COMM120 FORUM2The Communication ProcessWhat does the seve.docx
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COMM120 FORUM2 The Communication Process What does the seven-part communication model do for the study of gender and communication? In what parts of the model can you identify gender and its influence? Please use concepts from your course readings in your answer. Some questions you may want to consider as you respond to the prompt: · When I ask what the model does for the study of communication and gender, I want to know if it helps us point out places and ways in which gender affects communication. Keep in mind that this part of the question doesn't ask about gender itself. Instead, it's asking about how scholars think, and whether or not those patterns are useful tools to explore this general topic. Is the model useful? Would something else be more useful? Why? · When I ask about the role of gender in each of the seven parts of the model (sender, receiver, context, message, channel, interference, and feedback), I'd like you to tell me if you can see any differences in the way people of different genders use or adapt to each part. For example, do people of a certain gender seem to use a specific channel or medium more often than other channels? Are there patterns to the type of feedback they give? How do gender characteristics diminish the effectiveness of a message--in other words, how do they interfere with communication? Questions like these should help with the second part of the prompt. .
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Soc 156 – Sociology of CommunicationReview Sheet – FinalShor.docx
Soc 156 – Sociology of Communication
Review Sheet – Final
Short Essay Questions:
For your final take home exam you will have to answer a total of three of these questions, one from the first five and one from the second five and a third of your choosing from any of the ten.
For your exam you must answer one of this first set of five.
1. What is naturalism and essentialism? Why is it problematic to essentialize gender? How does essentializing gender reproduce and perpetuate stereotypes? What does it mean to say that gender is a social construct that is self-regulated? Further, what does it mean to suggest that gender is “omni-relevant” and that people are “doing gender” constantly? What does this have to do with the concept of performing or communicating gender?
2. According to Mears, how do cultural ideas of race and femininity inform production practices in the fashion modeling market? What are the core differences in representation on the commercial and editorial side of the fashion industry? How does the colorblind ideology (be sure to define the colorblind ideology) reproduce racist practices in the booking of fashion models according to Mears?
3. What is discourse? Why is important to understand the discourses that surround the topic of racism? How, according to Doane, is the discourse on racism connected to the colorblind ideology? (Be sure to define the colorblind ideology.) How is discourse on racism related to the signifying process of “pollution”? How does this process of pollution impact our understanding of racism? Lastly, how would a sociologist describe racism? (Think systemic and institutionalized racism.)
4. What does Goffman mean when he suggests that we perform all of our actions? Further, what does he mean when he suggests we are consistently trying to manage the impressions of those with whom we interact? How can our actions be impacted by the cues delivered to us by our audience? What does this have to do with the concepts of idealization and negative idealization?
5. What does Goffman mean when he suggests that the self is a social construction? What does this have to do with different settings and stages we all perform on? Explain the difference between the front stage and the back stage. Legitimacy and authenticity are connected to congruency; explain what congruency, and its related term defusion, are, how it relates to the front and back stages, and how it can impact an individual’s legitimacy and perceived authenticity.
For your exam must answer one of this second set of five.
6. According to Grindstaff and Murray, what are the societal changes that have helped give rise to reality television? Describe in detail the process with which reality television creates branded affect, serves itself and is intertwined in the emotion economy? Lastly, authenticity is an important prerequisite for reality star success; how is this complicated by the proliferation of agencies that teach you how.
Interpersonal Communication What Makes It DifferentInterpers.docx
Interpersonal Communication: What Makes It Different?
Interpersonal communication is just one of many methods in which you can communicate with others. You can talk to yourself, with a small group of people, or to a global audience, to name a few possibilities. Each method of communication has its own limitations and requirements. In this Application, you will contrast the five other methods of communication against interpersonal communication. Additionally, you will describe how today's technology impacts these methods.
Questions about this assignment? Post them in the Contact the Instructor area on the left navigation bar. That way, everyone in the class will see, and benefit from, the Instructor's response.
To prepare for this Application:
Review Chapter 1 in Understanding Interpersonal Communication: Making Choices in Changing Times. Focus specific attention on the six different types of communication found on pages 8–9. What are the key factors that make each type of communication different from the others?
Read Chapter 9 of Composing Relationships: Communication in Everyday Life. How does technology influence interpersonal communication?
View the Flash media "Interpersonal Communication: An Introduction" located in the Learning Resources. How would you expect the communication style of the speakers to change if they were communicating with a large audience, a small group, or to themselves?
Consider the major differences between interpersonal communication and the five other types of communication. What specific elements can you identify that separate interpersonal communication from each of the other types of communication?
Reflect on how technology has influenced the five other methods of communication. What examples can you think of where technology has changed the traditional methods of each type of communication? (For example, writing in a journal is a traditional method of intrapersonal communication; writing a Web log or "blog" is a new way in which people can write out their personal thoughts.)
The assignment:
Compose a 2- to 3-page paper in which you do the following:
Differentiate between interpersonal communication and each of the five other types of communication listed on pages 8–9 of Understanding Interpersonal Communication: Making Choices in Changing Times.
Include how today's technology influences each type of communication.
.
You have already looked at your communication from your own pers.docx
You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others.
For part 2 of this assignment you will
first
, interview
three people
you know well and ask them questions about what it is like to have a conversation with you.
Challenge yourself to:
(1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation
(2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart.
As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself.
You will ask your interviewee's the following questions:
How am I at articulating my needs, opinions, views, or concerns?
How am I as a listener?
What aspects of my nonverbal behavior are effective? What can be improved?
What are my communication strengths?
What are my communication weaknesses?
What is it like to have a conversation with me?
Make sure to take notes during your interview. A good set of notes will help you complete your write up.
After you have interviewed three people
, you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this
resource (Links to an external site.)
and
“citations and references” (Links to an external site.)
to help you.
Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics
.
Articulating needs, opinions, views or concerns
Listening
Nonverbal communication
Communication strengths
Communication weaknesses
Having a conversation with me
Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future.
FORMAT:
4 pages
1-inch margins
Double spaced
Times New Roman font
Student Example
.
You have already looked at your communication from your own perspect.docx
You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others.
For part 2 of this assignment you will first, interview three people you know well and ask them questions about what it is like to have a conversation with you.
Challenge yourself to:
(1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation
(2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart.
As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself.
You will ask your interviewee's the following questions:
How am I at articulating my needs, opinions, views, or concerns?
How am I as a listener?
What aspects of my nonverbal behavior are effective? What can be improved?
What are my communication strengths?
What are my communication weaknesses?
What is it like to have a conversation with me?
Make sure to take notes during your interview. A good set of notes will help you complete your write up.
After you have interviewed three people, you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this resource (Links to an external site.) and “citations and references” (Links to an external site.) to help you.
Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics.
Articulating needs, opinions, views or concerns
Listening
Nonverbal communication
Communication strengths
Communication weaknesses
Having a conversation with me
Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future.
FORMAT:
4 pages
1-inch margins
Double spaced
Times New Roman font
Student Example
.
You have already looked at your communication from your own perspect
You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others.
For part 2 of this assignment, you will first, interview three people you know well and ask them questions about what it is like to have a conversation with you.
Challenge yourself to:
(1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation
(2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart.
As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself.
You will ask your interviewee's the following questions:
How am I at articulating my needs, opinions, views, or concerns?
How am I as a listener?
What aspects of my nonverbal behavior are effective? What can be improved?
What are my communication strengths?
What are my communication weaknesses?
What is it like to have a conversation with me?
Make sure to take notes during your interview. A good set of notes will help you complete your write up.
After you have interviewed three people, you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this resource (Links to an external site.) and “citations and references” (Links to an external site.) to help you.
Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics.
Articulating needs, opinions, views or concerns
Listening
Nonverbal communication
Communication strengths
Communication weaknesses
Having a conversation with me
Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future.
FORMAT:
4 pages
1-inch margins
Double spaced
Times New Roman font
Student Example
...
Observation Project Step 1SOCY 3119Qualitative Research Met.docx
Observation Project: Step 1
SOCY 3119
Qualitative Research Methods
Online
Observation Project, Step 1
Propose in 1-2 pages a qualitative research project on a topic that you would like to investigate using participant observation.
Keep in mind this is a brief assignment, no more than two pages.
Choose a site that is interesting to you and reveals something to us about the social world and is sociologically relevant.
Sociological relevance can be operationalized in this project by looking at gender dynamics, racial dynamics, family formation and experiences, health experiences, power relationships (this is just a short list). Sociology is broad!
Observation Project, Step 1
The proposal should include at a minimum:
a paragraph explaining your topic, its sociological relevance, and the research question
two paragraphs on sampling/site selection (which site? why that site? which role will you take? how will you gain access to it?)
a paragraph reflecting on your relationship and if and/or how your presence may or may not impact the space and your observations
--I need to be able to read enough to give you feedback about the appropriateness of your sight for observation and its sociological relevance.
Observation Project, Step 1
NOTE: For your observational research, you cannot select sites that will expose your participants or yourselves to unnecessary risk.
I also discourage observation of any group that cannot give consent freely, this includes:
Children in a classroom setting (they can assent, but you need their parents to give you consent and that would be too much work for this project).
People with any kind of developmental disability
People in prison, etc.
Note: In general, including these groups in longer research studies is crucial for understanding the full human experience, but for a short-term class assignment like this, it presents ethical challenges.
So what are some topics that students have proposed in the past?
One set of topics that have been successful include those that focus on sites that are:
Public places where people gather and consent may not be needed.
Observing the dynamics of those places.
Another set of topics that have been successful include those that focus on sites that are:
Sites where you need to negotiate access with a gatekeeper and get access to the site.
Observing the experience of an individual or group in that setting.
Public sites
Observing the homeless and transient population in Civic Center Park.
Research Question: How often do non-homeless persons ignore homeless persons, and what effect does that have on the homeless person?
Attending the services of a church attending by primarily Vietnamese individuals and a separate service attended by White individuals:
Research Question: How do cultural differences impact the experiences of people in church?
Observing on public transportation:
Research question: How do people with physical disabilities navigate public transportation.
.
Senior Citizens & Technical Communication
This was the final paper for a class I took about research methods in technical communication. I chose to focus of the role of technical communiacation with regards to the senior citizen population.
Recommended
Soc 156 – Sociology of CommunicationReview Sheet – FinalShor.docx
Soc 156 – Sociology of Communication
Review Sheet – Final
Short Essay Questions:
For your final take home exam you will have to answer a total of three of these questions, one from the first five and one from the second five and a third of your choosing from any of the ten.
For your exam you must answer one of this first set of five.
1. What is naturalism and essentialism? Why is it problematic to essentialize gender? How does essentializing gender reproduce and perpetuate stereotypes? What does it mean to say that gender is a social construct that is self-regulated? Further, what does it mean to suggest that gender is “omni-relevant” and that people are “doing gender” constantly? What does this have to do with the concept of performing or communicating gender?
2. According to Mears, how do cultural ideas of race and femininity inform production practices in the fashion modeling market? What are the core differences in representation on the commercial and editorial side of the fashion industry? How does the colorblind ideology (be sure to define the colorblind ideology) reproduce racist practices in the booking of fashion models according to Mears?
3. What is discourse? Why is important to understand the discourses that surround the topic of racism? How, according to Doane, is the discourse on racism connected to the colorblind ideology? (Be sure to define the colorblind ideology.) How is discourse on racism related to the signifying process of “pollution”? How does this process of pollution impact our understanding of racism? Lastly, how would a sociologist describe racism? (Think systemic and institutionalized racism.)
4. What does Goffman mean when he suggests that we perform all of our actions? Further, what does he mean when he suggests we are consistently trying to manage the impressions of those with whom we interact? How can our actions be impacted by the cues delivered to us by our audience? What does this have to do with the concepts of idealization and negative idealization?
5. What does Goffman mean when he suggests that the self is a social construction? What does this have to do with different settings and stages we all perform on? Explain the difference between the front stage and the back stage. Legitimacy and authenticity are connected to congruency; explain what congruency, and its related term defusion, are, how it relates to the front and back stages, and how it can impact an individual’s legitimacy and perceived authenticity.
For your exam must answer one of this second set of five.
6. According to Grindstaff and Murray, what are the societal changes that have helped give rise to reality television? Describe in detail the process with which reality television creates branded affect, serves itself and is intertwined in the emotion economy? Lastly, authenticity is an important prerequisite for reality star success; how is this complicated by the proliferation of agencies that teach you how.
Interpersonal Communication What Makes It DifferentInterpers.docx
Interpersonal Communication: What Makes It Different?
Interpersonal communication is just one of many methods in which you can communicate with others. You can talk to yourself, with a small group of people, or to a global audience, to name a few possibilities. Each method of communication has its own limitations and requirements. In this Application, you will contrast the five other methods of communication against interpersonal communication. Additionally, you will describe how today's technology impacts these methods.
Questions about this assignment? Post them in the Contact the Instructor area on the left navigation bar. That way, everyone in the class will see, and benefit from, the Instructor's response.
To prepare for this Application:
Review Chapter 1 in Understanding Interpersonal Communication: Making Choices in Changing Times. Focus specific attention on the six different types of communication found on pages 8–9. What are the key factors that make each type of communication different from the others?
Read Chapter 9 of Composing Relationships: Communication in Everyday Life. How does technology influence interpersonal communication?
View the Flash media "Interpersonal Communication: An Introduction" located in the Learning Resources. How would you expect the communication style of the speakers to change if they were communicating with a large audience, a small group, or to themselves?
Consider the major differences between interpersonal communication and the five other types of communication. What specific elements can you identify that separate interpersonal communication from each of the other types of communication?
Reflect on how technology has influenced the five other methods of communication. What examples can you think of where technology has changed the traditional methods of each type of communication? (For example, writing in a journal is a traditional method of intrapersonal communication; writing a Web log or "blog" is a new way in which people can write out their personal thoughts.)
The assignment:
Compose a 2- to 3-page paper in which you do the following:
Differentiate between interpersonal communication and each of the five other types of communication listed on pages 8–9 of Understanding Interpersonal Communication: Making Choices in Changing Times.
Include how today's technology influences each type of communication.
.
You have already looked at your communication from your own pers.docx
You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others.
For part 2 of this assignment you will
first
, interview
three people
you know well and ask them questions about what it is like to have a conversation with you.
Challenge yourself to:
(1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation
(2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart.
As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself.
You will ask your interviewee's the following questions:
How am I at articulating my needs, opinions, views, or concerns?
How am I as a listener?
What aspects of my nonverbal behavior are effective? What can be improved?
What are my communication strengths?
What are my communication weaknesses?
What is it like to have a conversation with me?
Make sure to take notes during your interview. A good set of notes will help you complete your write up.
After you have interviewed three people
, you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this
resource (Links to an external site.)
and
“citations and references” (Links to an external site.)
to help you.
Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics
.
Articulating needs, opinions, views or concerns
Listening
Nonverbal communication
Communication strengths
Communication weaknesses
Having a conversation with me
Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future.
FORMAT:
4 pages
1-inch margins
Double spaced
Times New Roman font
Student Example
.
You have already looked at your communication from your own perspect.docx
You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others.
For part 2 of this assignment you will first, interview three people you know well and ask them questions about what it is like to have a conversation with you.
Challenge yourself to:
(1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation
(2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart.
As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself.
You will ask your interviewee's the following questions:
How am I at articulating my needs, opinions, views, or concerns?
How am I as a listener?
What aspects of my nonverbal behavior are effective? What can be improved?
What are my communication strengths?
What are my communication weaknesses?
What is it like to have a conversation with me?
Make sure to take notes during your interview. A good set of notes will help you complete your write up.
After you have interviewed three people, you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this resource (Links to an external site.) and “citations and references” (Links to an external site.) to help you.
Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics.
Articulating needs, opinions, views or concerns
Listening
Nonverbal communication
Communication strengths
Communication weaknesses
Having a conversation with me
Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future.
FORMAT:
4 pages
1-inch margins
Double spaced
Times New Roman font
Student Example
.
You have already looked at your communication from your own perspect
You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others.
For part 2 of this assignment, you will first, interview three people you know well and ask them questions about what it is like to have a conversation with you.
Challenge yourself to:
(1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation
(2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart.
As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself.
You will ask your interviewee's the following questions:
How am I at articulating my needs, opinions, views, or concerns?
How am I as a listener?
What aspects of my nonverbal behavior are effective? What can be improved?
What are my communication strengths?
What are my communication weaknesses?
What is it like to have a conversation with me?
Make sure to take notes during your interview. A good set of notes will help you complete your write up.
After you have interviewed three people, you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this resource (Links to an external site.) and “citations and references” (Links to an external site.) to help you.
Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics.
Articulating needs, opinions, views or concerns
Listening
Nonverbal communication
Communication strengths
Communication weaknesses
Having a conversation with me
Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future.
FORMAT:
4 pages
1-inch margins
Double spaced
Times New Roman font
Student Example
...
Observation Project Step 1SOCY 3119Qualitative Research Met.docx
Observation Project: Step 1
SOCY 3119
Qualitative Research Methods
Online
Observation Project, Step 1
Propose in 1-2 pages a qualitative research project on a topic that you would like to investigate using participant observation.
Keep in mind this is a brief assignment, no more than two pages.
Choose a site that is interesting to you and reveals something to us about the social world and is sociologically relevant.
Sociological relevance can be operationalized in this project by looking at gender dynamics, racial dynamics, family formation and experiences, health experiences, power relationships (this is just a short list). Sociology is broad!
Observation Project, Step 1
The proposal should include at a minimum:
a paragraph explaining your topic, its sociological relevance, and the research question
two paragraphs on sampling/site selection (which site? why that site? which role will you take? how will you gain access to it?)
a paragraph reflecting on your relationship and if and/or how your presence may or may not impact the space and your observations
--I need to be able to read enough to give you feedback about the appropriateness of your sight for observation and its sociological relevance.
Observation Project, Step 1
NOTE: For your observational research, you cannot select sites that will expose your participants or yourselves to unnecessary risk.
I also discourage observation of any group that cannot give consent freely, this includes:
Children in a classroom setting (they can assent, but you need their parents to give you consent and that would be too much work for this project).
People with any kind of developmental disability
People in prison, etc.
Note: In general, including these groups in longer research studies is crucial for understanding the full human experience, but for a short-term class assignment like this, it presents ethical challenges.
So what are some topics that students have proposed in the past?
One set of topics that have been successful include those that focus on sites that are:
Public places where people gather and consent may not be needed.
Observing the dynamics of those places.
Another set of topics that have been successful include those that focus on sites that are:
Sites where you need to negotiate access with a gatekeeper and get access to the site.
Observing the experience of an individual or group in that setting.
Public sites
Observing the homeless and transient population in Civic Center Park.
Research Question: How often do non-homeless persons ignore homeless persons, and what effect does that have on the homeless person?
Attending the services of a church attending by primarily Vietnamese individuals and a separate service attended by White individuals:
Research Question: How do cultural differences impact the experiences of people in church?
Observing on public transportation:
Research question: How do people with physical disabilities navigate public transportation.
.
Senior Citizens & Technical Communication
This was the final paper for a class I took about research methods in technical communication. I chose to focus of the role of technical communiacation with regards to the senior citizen population.
Foundations Defining Communication & Communication Study.docx
Foundations:
Defining Communication &
Communication Study
Survey of Communication Study, Hahn and Paynton, chpt. 1
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_1_-_Foundations:_Defining_Communication_and_Communication_Study
Introductions
Discuss the course syllabus, assignments and online Textbook
Blackboard how-to
Communication Definitions
Communication Models
Linear Model
Transactional Model
Communication and You
Agenda
Introductions
Introduce yourself:
Name
Hometown
Year in School
Major
Dream Job
Go over syllabus and Blackboard
3
We will be using a combination of two FREE online textbooks, known as an OER (Open Educational Resources)
These are free online textbooks written by communication faculty who have allowed open use of the material.
“Survey of Communication Study” by Humboldt State University professors Laura K. Hahn and Scott T. Paynton. Last edited online 2016
https://en.wikibooks.org/wiki/Survey_of_Communication_Study
“Communication in the Real World” 2012 Creative Common License, publisher and author name removed per request
http://open.lib.umn.edu/communication/
Textbooks
If you are viewing the PPT slides on your computer or smart phone, view in the slideshow function so you will be able to interact with the various GIFs and video links that are included
Suggestion for viewing PPTs
What is involved in the process of communication?
Why is communication important?
Name people who use communication in creative ways?
Discussion:
What is Communication?
Instructor notes: These question prompts can be used as a pair activity, group activity, class discussion or “thinking point” depending on the class size and modality
6
Memes are an Example of Creative Communication
Without looking at the textbook, write down a one sentence definition of communication
To Do
70 years ago communication scholars Bruce Smith, Harold Lasswell and Ralph D. Casey stated
“Communication study is an academic field whose primary focus is ‘who says what, through what channels (media) of communication, to whom [and] what will be the results’”
(Emphasis and underline added)
Communication Definition
Smith, Lasswell and Casey
The National Communication Association states
“Communication study focuses on how people use messages to generate meaning within and across various contexts, cultures, channels and media.”
“The discipline promotes the effective and ethical practice of human communication.”
Communication Definition
National Communication Association
For the purposes of our class, the definition we will use is
“Communication is the process of using symbols to exchange meaning.”
Communication Definition
Our Textbook
A Model is a visual representation/depiction of how something works.
Models allow us to understand a process by dividing it into parts and looking at how they are related
Models of Communication
The earliest models of comm.
Part I Communication Competence Analysis Review the Communication.docx
Part I: Communication Competence Analysis
Review the Communication Competence summary on pages 22–23. Complete the checklist and write a response in three parts that addresses the following using clear headings:
Pick two to three competencies from the listing for which you feel you are currently
strong
,
and describe why you feel that way.
Pick two to three competencies from the listing for which you feel you currently
need improvement
,
and describe why you feel that way.
Each section should be written with at least three paragraphs (with a minimum of three to four sentences each) of commentary, which is in addition to any quoting from the listing you may choose to do. It may be helpful to explain your thought process and provide examples to give explanation to your descriptions of why you feel that way. This is not a formal paper, but college-level spelling, grammar, and syntax are expected.
Part II: General Improvement Strategy
Using one of the competencies you felt needed improvement in Part I, develop an improvement strategy that follows the Communication Improvement Strategy Table in the weekly lecture. You may choose to format this into a table or write it in paragraph form. With whichever option, you should include your work in the same Word file (.docx) as Part I and have clear labels for the four main areas: problem, goal, plan, and test of measurability.
TEXT BOOK PAGES 22-23
Foundations of Human Communication
1.
Communication is the act, by one or more persons, of sending and receiving messages that are distorted by noise, occur within a context, have some effect (and some ethical dimension), and provide some opportunity for feedback.
2.
Communication is transactional. It is a process of interrelated parts in which a change in one element produces changes in other elements.
Communication Models and Concepts
3.
The essentials of communication—the elements present in every communication act—are sources–receivers; messages (feedforward, feedback, and metamessages); context (physical, cultural, social–psychological, and temporal); channel; noise (physical, physiological, psychological, and semantic); and effects.
Principles of Communication
4.
Communication is purposeful. Through communication, you learn, relate, help, influence, and play.
5.
Communication involves choices and those choices will determine effectiveness or ineffectiveness.
6.
Communication and relationships are always—in part—ambiguous.
7.
Communication involves both content and relationship dimensions.
8.
Communication and relationships invariably involve issues of power.
9.
Communication sequences are punctuated for processing. Individuals divide the communication sequence into stimuli and responses in different ways.
10.
In any interactional situation, communication is inevitable (you cannot not communicate, nor can you not respond to communication), irreversible (you cannot take back messages), and unrepeatable (you cannot exactly repeat messages.
Interviewing GuidelinesPlease look through these guidelines .docx
Interviewing Guidelines
Please look through these guidelines for developing and conducting interviews.
Beginning the Interview
Start the interview with general questions. Begin by asking the interviewees to describe their
high school, what it was like, its size, what communities it served, and other information that you
think might provide context for the interviewees’ responses. For example, you might ask if it was
a politically homogeneous or heterogeneous community in terms of whether most students
supported similar political candidates and had the similar positions on particular issues. Once
you think some context has been established, ask the interviewees general questions about
their civic education in high school.
Middle of the Interview
At this point, you should be asking them about the use of digital media in their high school civic
education.
Ending the Interview
To end the interview, ask your interviewees what they would have liked to see in their civic
education; or, if they have any suggestions on how it could have been improved or made more
meaningful.
Sample Questions
You may use only two of these questions and come up with at least three of your own interview
questions that are informed by readings and lectures. Please note: the bulleted questions are to
be used for probing. In interviews, it is good begin with open questions, giving the interviewees
liberty to respond as they see fit. If their response does not answer your question, then ask the
question in a different manner, or probe. Probing questions are follow-up questions that you
may have about the interviewees’ responses, such as: why and how questions, asking them to
explain or describe, etc. In the sample questions below, I added some probing questions in case
the interviewees’ responses are vague or brief.
Interview Question Sample #1
Did you take a civics course in high school? Tell me about some of the activities that you
participated in that reflect your civic education. If their answer is brief, you might probe by asking
questions such as:
Were you required to complete a service learning project in your community that was tied to
what you were learning in your civics course? Tell me about it.
Please tell me about any other activities that supported your civic and political engagement in
and out of school.
What are some activities that you think you would have benefited from if practiced in school?
Did any of these experiences impact your interest in or knowledge regarding civic or political
engagement? If so, how?
Interview Question Sample #2
In your civic education course or any other courses, were you encouraged to use digital media
to learn about current events, political issues, etc.? Explain.
Were you encouraged to investigate issues that matter to you?
Interview Question Sample #3
Please tell me about how educators can improve civic education of youth in this digital age.
Creating Your Own Questions
When creating your own ...
Training and DevelopmentFinal ProjectNow its your turn! Below.docx
Training and Development
Final Project
Now it's your turn! Below is all the information given on a training program needed, called Effective Communication. You are a trainer in the given situation. Submit all of the following:
1.
Training Needs Assessment (refer to previous assignment DST Systems for assessment template)
2.
Written Paper
3.
Powerpoint Presentation
Instructions for Paper
·
Write at least 500 words (approximately 2 pages) using Microsoft Word in APA style, see example below.
·
Use font size 12 and 1” margins.
·
Include cover page and reference page.
·
At least 80% of your paper must be original content/writing.
·
No more than 20% of your content/information may come from references.
·
Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
·
Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
Instructions for PowerPoint Presentation
Create a PowerPoint presentation and record yourself presenting the response to the assignment. The presentations should be a minimum of six minutes in length and include at least 10 slides.
The requirements below must be met for your presentation to be accepted and graded:
·
Design and format each slide for a presentation, see example below.
·
Include a cover slide and reference slide (these slides do not count toward the 10 slide requirement).
·
Use at least three references from outside the course material, preferably from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
·
Identify sources on slides that contain reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) and list them on a reference slide.
References must come from sources such as, scholarly journals found in EBSCOhost or on Google Scholar, government websites and publications, reputable news media (e.g. CNN, The Wall Street Journal, New York Times) websites and publications, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
A detailed explanation of how to cite a source using APA can be found here (
link
).
Download a PowerPoint example
here
Situation:
Tim Smith the IT manager comes to you and says "My project coordinators are in a slump; they just are not producing their usual caliber of work. I need to find out what the problem is. No one on the project team knows what is going on. The c.
Write a 3–4-page report that examines the current research on ma
Write a 3–4-page report that examines the current research on male and female communication styles.
This exercise allows you to consider the ways gender differences in communication impacts day-to-day interactions in personal and professional environments.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Critically analyze issues related to gender and communication.
Explain current research associated with male and female communication styles.
Distinguish between male and female communication styles.
Competency 2: Evaluate personal and social dimensions of gender, communication, and culture.
Describe the impact of communication styles on workplace communication and interaction.
Explain how communication styles differ depending on personal and professional environments.
Competency 5: Communicate effectively in a variety of formats.
Communicate in a concise, balanced, and organized manner and include an appropriate number of scholarly, high-quality resources.
In a 3–4-page report, explain current research on male and female communication styles. Specifically, differentiate between male and female communication styles and leadership behaviors. Respond to the following:
What impact does this have on workplace communication and interaction?
Do our communication styles differ depending on our personal and professional environments?
Do your personal workplace experiences either align or contradict the research outcomes? Discuss.
Reference at least four resources, If you use Internet sources, they must be credible. For example, Wikipedia and YouTube are not credible resources.
Additional Requirements
Written communication:
Written communication should be free of errors that detract from the overall message.
APA formatting:
Resources and in-text citations should be formatted according to APA (6th edition) style and formatting.
Font and font size:
Times New Roman, 12 point, double-spaced. Use Microsoft Word.
Number of resources:
4 or more.
Length:
3–4 pages.
The following document explores the subject of male and female communication styles in greater depth. You may wish to review the document for key concepts and ideas related to the following topics:
Communication Differences.
Workplace Differences.
Strategies for Better Communication.
Do Gender Differences Really Matter?
George Bernard Shaw once said, "The single biggest problem in communication is the illusion that it has taken place." Many believe this is never truer than when communicating with someone of the opposite sex. Our ideas about gender differences in communication styles are frequently shaped by circumstance. They are constantly evolving. While it is good to be aware of gender communication differences, you must go beyond assumptions and decide how to respond and interact based on actual behavior.
Communicati ...
You must choose 2 of the following 4 discussion questions to ans.docx
You must choose 2 of the following 4 discussion questions to answer and provide a substantive discussion for each. Each is worth 30 points.
Question 1:
In our discussion of intercultural communication, we stated that cultural influences are dynamic, shifting, and overlapping. Additionally, we suggested that the characteristics associated with the members of a cultural group should be considered as indicators of central tendency—not every member will be influenced to the same degree by their cultural memberships or display precisely the same characteristics or behaviors. Using an example from your personal experience, discuss two people that would be considered members of the same cultural group yet who differ significantly from one another. Discuss their similarities and differences and speculate as to the underlying reasons for their existence.
Question 2:
In the presentation and chapter on intercultural communication, several tactics for intercultural communication competence are described. Choose an intercultural communication interaction from the
film Crash
where you feel the communication between parties was ineffective. Explore how their interaction might be improved by specifically applying two of the tactics for intercultural communication competence mentioned in the chapter and presentation. Alternately, you may choose to apply two of the tactics to an event from your personal experience that you feel is an appropriate example of an ineffective intercultural interaction.
Question 3:
One of the themes explored in the
film Crash
was the use of cultural stereotypes. Choose 3 specific stereotypes referenced in the film and discuss how they impacted the events portrayed in the film. If you had hypothetically switched places with one of the characters in the film discuss whether or not you might have (even unknowingly) been influence by some of the same stereotypical perceptions and explain the reasoning behind your answer.
Alternately, you may choose to discuss in detail 3 situations where you erroneously applied stereotypes in an interaction with someone else or were affected by another inaccurately stereotyping you.
Question 4:
One area of difference in communication codes discussed in the unit on intercultural communication are differences in cultural communication styles—culturally defined rules governing communication that can affect how members of a cultural group approach particular communication tasks—including the topics are acceptable for discussion in a given situation, and those that are taboo, what contexts are appropriate for a given communication task (e.g. sharing personal information), and other norms that influence their expectations for how a given communication interaction should take place. Choose an interaction in the
film Crash
that you believe was influenced by differences in cultural communication styles. Elaborate on what you believe those differences to be, how you feel t.
Majdi MetwalliA. Each team member is to develop three answers .docx
Majdi Metwalli
A. Each team member is to develop three answers to the following question: What have you learned to
in the course that is most important?
- I learned that during a communication in order to have an effective and reach my objective I need to understand the person I’m communicating with first, so I can know how to deliver my information.
-I learned that technology has changed education in different ways like the expansion of the audience and technology is such a powerful tool that could be used in many different ways and have a profound effects.
- I learned that printed matter is important because it helps communicate, and can be passed on easily from one person to another without change in form or content. However, it is these same qualities that endure it, and thus as long as an author’s printed matter exists, it will forever be linked to him/her
B. Each team member is to develop three questions regarding information they did not understand or they would like to know more about.
- I would like to know more about how can people can get misperceived and what’s the main purpose?
- I didn’t understand the point of some communications issues is that some organizations have the most power to command and lead people to do what they want.
C. The team is to compile all of the answers and questions into a single list and then answer the following two questions:
What commonalities are there to what students think is important to what they are learning?
· That having a good and effective way of communication is a strong thing that can make you the source of power of an organization or even in a conversation.
What commonalities are there about what was not well understood or what students would like to know more about?
· Knowing what can make you an excellent communicator and how can we get the most attention from what we say, look, or act.
...
Read Survey of Communication Chpt. 1 httpsen.wikibooks.orgw.docx
Read Survey of Communication Chpt. 1
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_1_-_Foundations:_Defining_Communication_and_Communication_Study
Read Survey of Communication Chpts. 5 and 6
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_5_-_Communication_Theory
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_6_-_Communication_Research
1. How does our reading define communication using one sentence? What are the two models of communication discussed in the reading and how are they similar/different?
2. Name three people (do not give exact names—just explain how you know them) who you feel use communication effectively in their jobs? In what ways do they communicate effectively using verbal and nonverbal communication?
3. What are the functions of communication theory? How does understanding communication theory help you in your daily life?
4. List and briefly define the three broad research methodologies discussed in the reading. Which type of research method do you personally prefer and why?
...
Objective This activity is designed to help you brainstorm a .docx
Objective:
This activity is designed to help you brainstorm a topic for your final project. You should be able to use material from your response to help you research relevant communication theories.
Background:
Please begin this exercise by reading the following information carefully.
In general, we use theories as a way to approach knowledge, test it, and find out more about it. Your final project in this class will require you to apply communication theory to identifying, describing, analyzing, and resolving a real-world communication problem that you are experiencing or have experienced in the context of the workplace.* For this discussion, you will begin the process of developing your final project by collaborating with your classmates on brainstorming communication problems in your workplace that a communication theory could explain and resolve.
Visualize your workplace for a few moments. Are their conflicts? Are there cliques? Do some managers engage in power trips? How does everyone get along? A workplace is the sum of many different formal and informal
relationships
that influence and define its communication channels. In most work settings, people are identified by titles and roles: accounting supervisor, intern, customer service representative, and so on. These roles combine to create
formal communication
—interaction that follows officially established channels.
There are three types of formal communication within all but the smallest organizations (Adler & Elmhorst, 2002; Sanchez, 1999). In
upward communication,
subordinates communicate with their bosses. Topics for upward communication include progress reports, problems, and suggestions for improvement. In
downward communication,
managers address messages to subordinates, such as instructions and feedback.
Horizontal communication
occurs between people who do not have direct supervisor-subordinate relationships. These types of messages include task coordination, information sharing, and conflict resolution.
Informal communication
in organizations grows out of friendships, shared personal or career interests, and proximity. The messages shared through these networks of relationships within an organization can confirm, contradict, expand upon, or help an employee circumvent information relayed through the formal communication channels. Workers must navigate between formal and informal communication within a relationship. For example, your boss might drop by your desk to share some office gossip with you—and a few minutes later take you aside to talk about a project underway. Modern employers are seeking job candidates who demonstrate
communication competence
, the knowledge of effective and appropriate communication patterns (Spitzberg, 2000) and the ability to use and adapt that knowledge in various contexts (Cooley & Roach, 1984).
To understand the dimensions of communication competence, consider how you might handle everyday communication challenges, such as.
Transcript Graduate student association Interview with preside.docx
Transcript
Graduate student association
Interview with president of Graduate student association M. Abdullah Alghafes
1) What are the shared goals of the community? Why does this group exist? What does it do?
· Focusing on graduate students
· Help them with their academic life
· Offered the graduate students the academic assistant
· Make an activities for the graduate students like
· Help the graduate students to get a scholarship from the university
2) What mechanisms do members use to communicate with each other (meetings, phone calls, email, text messages, newsletters, reports, evaluation forms, etc.)?
-They are using 1- email
2- Face book
3- Twitter
4- cellphones (only emergence calls)
3) What are the purposes of each of these mechanisms of communication (i.e to improve performance, make money, grow better roses, share research, etc.)?
· They are using these mechanisms of communication because they believe that it will be easier for members to communicate with each other
4) Which of the above mechanisms of communication can be considered genres (textual responses to recurring situations that all group members recognize and understand)?
· Emails, because if they have any problem they can go back and check the emails between the members
5) What kinds of specialized language (lexis) do group members use in their conversation and in their genres (name some examples—ESL, on the fly, 86, etc.)? What communicative function does this lexis serve (i.e. why say “86” instead of “we are out of this”?)?
-board = executive board of the club
- Officer = the meeting between the members and the club advisor
-they have members using different languages like Arabic, French, Spanish,… to communicate with members because it’s an international club.
6) Who are “old-timers” with expertise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, genres, and knowledge of the group?
· The old members always trying to help the new members by teaching them the work rolls, tech them the specialized language, and keep them on the track.
2
RAAB
Discourse Community Ethnography (DCE) Assignment
Goals for this assignment:
1. Learn and use tools for analyzing a discourse community’s practices
2. Begin to understand empirical research (develop an understanding through observation/experimentation)
3. Practice writing about primary research
The Task:
· Choose a discourse community that has impacted you or interests you and find a preliminary answer to this research question: “What are the goals and characteristics of this discourse community?” Also, conclusion effectively answers the research question “Is X a discourse community?”
· The group or organization you choose may be one that is related to your major or your field of interest. You will need my approval if you wish to persuade me to accep ...
Discussion 1Using Words Well Please respond to the following.docx
Discussion 1
"Using Words Well" Please respond to the following:
· Review the section on using words ethically in Communication in the Real World, Chapter 3.3; then, identify a situation where you believe language could be used unethically in academic, professional, or personal contexts. Next, suggest three (3) ways your example relates to civility, polarizing language, swearing, or accountability.
Please also reply to the following student
Thurmesha Winston
RE: Discussion 1
· 5
It seems as though we are living in a time where it has become politically correct to throw low-blows and have unfair fights just to take the lead or stand out the most. In political races we see this all the time, politicians talk bad, make accusations on the other, and dig up any dirt they can find. Even if it is just the extended family members of the other. To me the more one political candidate throws dirt or low blows it makes them look bad. Not the face of America. Even professionals in the media have changed their ways of communication from professional to more laid back. I was once watching the news and one individual reported and said that the victim was "leaving his baby-momma house". So many viewers called into to the Viewers Voice and complained about how Shawn Rabb has reported the news unprofessionally, he is ghetto, and so much more. However the term "baby-momma" is more common than "mother of my children". Its the language of the culture that is changing. Working as a Juvenile Detention Officer I hear all types of synonyms. Some I used as a kid and others I need the meaning of and if they cant tell me what it means they can not use it.
Bottom of Form
Discussion 2
"Supreme Court Responsiveness to Public Opinion " Please respond to the following:
· * From the e-Activity, compare and contrast the fundamental differences in the manner in which the general populace may interpret court decisions involving social policy. Provide a rationale for your response.
· Take a position on whether or not you believe the Supreme Court is responsive to public opinion. Examine the extent to which public opinion should affect Supreme Court decisions. Support your response with at least three (3) examples of the perceived effects of public opinion on Supreme Court decisions.
Please also reply to the following student
Deitra Brown
RE: Discussion 2
· 5
After reading the activity, some on the panel view the court's role in making social policy as a good trade off because they can explore and identify the benefits of shaping it. Others disagree because judicial activism fails to obey higher court precedents due to personal preferences. Social policy is about the well-being of all us as a society. Social policy analyzes the decisions the courts and government make to look at who gets what and why to help us overcome the social impact of issues like gun control, marriage, alleviating poverty, improving people’s health and income. I believe the Supreme Court .
Part I Communication Competence Analysis Review the Communication.docx
Part I: Communication Competence Analysis Review the Communication Competence summary on pages 22–23. Complete the checklist and write a response in three parts that addresses the following using clear headings:
1. Pick two to three competencies from the listing for which you feel you are currently strong, and describe why you feel that way.
2. Pick two to three competencies from the listing for which you feel you currently need improvement, and describe why you feel that way.
Each section should be written with at least three paragraphs (with a minimum of three to four sentences each) of commentary, which is in addition to any quoting from the listing you may choose to do. It may be helpful to explain your thought process and provide examples to give explanation to your descriptions of why you feel that way. This is not a formal paper, but college-level spelling, grammar, and syntax are expected.
Communication Competence summary on pages 22–23
_____ 1. I’m sensitive to contexts of communication. I recognize that changes in physical, cultural, social– psychological, and temporal contexts will alter meaning. _____
2. I assess my channel options and evaluate whether my message will be more effective if delivered face-to-face, through e-mail, or by some third party, for example. _____
3. I look for meaning not only in words but also in nonverbal behaviors. _____
4. I am sensitive to the feedback and feedforward that I give to others and that others give to me. _____
5. I combat the effects of the various types of physical, psychological, and semantic noise that distort messages. _____
6. I listen not only to the more obvious content messages but also to the relational messages that I (and others) send, and I respond to the relational messages of others to increase meaningful interaction. _____
7. Instead of looking only at the punctuation patterns, I also look at the patterns that others might be using in order to understand better the meanings communicated. _____
8. Because communication is transactional, I recognize that all elements influence every other element in the communication process and that each person communicating is simultaneously a speaker/listener. _____
9. Because communication is purposeful, I look carefully at both the speaker’s and the listener’s purposes. _____
10. Because communication is inevitable, irreversible, and unrepeatable, I look carefully for hidden meanings, am cautious in communicating messages that I may later wish to withdraw, and am aware that any communication act occurs but once. _____
11. I am sensitive to cultural variation and differences, and I see my own culture’s teachings and those of other cultures without undue bias.
Part II: General Improvement Strategy Using one of the competencies you felt needed improvement in Part I, develop an improvement strategy that follows the Communication Improvement Strategy Table in the weekly lecture. You may choose to format this into a table or write it .
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docx
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docx
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docx
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docx
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
More Related Content
Similar to COMM120 FORUM2The Communication ProcessWhat does the seve.docx
Foundations Defining Communication & Communication Study.docx
Foundations:
Defining Communication &
Communication Study
Survey of Communication Study, Hahn and Paynton, chpt. 1
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_1_-_Foundations:_Defining_Communication_and_Communication_Study
Introductions
Discuss the course syllabus, assignments and online Textbook
Blackboard how-to
Communication Definitions
Communication Models
Linear Model
Transactional Model
Communication and You
Agenda
Introductions
Introduce yourself:
Name
Hometown
Year in School
Major
Dream Job
Go over syllabus and Blackboard
3
We will be using a combination of two FREE online textbooks, known as an OER (Open Educational Resources)
These are free online textbooks written by communication faculty who have allowed open use of the material.
“Survey of Communication Study” by Humboldt State University professors Laura K. Hahn and Scott T. Paynton. Last edited online 2016
https://en.wikibooks.org/wiki/Survey_of_Communication_Study
“Communication in the Real World” 2012 Creative Common License, publisher and author name removed per request
http://open.lib.umn.edu/communication/
Textbooks
If you are viewing the PPT slides on your computer or smart phone, view in the slideshow function so you will be able to interact with the various GIFs and video links that are included
Suggestion for viewing PPTs
What is involved in the process of communication?
Why is communication important?
Name people who use communication in creative ways?
Discussion:
What is Communication?
Instructor notes: These question prompts can be used as a pair activity, group activity, class discussion or “thinking point” depending on the class size and modality
6
Memes are an Example of Creative Communication
Without looking at the textbook, write down a one sentence definition of communication
To Do
70 years ago communication scholars Bruce Smith, Harold Lasswell and Ralph D. Casey stated
“Communication study is an academic field whose primary focus is ‘who says what, through what channels (media) of communication, to whom [and] what will be the results’”
(Emphasis and underline added)
Communication Definition
Smith, Lasswell and Casey
The National Communication Association states
“Communication study focuses on how people use messages to generate meaning within and across various contexts, cultures, channels and media.”
“The discipline promotes the effective and ethical practice of human communication.”
Communication Definition
National Communication Association
For the purposes of our class, the definition we will use is
“Communication is the process of using symbols to exchange meaning.”
Communication Definition
Our Textbook
A Model is a visual representation/depiction of how something works.
Models allow us to understand a process by dividing it into parts and looking at how they are related
Models of Communication
The earliest models of comm.
Part I Communication Competence Analysis Review the Communication.docx
Part I: Communication Competence Analysis
Review the Communication Competence summary on pages 22–23. Complete the checklist and write a response in three parts that addresses the following using clear headings:
Pick two to three competencies from the listing for which you feel you are currently
strong
,
and describe why you feel that way.
Pick two to three competencies from the listing for which you feel you currently
need improvement
,
and describe why you feel that way.
Each section should be written with at least three paragraphs (with a minimum of three to four sentences each) of commentary, which is in addition to any quoting from the listing you may choose to do. It may be helpful to explain your thought process and provide examples to give explanation to your descriptions of why you feel that way. This is not a formal paper, but college-level spelling, grammar, and syntax are expected.
Part II: General Improvement Strategy
Using one of the competencies you felt needed improvement in Part I, develop an improvement strategy that follows the Communication Improvement Strategy Table in the weekly lecture. You may choose to format this into a table or write it in paragraph form. With whichever option, you should include your work in the same Word file (.docx) as Part I and have clear labels for the four main areas: problem, goal, plan, and test of measurability.
TEXT BOOK PAGES 22-23
Foundations of Human Communication
1.
Communication is the act, by one or more persons, of sending and receiving messages that are distorted by noise, occur within a context, have some effect (and some ethical dimension), and provide some opportunity for feedback.
2.
Communication is transactional. It is a process of interrelated parts in which a change in one element produces changes in other elements.
Communication Models and Concepts
3.
The essentials of communication—the elements present in every communication act—are sources–receivers; messages (feedforward, feedback, and metamessages); context (physical, cultural, social–psychological, and temporal); channel; noise (physical, physiological, psychological, and semantic); and effects.
Principles of Communication
4.
Communication is purposeful. Through communication, you learn, relate, help, influence, and play.
5.
Communication involves choices and those choices will determine effectiveness or ineffectiveness.
6.
Communication and relationships are always—in part—ambiguous.
7.
Communication involves both content and relationship dimensions.
8.
Communication and relationships invariably involve issues of power.
9.
Communication sequences are punctuated for processing. Individuals divide the communication sequence into stimuli and responses in different ways.
10.
In any interactional situation, communication is inevitable (you cannot not communicate, nor can you not respond to communication), irreversible (you cannot take back messages), and unrepeatable (you cannot exactly repeat messages.
Interviewing GuidelinesPlease look through these guidelines .docx
Interviewing Guidelines
Please look through these guidelines for developing and conducting interviews.
Beginning the Interview
Start the interview with general questions. Begin by asking the interviewees to describe their
high school, what it was like, its size, what communities it served, and other information that you
think might provide context for the interviewees’ responses. For example, you might ask if it was
a politically homogeneous or heterogeneous community in terms of whether most students
supported similar political candidates and had the similar positions on particular issues. Once
you think some context has been established, ask the interviewees general questions about
their civic education in high school.
Middle of the Interview
At this point, you should be asking them about the use of digital media in their high school civic
education.
Ending the Interview
To end the interview, ask your interviewees what they would have liked to see in their civic
education; or, if they have any suggestions on how it could have been improved or made more
meaningful.
Sample Questions
You may use only two of these questions and come up with at least three of your own interview
questions that are informed by readings and lectures. Please note: the bulleted questions are to
be used for probing. In interviews, it is good begin with open questions, giving the interviewees
liberty to respond as they see fit. If their response does not answer your question, then ask the
question in a different manner, or probe. Probing questions are follow-up questions that you
may have about the interviewees’ responses, such as: why and how questions, asking them to
explain or describe, etc. In the sample questions below, I added some probing questions in case
the interviewees’ responses are vague or brief.
Interview Question Sample #1
Did you take a civics course in high school? Tell me about some of the activities that you
participated in that reflect your civic education. If their answer is brief, you might probe by asking
questions such as:
Were you required to complete a service learning project in your community that was tied to
what you were learning in your civics course? Tell me about it.
Please tell me about any other activities that supported your civic and political engagement in
and out of school.
What are some activities that you think you would have benefited from if practiced in school?
Did any of these experiences impact your interest in or knowledge regarding civic or political
engagement? If so, how?
Interview Question Sample #2
In your civic education course or any other courses, were you encouraged to use digital media
to learn about current events, political issues, etc.? Explain.
Were you encouraged to investigate issues that matter to you?
Interview Question Sample #3
Please tell me about how educators can improve civic education of youth in this digital age.
Creating Your Own Questions
When creating your own ...
Training and DevelopmentFinal ProjectNow its your turn! Below.docx
Training and Development
Final Project
Now it's your turn! Below is all the information given on a training program needed, called Effective Communication. You are a trainer in the given situation. Submit all of the following:
1.
Training Needs Assessment (refer to previous assignment DST Systems for assessment template)
2.
Written Paper
3.
Powerpoint Presentation
Instructions for Paper
·
Write at least 500 words (approximately 2 pages) using Microsoft Word in APA style, see example below.
·
Use font size 12 and 1” margins.
·
Include cover page and reference page.
·
At least 80% of your paper must be original content/writing.
·
No more than 20% of your content/information may come from references.
·
Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
·
Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
Instructions for PowerPoint Presentation
Create a PowerPoint presentation and record yourself presenting the response to the assignment. The presentations should be a minimum of six minutes in length and include at least 10 slides.
The requirements below must be met for your presentation to be accepted and graded:
·
Design and format each slide for a presentation, see example below.
·
Include a cover slide and reference slide (these slides do not count toward the 10 slide requirement).
·
Use at least three references from outside the course material, preferably from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
·
Identify sources on slides that contain reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) and list them on a reference slide.
References must come from sources such as, scholarly journals found in EBSCOhost or on Google Scholar, government websites and publications, reputable news media (e.g. CNN, The Wall Street Journal, New York Times) websites and publications, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
A detailed explanation of how to cite a source using APA can be found here (
link
).
Download a PowerPoint example
here
Situation:
Tim Smith the IT manager comes to you and says "My project coordinators are in a slump; they just are not producing their usual caliber of work. I need to find out what the problem is. No one on the project team knows what is going on. The c.
Write a 3–4-page report that examines the current research on ma
Write a 3–4-page report that examines the current research on male and female communication styles.
This exercise allows you to consider the ways gender differences in communication impacts day-to-day interactions in personal and professional environments.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Critically analyze issues related to gender and communication.
Explain current research associated with male and female communication styles.
Distinguish between male and female communication styles.
Competency 2: Evaluate personal and social dimensions of gender, communication, and culture.
Describe the impact of communication styles on workplace communication and interaction.
Explain how communication styles differ depending on personal and professional environments.
Competency 5: Communicate effectively in a variety of formats.
Communicate in a concise, balanced, and organized manner and include an appropriate number of scholarly, high-quality resources.
In a 3–4-page report, explain current research on male and female communication styles. Specifically, differentiate between male and female communication styles and leadership behaviors. Respond to the following:
What impact does this have on workplace communication and interaction?
Do our communication styles differ depending on our personal and professional environments?
Do your personal workplace experiences either align or contradict the research outcomes? Discuss.
Reference at least four resources, If you use Internet sources, they must be credible. For example, Wikipedia and YouTube are not credible resources.
Additional Requirements
Written communication:
Written communication should be free of errors that detract from the overall message.
APA formatting:
Resources and in-text citations should be formatted according to APA (6th edition) style and formatting.
Font and font size:
Times New Roman, 12 point, double-spaced. Use Microsoft Word.
Number of resources:
4 or more.
Length:
3–4 pages.
The following document explores the subject of male and female communication styles in greater depth. You may wish to review the document for key concepts and ideas related to the following topics:
Communication Differences.
Workplace Differences.
Strategies for Better Communication.
Do Gender Differences Really Matter?
George Bernard Shaw once said, "The single biggest problem in communication is the illusion that it has taken place." Many believe this is never truer than when communicating with someone of the opposite sex. Our ideas about gender differences in communication styles are frequently shaped by circumstance. They are constantly evolving. While it is good to be aware of gender communication differences, you must go beyond assumptions and decide how to respond and interact based on actual behavior.
Communicati ...
You must choose 2 of the following 4 discussion questions to ans.docx
You must choose 2 of the following 4 discussion questions to answer and provide a substantive discussion for each. Each is worth 30 points.
Question 1:
In our discussion of intercultural communication, we stated that cultural influences are dynamic, shifting, and overlapping. Additionally, we suggested that the characteristics associated with the members of a cultural group should be considered as indicators of central tendency—not every member will be influenced to the same degree by their cultural memberships or display precisely the same characteristics or behaviors. Using an example from your personal experience, discuss two people that would be considered members of the same cultural group yet who differ significantly from one another. Discuss their similarities and differences and speculate as to the underlying reasons for their existence.
Question 2:
In the presentation and chapter on intercultural communication, several tactics for intercultural communication competence are described. Choose an intercultural communication interaction from the
film Crash
where you feel the communication between parties was ineffective. Explore how their interaction might be improved by specifically applying two of the tactics for intercultural communication competence mentioned in the chapter and presentation. Alternately, you may choose to apply two of the tactics to an event from your personal experience that you feel is an appropriate example of an ineffective intercultural interaction.
Question 3:
One of the themes explored in the
film Crash
was the use of cultural stereotypes. Choose 3 specific stereotypes referenced in the film and discuss how they impacted the events portrayed in the film. If you had hypothetically switched places with one of the characters in the film discuss whether or not you might have (even unknowingly) been influence by some of the same stereotypical perceptions and explain the reasoning behind your answer.
Alternately, you may choose to discuss in detail 3 situations where you erroneously applied stereotypes in an interaction with someone else or were affected by another inaccurately stereotyping you.
Question 4:
One area of difference in communication codes discussed in the unit on intercultural communication are differences in cultural communication styles—culturally defined rules governing communication that can affect how members of a cultural group approach particular communication tasks—including the topics are acceptable for discussion in a given situation, and those that are taboo, what contexts are appropriate for a given communication task (e.g. sharing personal information), and other norms that influence their expectations for how a given communication interaction should take place. Choose an interaction in the
film Crash
that you believe was influenced by differences in cultural communication styles. Elaborate on what you believe those differences to be, how you feel t.
Majdi MetwalliA. Each team member is to develop three answers .docx
Majdi Metwalli
A. Each team member is to develop three answers to the following question: What have you learned to
in the course that is most important?
- I learned that during a communication in order to have an effective and reach my objective I need to understand the person I’m communicating with first, so I can know how to deliver my information.
-I learned that technology has changed education in different ways like the expansion of the audience and technology is such a powerful tool that could be used in many different ways and have a profound effects.
- I learned that printed matter is important because it helps communicate, and can be passed on easily from one person to another without change in form or content. However, it is these same qualities that endure it, and thus as long as an author’s printed matter exists, it will forever be linked to him/her
B. Each team member is to develop three questions regarding information they did not understand or they would like to know more about.
- I would like to know more about how can people can get misperceived and what’s the main purpose?
- I didn’t understand the point of some communications issues is that some organizations have the most power to command and lead people to do what they want.
C. The team is to compile all of the answers and questions into a single list and then answer the following two questions:
What commonalities are there to what students think is important to what they are learning?
· That having a good and effective way of communication is a strong thing that can make you the source of power of an organization or even in a conversation.
What commonalities are there about what was not well understood or what students would like to know more about?
· Knowing what can make you an excellent communicator and how can we get the most attention from what we say, look, or act.
...
Read Survey of Communication Chpt. 1 httpsen.wikibooks.orgw.docx
Read Survey of Communication Chpt. 1
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_1_-_Foundations:_Defining_Communication_and_Communication_Study
Read Survey of Communication Chpts. 5 and 6
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_5_-_Communication_Theory
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_6_-_Communication_Research
1. How does our reading define communication using one sentence? What are the two models of communication discussed in the reading and how are they similar/different?
2. Name three people (do not give exact names—just explain how you know them) who you feel use communication effectively in their jobs? In what ways do they communicate effectively using verbal and nonverbal communication?
3. What are the functions of communication theory? How does understanding communication theory help you in your daily life?
4. List and briefly define the three broad research methodologies discussed in the reading. Which type of research method do you personally prefer and why?
...
Objective This activity is designed to help you brainstorm a .docx
Objective:
This activity is designed to help you brainstorm a topic for your final project. You should be able to use material from your response to help you research relevant communication theories.
Background:
Please begin this exercise by reading the following information carefully.
In general, we use theories as a way to approach knowledge, test it, and find out more about it. Your final project in this class will require you to apply communication theory to identifying, describing, analyzing, and resolving a real-world communication problem that you are experiencing or have experienced in the context of the workplace.* For this discussion, you will begin the process of developing your final project by collaborating with your classmates on brainstorming communication problems in your workplace that a communication theory could explain and resolve.
Visualize your workplace for a few moments. Are their conflicts? Are there cliques? Do some managers engage in power trips? How does everyone get along? A workplace is the sum of many different formal and informal
relationships
that influence and define its communication channels. In most work settings, people are identified by titles and roles: accounting supervisor, intern, customer service representative, and so on. These roles combine to create
formal communication
—interaction that follows officially established channels.
There are three types of formal communication within all but the smallest organizations (Adler & Elmhorst, 2002; Sanchez, 1999). In
upward communication,
subordinates communicate with their bosses. Topics for upward communication include progress reports, problems, and suggestions for improvement. In
downward communication,
managers address messages to subordinates, such as instructions and feedback.
Horizontal communication
occurs between people who do not have direct supervisor-subordinate relationships. These types of messages include task coordination, information sharing, and conflict resolution.
Informal communication
in organizations grows out of friendships, shared personal or career interests, and proximity. The messages shared through these networks of relationships within an organization can confirm, contradict, expand upon, or help an employee circumvent information relayed through the formal communication channels. Workers must navigate between formal and informal communication within a relationship. For example, your boss might drop by your desk to share some office gossip with you—and a few minutes later take you aside to talk about a project underway. Modern employers are seeking job candidates who demonstrate
communication competence
, the knowledge of effective and appropriate communication patterns (Spitzberg, 2000) and the ability to use and adapt that knowledge in various contexts (Cooley & Roach, 1984).
To understand the dimensions of communication competence, consider how you might handle everyday communication challenges, such as.
Transcript Graduate student association Interview with preside.docx
Transcript
Graduate student association
Interview with president of Graduate student association M. Abdullah Alghafes
1) What are the shared goals of the community? Why does this group exist? What does it do?
· Focusing on graduate students
· Help them with their academic life
· Offered the graduate students the academic assistant
· Make an activities for the graduate students like
· Help the graduate students to get a scholarship from the university
2) What mechanisms do members use to communicate with each other (meetings, phone calls, email, text messages, newsletters, reports, evaluation forms, etc.)?
-They are using 1- email
2- Face book
3- Twitter
4- cellphones (only emergence calls)
3) What are the purposes of each of these mechanisms of communication (i.e to improve performance, make money, grow better roses, share research, etc.)?
· They are using these mechanisms of communication because they believe that it will be easier for members to communicate with each other
4) Which of the above mechanisms of communication can be considered genres (textual responses to recurring situations that all group members recognize and understand)?
· Emails, because if they have any problem they can go back and check the emails between the members
5) What kinds of specialized language (lexis) do group members use in their conversation and in their genres (name some examples—ESL, on the fly, 86, etc.)? What communicative function does this lexis serve (i.e. why say “86” instead of “we are out of this”?)?
-board = executive board of the club
- Officer = the meeting between the members and the club advisor
-they have members using different languages like Arabic, French, Spanish,… to communicate with members because it’s an international club.
6) Who are “old-timers” with expertise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, genres, and knowledge of the group?
· The old members always trying to help the new members by teaching them the work rolls, tech them the specialized language, and keep them on the track.
2
RAAB
Discourse Community Ethnography (DCE) Assignment
Goals for this assignment:
1. Learn and use tools for analyzing a discourse community’s practices
2. Begin to understand empirical research (develop an understanding through observation/experimentation)
3. Practice writing about primary research
The Task:
· Choose a discourse community that has impacted you or interests you and find a preliminary answer to this research question: “What are the goals and characteristics of this discourse community?” Also, conclusion effectively answers the research question “Is X a discourse community?”
· The group or organization you choose may be one that is related to your major or your field of interest. You will need my approval if you wish to persuade me to accep ...
Discussion 1Using Words Well Please respond to the following.docx
Discussion 1
"Using Words Well" Please respond to the following:
· Review the section on using words ethically in Communication in the Real World, Chapter 3.3; then, identify a situation where you believe language could be used unethically in academic, professional, or personal contexts. Next, suggest three (3) ways your example relates to civility, polarizing language, swearing, or accountability.
Please also reply to the following student
Thurmesha Winston
RE: Discussion 1
· 5
It seems as though we are living in a time where it has become politically correct to throw low-blows and have unfair fights just to take the lead or stand out the most. In political races we see this all the time, politicians talk bad, make accusations on the other, and dig up any dirt they can find. Even if it is just the extended family members of the other. To me the more one political candidate throws dirt or low blows it makes them look bad. Not the face of America. Even professionals in the media have changed their ways of communication from professional to more laid back. I was once watching the news and one individual reported and said that the victim was "leaving his baby-momma house". So many viewers called into to the Viewers Voice and complained about how Shawn Rabb has reported the news unprofessionally, he is ghetto, and so much more. However the term "baby-momma" is more common than "mother of my children". Its the language of the culture that is changing. Working as a Juvenile Detention Officer I hear all types of synonyms. Some I used as a kid and others I need the meaning of and if they cant tell me what it means they can not use it.
Bottom of Form
Discussion 2
"Supreme Court Responsiveness to Public Opinion " Please respond to the following:
· * From the e-Activity, compare and contrast the fundamental differences in the manner in which the general populace may interpret court decisions involving social policy. Provide a rationale for your response.
· Take a position on whether or not you believe the Supreme Court is responsive to public opinion. Examine the extent to which public opinion should affect Supreme Court decisions. Support your response with at least three (3) examples of the perceived effects of public opinion on Supreme Court decisions.
Please also reply to the following student
Deitra Brown
RE: Discussion 2
· 5
After reading the activity, some on the panel view the court's role in making social policy as a good trade off because they can explore and identify the benefits of shaping it. Others disagree because judicial activism fails to obey higher court precedents due to personal preferences. Social policy is about the well-being of all us as a society. Social policy analyzes the decisions the courts and government make to look at who gets what and why to help us overcome the social impact of issues like gun control, marriage, alleviating poverty, improving people’s health and income. I believe the Supreme Court .
Part I Communication Competence Analysis Review the Communication.docx
Part I: Communication Competence Analysis Review the Communication Competence summary on pages 22–23. Complete the checklist and write a response in three parts that addresses the following using clear headings:
1. Pick two to three competencies from the listing for which you feel you are currently strong, and describe why you feel that way.
2. Pick two to three competencies from the listing for which you feel you currently need improvement, and describe why you feel that way.
Each section should be written with at least three paragraphs (with a minimum of three to four sentences each) of commentary, which is in addition to any quoting from the listing you may choose to do. It may be helpful to explain your thought process and provide examples to give explanation to your descriptions of why you feel that way. This is not a formal paper, but college-level spelling, grammar, and syntax are expected.
Communication Competence summary on pages 22–23
_____ 1. I’m sensitive to contexts of communication. I recognize that changes in physical, cultural, social– psychological, and temporal contexts will alter meaning. _____
2. I assess my channel options and evaluate whether my message will be more effective if delivered face-to-face, through e-mail, or by some third party, for example. _____
3. I look for meaning not only in words but also in nonverbal behaviors. _____
4. I am sensitive to the feedback and feedforward that I give to others and that others give to me. _____
5. I combat the effects of the various types of physical, psychological, and semantic noise that distort messages. _____
6. I listen not only to the more obvious content messages but also to the relational messages that I (and others) send, and I respond to the relational messages of others to increase meaningful interaction. _____
7. Instead of looking only at the punctuation patterns, I also look at the patterns that others might be using in order to understand better the meanings communicated. _____
8. Because communication is transactional, I recognize that all elements influence every other element in the communication process and that each person communicating is simultaneously a speaker/listener. _____
9. Because communication is purposeful, I look carefully at both the speaker’s and the listener’s purposes. _____
10. Because communication is inevitable, irreversible, and unrepeatable, I look carefully for hidden meanings, am cautious in communicating messages that I may later wish to withdraw, and am aware that any communication act occurs but once. _____
11. I am sensitive to cultural variation and differences, and I see my own culture’s teachings and those of other cultures without undue bias.
Part II: General Improvement Strategy Using one of the competencies you felt needed improvement in Part I, develop an improvement strategy that follows the Communication Improvement Strategy Table in the weekly lecture. You may choose to format this into a table or write it .
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A Neat Sampling Strategy Based On Purposive Sampling Essay
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Foundations Defining Communication & Communication Study.docx
Foundations Defining Communication & Communication Study.docx
Part I Communication Competence Analysis Review the Communication.docx
Part I Communication Competence Analysis Review the Communication.docx
Interviewing GuidelinesPlease look through these guidelines .docx
Interviewing GuidelinesPlease look through these guidelines .docx
Training and DevelopmentFinal ProjectNow its your turn! Below.docx
Training and DevelopmentFinal ProjectNow its your turn! Below.docx
Write a 3–4-page report that examines the current research on ma
Write a 3–4-page report that examines the current research on ma
You must choose 2 of the following 4 discussion questions to ans.docx
You must choose 2 of the following 4 discussion questions to ans.docx
Majdi MetwalliA. Each team member is to develop three answers .docx
Majdi MetwalliA. Each team member is to develop three answers .docx
Read Survey of Communication Chpt. 1 httpsen.wikibooks.orgw.docx
Read Survey of Communication Chpt. 1 httpsen.wikibooks.orgw.docx
Objective This activity is designed to help you brainstorm a .docx
Objective This activity is designed to help you brainstorm a .docx
Transcript Graduate student association Interview with preside.docx
Transcript Graduate student association Interview with preside.docx
Discussion 1Using Words Well Please respond to the following.docx
Discussion 1Using Words Well Please respond to the following.docx
Part I Communication Competence Analysis Review the Communication.docx
Part I Communication Competence Analysis Review the Communication.docx
More from cargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docx
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docx
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docx
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docx
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docx
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docx
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Product Yields VEGETABLES Acorn Squash.docx
Common Product Yields
VEGETABLES
Acorn Squash Flesh Raw 74% Eggplant Trim, Pared, and Sliced 81%
Artichoke Edible Leaves and Base 40% Endive Trimmed and Cored 86%
Asparagus Trimmed Ends 80% Fennel Trimmed and Cored 86%
Beets Peeled and Diced 91% Garlic Peeled Cloves 87%
Broccoli Cored. Florets Only 47% Ginger Root Peeled Root 83-90%
Brussel Sprouts Trim and Ready To Cook 90% Iceberg Lettuce 62%
Butternut Squash 84% Leek Bulb and Flower Leaves 44%
Red & Green
Cabbage Trimmed Without Core 64% Mushrooms
90%
Carrots 68% Onions 63%
Cauliflower Cored. Florets Only. 53% Peppers 59%
Celery 60% Potatoes Skinned By Hand and Raw 63%
Cilantro 90% Romaine 86%
Corn Raw Kernals Cut Off Cob 36% Spinach Trimmed Leaves 72%
Cucumber Pared and Sliced 84% Zucchini 78%
FRUITS
Apples Peeled and Cored 40% Mango Without Pit and Skin 69%
Avocado Skin and Seeded 63% Oranges Pared, Flesh 44%
Banana 66% Papayas 65%
Blackberries 96% Peaches Without Pit and Skin 76%
Cantaloupe Rind and Seeded 43% Pears Without Pit and Skin 78%
Cherries Flesh 62% Pineapple Peeled and Cored 38%
Coconut Meat 48% Plantains Fully Ripe 65%
Figs Without Stem 97% Plums Pitted 94%
Grapefruit
Segments Without
Membrane 52% Pomegranates Seeded 44%
Grapes Stems Removed 96% Prickle Pear Pulp 44%
Honeydew Rind and Seeded 48% Strawberries Good Quality, No Stem 90%
Lemons Juiced and Strained 36% Tomato Stem and Base 90%
Lime/Lemon Zest 16% Watermelon Rind and Seeded 52%
Limes Juiced and Strained 47%
Common Product Yields
MEAT
Beef Chuck 85% Lamb Breast And Flank 89%
Flank 90% Chop 75%
Flap Meat 80% Foreleg 70%
Inside Round 65% Loin 89%
Neck 75% Rib 81%
Rib Chop 83% Shoulder 86%
Rump 79% Pork Bacon 93%
Shank Hind 43% Butt Boneless 85%
Shank Fore 61% Chop 75%
Shoulder Clod 75% Ham 85%
Short Ribs 68% Picnic 81%
Sirloin Butt 70% Shoulder 84%
Sirloin Top Full Cut 71% Tender 95%
Steak Club 83% Veal Chuck 80%
Steak Porterhouse 91% Flank 99%
Steak T-Bone 88% Fore Shank 52%
Tender PSMO 75% Leg, Boned and Trimmed 68%
Cut Steak Ribeye Steak Lip Off 72% Loin 83%
Ribeye Steak Lip On 78% Plate 79%
Strip Steak Center Cut 50% Rib 77%
Strip Steak End Cut 63% Round 77%
Top Butt Steak Cap On 52%
Top Butt Steak Center Cut 38%
Peeled Tenderloin 52%
Peeled Tenderloin c/c 38%
Common Product Yields
POULTRY AND FISH
Game Hen With Neck and Giblets 91% Bass Without Skin Filet 59%
Breast Skin On 74% Clams Edible Portion 15%
Chicken
Broiler/Fryer Without
Neck/Giblets 89% Cod Filet Without Skin 30%
Drum 63% Crab Blue From Shell 17%
Thighs 70% Dungeness From Shell 27%
Wings 50% King From Shell 25%
Breast 87% Crawfish Tail 12%
Breast Quarter 75% Back 23%
Drum 69% Flounder Filet Without Skin 41%
Leg 75% Frog Legs Flesh 65%
Leg Quarter 71% Halibut Filet Without Skin 59%
Thigh 82% Trout Fil.
Common Law Strict Liability Introduction Strict liabilit.docx
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core .docx
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docx
common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
a
p
p
e
n
d
ix
b
| 2
exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
• Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser-
vative interp.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docx
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docx
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Holy Days in Jewish Religious TraditionsComplete th.docx
Common Holy Days in Jewish Religious Traditions
Complete
the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified.
Note
: An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed.
Fall
(September – November)
Winter
(December – February)
Spring
(March – May)
Summer
(June – August)
Enter text.
Example:
Hanukkah
Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Part 2: Major Sects of Judaism
Select
three major sects of Judaism to compare and contrast. Identify them in the table below.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
In the table below,
list
at least two similarities and two differences among the sects of Judaism you selected.
Similarities
Differences
Enter text.
Enter text.
Part 3: Summary
Write
a 525- to 700-word summary that includes the following:
· A description of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· Brief explanation of Jewish ethics
Summary
Enter text.
Include
references formatted according to APA guidelines.
References
Enter text.
.
Common Hacking Techniques You Should Know AboutHacking is th.docx
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docx
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docx
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docx
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committee on Enhancing Federal Healthcare Quality ProgramsJa.docx
Committee on Enhancing Federal Healthcare Quality Programs
Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors
THE NATIONAL ACADEMIES PRESS
Washington, D.C.
ww.nap.edu
Enhancing, Federal Healthcare Quality Programs Committee. Leadership by Example : Coordinating Government Roles in
Improving Health Care Quality, edited by Jill Eden, and Barbara M. Smith, National Academies Press, 2003. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=3375805.
Created from ncent-ebooks on 2019-04-24 06:50:39.
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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the Gov-
erning Board of the National Research Council, whose members are drawn from
the councils of the National Academy of Sciences, the National Academy of Engi-
neering, and the Institute of Medicine. The members of the committee responsible
for the report were chosen for their special competences and with regard for ap-
propriate balance.
Support for this project was provided by the Department of Health and Human
Services, the Commonwealth Fund, and the California Healthcare Foundation.
The views presented in this report are those of the Institute of Medicine Commit-
tee on Enhancing Federal Health Care Quality Programs, and are not necessarily
those of the funding agencies.
Library of Congress Cataloging-in-Publication Data
Institute of Medicine (U.S.). Committee on Enhancing Federal Healthcare
Quality Programs.
Leadership by example : coordinating government roles in improving
healthcare quality / Committee on Enhancing Federal Healthcare Quality
Programs ; Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors.
p. ; cm.
Includes bibliographical references and index.
ISBN 0-309-08618-3 (pbk.)
1. Medical policy—United States. 2. National health services—United
States.
[DNLM: 1. Health Care Reform—United States. 2. Government
Programs—United States. 3. Quality Assurance, Health Care—United
States. WA 540 AA1 I455L 2003] I. Corrigan, Janet. II. Eden, Jill.
III. Smith, Barbara M. IV. Title.
RA395.A3I4935 2003
362.1’0973—dc21
2003001324
ISBN 0-309-51693-5 (pdf)
Additional copies of this report are available from the National Academies Press,
500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202)
334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu.
For more information about the Institute of Medicine, visit the IOM home page at:
www.iom.edu.
Copyright 2003 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America.
The serpent has been a symbol of long life, healing, and knowledge among almost
all cultures and religions since the beginning of reco.
Committees1. To provide for greater transparency in the HU.docx
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docx
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
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"Protectable subject matters, Protection in biotechnology, Protection of othe...
Multithreading_in_C++ - std::thread, race condition
Multithreading_in_C++ - std::thread, race condition
COMM120 FORUM2The Communication ProcessWhat does the seve.docx
- 1. COMM120 FORUM2 The Communication Process What does the seven-part communication model do for the study of gender and communication? In what parts of the model can you identify gender and its influence? Please use concepts from your course readings in your answer. Some questions you may want to consider as you respond to the prompt: · When I ask what the model does for the study of communication and gender, I want to know if it helps us point out places and ways in which gender affects communication. Keep in mind that this part of the question doesn't ask about gender itself. Instead, it's asking about how scholars think, and whether or not those patterns are useful tools to explore this general topic. Is the model useful? Would something else be more useful? Why? · When I ask about the role of gender in each of the seven parts of the model (sender, receiver, context, message, channel, interference, and feedback), I'd like you to tell me if you can see any differences in the way people of different genders use or adapt to each part. For example, do people of a certain gender seem to use a specific channel or medium more often than other channels? Are there patterns to the type of feedback they give? How do gender characteristics diminish the effectiveness of a message--in other words, how do they interfere with communication? Questions like these should help with the second part of the prompt.