nurses—not just
female nurses, not just
nurses working directly with patients, not just nurses under age
58. fifty-five. An egalitarian
communicator seeks to unify the audience by using ideas and
language that are
appropriate for all the message’s readers or listeners.
The Ethical Communicator Is Respectful
People are influenced by emotions as well as logic. Aristotle
named pathos, or passion,
enthusiasm and energy, as the third of his three important parts
of communicating
afterlogos and ethos.
Most of us have probably seen an audience manipulated by a
“cult of personality,”
believing whatever the speaker said simply because of how
dramatically he or she
delivered a speech; by being manipulative, the speaker fails to
respect the audience. We
may have also seen people hurt by sarcasm, insults, and other
disrespectful forms of
communication.
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59. This does not mean that passion and enthusiasm are out of place
in business
communication. Indeed, they are very important. You can
hardly expect your audience
to care about your message if you don’t show that you care
about it yourself. If your
topic is worth writing or speaking about, make an effort to show
your audience why it is
worthwhile by speaking enthusiastically or using a dynamic
writing style. Doing so, in
fact, shows respect for their time and their intelligence.
However, the ethical communicator will be passionate and
enthusiastic without being
disrespectful. Losing one’s temper and being abusive are
generally regarded as showing
a lack of professionalism (and could even involve legal
consequences for you or your
employer). When you disagree strongly with a coworker, feel
deeply annoyed with a
difficult customer, or find serious fault with a competitor’s
product, it is important to
express such sentiments respectfully. For example, instead of
telling a customer, “I’ve
had it with your complaints!” a respectful business
60. communicator might say, “I’m
having trouble seeing how I can fix this situation. Would you
explain to me what you
want to see happen?”
The Ethical Communicator Is Trustworthy
Trust is a key component in communication, and this is
especially true in business. As a
consumer, would you choose to buy merchandise from a
company you did not trust? If
you were an employer, would you hire someone you did not
trust?
Your goal as a communicator is to build a healthy relationship
with your audience, and
to do that you must show them why they can trust you and why
the information you are
about to give them is believable. One way to do this is to begin
your message by
providing some information about your qualifications and
background, your interest in
the topic, or your reasons for communicating at this particular
time.
Your audience will expect that what you say is the truth as you
understand it. This
61. means that you have not intentionally omitted, deleted, or taken
information out of
context simply to prove your points. They will listen to what
you say and how you say it,
but also to what you don’t say or do. You may consider more
than one perspective on
your topic, and then select the perspective you perceive to be
correct, giving concrete
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reasons why you came to this conclusion. People in the
audience may have considered
or believe in some of the perspectives you consider, and your
attention to them will
indicate you have done your homework.
Being worthy of trust is something you earn with an audience.
Many wise people have
observed that trust is hard to build but easy to lose. A
communicator may not know
something and still be trustworthy, but it’s a violation of trust
to pretend you know
something when you don’t. Communicate what you know, and if
you don’t know
62. something, research it before you speak or write. If you are
asked a question to which
you don’t know the answer, say “I don’t know the answer but I
will research it and get
back to you” (and then make sure you follow through later).
This will go over much
better with the audience than trying to cover by stumbling
through an answer or
portraying yourself as knowledgeable on an issue that you are
not.
The “Golden Rule”
When in doubt, remember the “golden rule,” which says to treat
others the way you
would like to be treated. In all its many forms, the golden rule
incorporates human
kindness, cooperation, and reciprocity across cultures,
languages, backgrounds and
interests. Regardless of where you travel, who you communicate
with, or what your
audience is like, remember how you would feel if you were on
the receiving end of your
communication, and act accordingly.
K E Y T A K E A W A Y
63. As a communicator, you are responsible for being prepared and
being ethical. Being
prepared includes being organized, clear, concise, and punctual.
Being ethical includes
being egalitarian, respectful, and trustworthy and overall,
practicing the “golden rule.”
E X E R C I S E S
1. Recall one time you felt offended or insulted in a
conversation. What contributed to your
perception? Please share your comments with classmates.
2. When someone lost your trust, were they able earn it back?
Please share your
comments with classmates?
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3. Does the communicator have a responsibility to the audience?
Does the audience have a
responsibility to the speaker? Why or why not? Please share
your comments with
classmates.
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1.5 Additional Resources
The International Association of Business Communicators
(IABC) is a global network of
communication professionals committed to improving
organizational effectiveness through strategic
communication. http://www.iabc.com
Explore the Web site of the National Communication
Association, the largest U.S. organization
dedicated to communication. http://www.natcom.org
Read The National Commission on Writing’s findings about the
importance of communication skills
in business.
http://www.writingcommission.org/pr/writing_for_employ.html
The National Association of Colleges and Employers offers
news about employment prospects for
college graduates. http://www.naceweb.org
Dale Carnegie, author of the classic How to Win Friends and
Influence People, may have been
one of the greatest communicators of the twentieth-century
business world. The Dale Carnegie
65. Institute focuses on giving people in business the opportunity to
sharpen their skills and improve
their performance in order to build positive, steady, and
profitable
results.http://www.dalecarnegie.c om
Purdue University’s Online Writing Lab (OWL) provides a
wealth of resources for writing
projects. http://owl.english.purdue.edu
To communicate ethically, check your facts. FactCheck is a
nonpartisan project of the Annenberg
Center for Public Policy at the University of
Pennsylvania.http://www.factcheck.org
To communicate ethically, check your facts. PolitiFact is a
nonpartisan project of the St. Petersburg
Times; it won a Pulitzer Prize in 2009.
http://www.politifact.com
The Barriers to Effective Communication
By Rupal Jain
D.E. McFarland has defined Communication as the process of
meaningful interaction among
66. human beings. More specifically, it is the process by which
meanings are perceived and
understandings are reached among human being. But there may
be some faults /barriers in the
communication system that prevents the message from reaching
the receiver, these barriers are as
follows:-
1. Language Barrier; - Different languages, vocabulary, accent,
dialect represents a national/
regional barriers. Semantic gaps are words having similar
pronunciation but multiple meanings
like- round; badly expressed message, wrong interpretation and
unqualified assumptions. The
use of difficult or inappropriate words/ poorly explained or
misunderstood messages can result in
confusion.
2. Cultural Barriers: - Age, education, gender, social status,
economic position, cultural
background, temperament, health, beauty, popularity, religion,
political belief, ethics, values,
motives, assumptions, aspirations, rules/regulations, standards,
priorities can separate one person
from another and create a barrier.
67. 3. Individual Barrier: - It may be a result of an individual's
perceptual and personal discomfort.
Even when two persons have experienced the same event their
mental perception may/may not
be identical which acts as a barrier. Style, selective perception,
halo effect, poor attention and
retention, defensiveness, close mindedness, insufficient
filtration are the Individual or
Psychological barrier.
4. Organizational Barrier: - It includes Poor Organization's
culture, climate, stringent rules,
regulations, status, relationship, complexity, inadequate
facilities/ opportunities of growth and
improvement; whereas; the nature of the internal and external
environment like large working
areas physically separated from others, poor lightening, staff
shortage, outdated equipments and
background noise are Physical Organizational Barrier.
5. Interpersonal Barrier: - Barriers from Employers are :- Lack
of Trust in employees; Lack of
Knowledge of non-verbal clues like facial expression, body
language, gestures, postures, eye
contact; different experiences; shortage of time for employees;
no consideration for employee
68. needs; wish to capture authority; fear of losing power of
control; bypassing and informational
overloading, while Barriers from Employees includes Lack of
Motivation, lack of co-operation,
trust, fear of penalty and poor relationship with the employer.
6. Attitudinal Barrier: - It comes about as a result of problems
with staff in the organisation.
Limitation in physical and mental ability, intelligence,
understanding, pre-conceived notions, and
distrusted source divides the attention and create a mechanical
barrier which affects the attitude
and opinion.
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7. Channel Barrier: - If the length of the communication is long,
or the medium selected is
inappropriate, the communication might break up; it can also be
a result of the inter-personal
conflicts between the sender and receiver; lack of interest to
communicate; information sharing
or access problems which can hamper the channel and affect the
clarity, accuracy and
effectiveness.
69. To communicate effectively one need to overcome these
barriers. Working on breaking the
barrier is a broad-brush activity and here are certain measures.
DO'S FOR BREAKING THE BARRIER:
- Allow employees access to resources, self expression and idea
generation.
- Express your expectations to others.
- Use less of absolute words such as "never", "always",
"forever", etc.
- Be a good, attentive and active listener.
- Filter the information correctly before passing on to someone
else.
- Try to establish one communication channel and eliminate the
intermediaries.
- Use specific and accurate words which audiences can easily
understand.
- Try and view the situations through the eyes of the speaker.
- The "you" attitude must be used on all occasions.
- Maintain eye contact with the speaker and make him
comfortable.
- Write the instructions if the information is very detailed or
complicated.
70. - Oral communication must be clear and not heavily accented.
- Avoid miscommunication of words and semantic noise.
- Ask for clarifications, repetition where necessary.
- Make the organisational structure more flexible, dynamic and
transparent.
- Foster congenial relationship which strengths coordination
between superior and subordinate.
- Focus on purposeful and well focused communication.
- The message of communication should be clear and practical.
- Get Proper Feedback.
DONT'S FOR BREAKING THE BARRIER:
- Be a Selective Listener, this is when a person hears another
but selects not to hear what is being
said by choice or desire to hear some other message.
- Be a "Fixer", a fixer is a person that tries to find other
person's fault.
- Be a daydreamer.
- Use long chain of command for communication.
- Use too many technical jargons.
- Jump to conclusions immediately.
71. - Interrupt the speakers and distract him by asking too many
irrelevant questions.
RUPAL JAIN, LECTURER, ATHARVA INSTITUTE OF
MANAGEMENT STUDIES
(MUMBAI) and I can be reached at [email protected]
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