HM540
Unit1 JOURNAL
Reflection
After you have completed all of the assignments in this unit, write a 100- to 300-word reflection journal on what you have learned and what questions you may still have.
Gender Communications Quiz
How much do you know about how men and women communicate? If you think a statement is an
accurate description of communication patterns, mark it true. If you think it isn't, mark it false.
1. Men talk more than women.
2. Men are more likely to interrupt women than to interrupt other men.
3. During conversations, women spend more time looking at their partner than men do.
4. Nonverbal messages carry more weight than verbal messages.
5. Female managers communicate with more emotional openness and drama than male managers.
6. Men not only control the content of conversations, they also work harder in keeping conversations
going.
7. When people hear generic words, such as "mankind" and "he," they respond inclusively,
indicating that the terms apply to both sexes.
8. In classroom communications, male students receive more reprimands and criticism.
9. Women are more likely than men to disclose information about intimate personal concerns.
10. Female speakers are more animated in their style than are males.
11. Women use less personal space than men.
12. When a male speaks, he is listened to more carefully than a female speaker, even when she
makes the identical presentation.
13. In general, women speak in a more tentative style than do men.
14. Women are more likely to answer questions that are not addressed to them.
15. There is widespread gender segregation in schools, and it hinders effective classroom
communication.
16. Female managers are seen by both male and female subordinates as better communicators than
male managers.
17. In classroom communications, teachers are more likely to give verbal praise to female than to
male students.
18. In general, men smile more often than women.
Explanations of the Answers
1. True. Despite the stereotype, the research is consistent and clear. In classrooms, in offices, in
group discussions, in two-person conversations, men talk more than their fair share of the time.
For example, in one experiment male and female subjects were asked to verbally describe
pictures and engravings. The women's average description was approximately three minutes. For
a man, the average time was 13 minutes.
2. True. When women talk with other women, interruptions are evenly distributed. When men talk
with other men, interruptions are evenly distributed. However, when men and women talk with
one another, almost all interruptions are by male speakers.
Sociologists Candace West and Donald Zimmerman analyzed conversations in university
settings, both on and off campus. They found that males interrupt females much more often than
they interrupt other males and more often than females interrupt either males or females. These
sociolog ...
This document summarizes several theories about gender differences in communication styles. Robin Lakoff's theory proposed that women's language features include hedges, tag questions, rising intonation, and avoidance of strong language. Dominance theory from the 1970s suggested that in mixed-sex conversations, men interrupt more than women. Later researchers like O'Barr and Atkins found that language differences depend more on situational power than gender. Pamela Fishman argued interruptions result from how men respond to women's questions rather than inherent personality weaknesses. Deborah Tannen's difference model viewed gender communication as like different dialects due to different socialization experiences.
Zhang 1
Siyu Zhang
Dr. Rhee
English 711
19-04-15
Essay 3 (final draft)
Sex Difference in Language
Can anyone tell as to whom between women and men talks more? This is one of the questions that have not been clearly answered. Different people have different perspective concerning gendered language. It attracts me to find out whether women and men speak similarly or whether one of the two sexes speaks more than the other. Different authors hold different opinions about gendered language. Kornheiser and Tannen both think that women and men use language in different way. For example, Deborah Tannen’s article talks about the different between women and men act in conversations. He argues that women tend to offer their experiences to agree with other people when they listening while men tend to give lecture and challenge other people and women always hide their expertise to offer agreement and men would choose to keep controlling position. They also have different body language and assume different attitude toward the things they do. However, some researchers like Holmes and Macaulay have different attitudes towards it. Janet Holmes in his essay debunks the stereotype of the talkative women; he claims that the amount of a talk depends on many factors, for example, the purposes of conversation, social confidence and social perception. Although many people tend to believe that women speak more than men,this assumption now has been subjected to rigorous analysis and research. There are three social factors influencing men’s and women’s language using: purposes, social perception and social confidence.
Before talking about the reasons why women and men actually use the same language, the opposite causes of why there are genders differences also need to be talked about fairly. Mainly, opponents claims from the biological differences, they believe because of the genetic factor and conditioning, women just want to talk more than men. Many people hold on the same point. For example, Deborah Tannen in her essay “’I’ll Explain It to You’: Lecturing and listening” puts forwards that men just like to have factual information, lecturing and like to challenge people with long explanations, they always comments on other people and have few listener responses, they just do not afraid to frustrated people, while women prefer to listen. (Tannen, 323-324). She needs a lot of her personal conversation with different men and women as evidences to support her argument. Meanwhile, Tannen also provides an English professor of Thoman Fox’s analysis paper of his women student and men student’s different behavior in language using. (Tannen, 327-328).
Kornheiser in his essay “No Detail is Too Small for Girls Answering a Simple Question” uses his daughter and his son as example to illustrate that girls talk more than boys and just have special genes for cheers, so do the women (Kornheiser, 305-307). From his point, women are just talkative for no reason. “There seems to be .
The document discusses the historical and ongoing gender gap in public speaking. It provides evidence that women have faced social pressures to remain silent, from laws thousands of years ago to modern interruptions and lack of opportunity. While women now make up over half of social media and conference attendees, men still dominate speaking roles and receive more attention and retweets. The gap persists due to socialization of women to be less assertive and talkative, as well as face backlash if they do speak up. Efforts are underway to increase gender balance in public forums and reduce unconscious biases among conference organizers.
1) Research has found differences in the language used by men and women, with women using more hedges, tag questions, and precise language that expresses uncertainty.
2) According to Robin Lakoff, women use both hedging and boosting language devices to lack confidence, with hedges expressing uncertainty and boosters trying to persuade others.
3) Studies have shown that in cross-sex interactions, men frequently interrupt women but women less frequently interrupt men, and men tend to dominate conversations more.
Running head MEN AND WOMEN COMMUNICATION STYLES1MEN AND WOM.docxcowinhelen
Running head: MEN AND WOMEN COMMUNICATION STYLES
1
MEN AND WOMEN COMMUNICATION STYLES
2
Men vs. Women’s Communication Styles
Fahad Almuaoweed
Mississippi College
Abstract
Men and Women Communication Styles
In the modern scenario, the communication styles of men and women have been concentrated experimentally. Language specialists have documented these apparent contrasts. The main role of these intensive examinations is not to figure out which informative style is ideal or to inspire others to change totally, however to distinguish contrasts with the end goal of comprehension and adjustment (Hall, J. A. 1995). As men and women better perceive contrasts in communicative styles, they can work to enhance their own particular communication with individuals from the opposite sex. Men and women have special methods for communicating their contemplations and feelings. At home and at the workplace, in marriage and in friendships, these distinctions are promptly clear (Hall, J. A. 1995).
Communication amongst men and women can be viewed as multifaceted communication. Individuals in various societies talk diverse languages. Truth be told, John Gray in his book, Men are From Mars, Women are From Venus, recommends that men and women impart in such unique ways that they appear to be from changed planets. There are various general contrasts that describe gender communication. As per Tannen, men and women convey what needs be in various routes and for various reasons. Men utilize communication to look after independence, while women converse with look after closeness. Whether conscious or unconscious, men regularly communicate with build up status from others (Hall, J. A. 1995). Women utilize words to associate themselves inwardly, to express sentiments, or assemble rapport. Men frequently share statistical data points as in a report. Tannen names these informative contrasts "rapport – talk and report – talk."
A primary purpose behind this is framed in childhood by the way relationships create. Girls when making companions with other individuals concentrate on communicating to associate. Thusly, talking is a key part of the procedure. They share mysteries, discuss their experiences, open up about their issues and talk about them. This is vital to their development and development. Young men take an altogether different course to kinship. Their kinships are generally as profound, however unique. Firstly, they have a tendency to make expansive gatherings, and their attention is on their joint exercises, more than on discussion. This distinction in youth prompts to altogether different communication styles when they are adults. As adolescents, their discussions were to a great extent girl-to-girl and boy to-boy, when they now begin to impart man-to-lady this is a noteworthy open door for misconception. Grown-up women now impart fundamentally through exchange, by sharing and talking about feelings, decisions and issues. In any case, as grown-ups a signi ...
The document discusses differences in how masculinity and femininity are perceived to influence romantic relationships. A study surveyed 326 college students and found that men were more likely than women to believe in traditional relationship dynamics like cohabitation improving marriage. Meanwhile, women were more likely to value love over other factors in choosing a mate. The author then surveyed 10 couples about gender roles and found that those identifying as more masculine or feminine aligned with traditional views, while androgynous individuals favored flexibility. The author concludes exposure to less rigid gender norms, like through education, can impact relationship beliefs.
Hannah Smith - Final Research Paper for Comp 102Hannah Smith
This document summarizes and critiques arguments for whether women are better communicators than men. It discusses three factors that suggest women cannot be assumed to be more effective communicators: 1) communication styles vary significantly across cultures and generalizing all women is inaccurate, 2) men and women share many similar communication behaviors despite some differences, and 3) stereotypical "female" communication traits are not universally better and depend on the situation. The document concludes that claiming one gender communicates better promotes limiting generalizations and stereotypes, and the most effective approach incorporates a range of male and female communication styles.
1- you must answerat least two questions about the monster movie d.docxSONU61709
1- you must answerat least two questions about the monster movie documentary in the form of a short paragraph,
Discussion Questions:
1. The documentary's host, Mark Gatiss, says that he has always had a fascinationwith monster movies,even from childhood. Later, he says that Hollywood film studios lost interest in making horror films even when the public was still craving monsters, as evidenced in the success of thedouble-feature he mentions, despite either of them being new. How do you account for the public's (and Gatiss', and perhaps even your own)fascinationwith horror movies and monstrosity? How was the genre able to achieve success so quickly?
2. Boris Karloff made a name for himself by playing monsters. At one point, Gatissquestions why Karloff may have been able to play those creatures so well and whether he was able to identify with them. Do you agree with what is said in conversation between Karloff's daughter and Gatiss? What do you make of Karloff's belief that "the children understood" his characters?
3. Near the end of the documentary, Gatiss makes a comment about the monster's ability to rise again after the audience believes it to be dead. How does this and other ideas echo or compare with what we have read in our Monsters text?
https://www.youtube.com/watch?v=ZkZBJd4UTlM You have to watch is and then you have to give answer one of the questions.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
I'm sorry, I'm not apologizing
Tannen, Deborah. "I'm sorry, I'm not apologizing." Jan.-Feb. 1991: 20+. Web. 15 May 2014.Executive Female
I'm Sorry, I'm Not Apologizing
Men and women speak differently, reflecting their different priorities in life--gaining respect and
independence vs. feeling connected to other people and being liked.
If women speak and hear a language of connection and intimacy, while men speak and hear a
language of status and independence, then communication between men and women can be like
cross-cultural communication, prey to a clash of conversational styles. Instead of different dialects,
it has been said they speak different genderlects.
It begins in the beginning. Research by anthropologist Marjorie Harness Goodwin and sociologist
Janet Lever confirms widely observed behaviors: Boys tend to play outside, in large groups that are
hierarchically structured. It is by giving orders and making them stick that high status is negotiated.
Another way boys achieve status is to take center stage by telling stories and jokes, and by
sidetracking or challenging the stories and jokes of others. Boys' games have winners and losers
and elaborate systems of rules that are frequently the subjects of arguments. Finally, boys are
frequently heard to boast of their skills and argue about who is best at what.
Girls, on the other hand, play in small groups or in pairs; the center of a girl's social life is a b ...
This document summarizes several theories about gender differences in communication styles. Robin Lakoff's theory proposed that women's language features include hedges, tag questions, rising intonation, and avoidance of strong language. Dominance theory from the 1970s suggested that in mixed-sex conversations, men interrupt more than women. Later researchers like O'Barr and Atkins found that language differences depend more on situational power than gender. Pamela Fishman argued interruptions result from how men respond to women's questions rather than inherent personality weaknesses. Deborah Tannen's difference model viewed gender communication as like different dialects due to different socialization experiences.
Zhang 1
Siyu Zhang
Dr. Rhee
English 711
19-04-15
Essay 3 (final draft)
Sex Difference in Language
Can anyone tell as to whom between women and men talks more? This is one of the questions that have not been clearly answered. Different people have different perspective concerning gendered language. It attracts me to find out whether women and men speak similarly or whether one of the two sexes speaks more than the other. Different authors hold different opinions about gendered language. Kornheiser and Tannen both think that women and men use language in different way. For example, Deborah Tannen’s article talks about the different between women and men act in conversations. He argues that women tend to offer their experiences to agree with other people when they listening while men tend to give lecture and challenge other people and women always hide their expertise to offer agreement and men would choose to keep controlling position. They also have different body language and assume different attitude toward the things they do. However, some researchers like Holmes and Macaulay have different attitudes towards it. Janet Holmes in his essay debunks the stereotype of the talkative women; he claims that the amount of a talk depends on many factors, for example, the purposes of conversation, social confidence and social perception. Although many people tend to believe that women speak more than men,this assumption now has been subjected to rigorous analysis and research. There are three social factors influencing men’s and women’s language using: purposes, social perception and social confidence.
Before talking about the reasons why women and men actually use the same language, the opposite causes of why there are genders differences also need to be talked about fairly. Mainly, opponents claims from the biological differences, they believe because of the genetic factor and conditioning, women just want to talk more than men. Many people hold on the same point. For example, Deborah Tannen in her essay “’I’ll Explain It to You’: Lecturing and listening” puts forwards that men just like to have factual information, lecturing and like to challenge people with long explanations, they always comments on other people and have few listener responses, they just do not afraid to frustrated people, while women prefer to listen. (Tannen, 323-324). She needs a lot of her personal conversation with different men and women as evidences to support her argument. Meanwhile, Tannen also provides an English professor of Thoman Fox’s analysis paper of his women student and men student’s different behavior in language using. (Tannen, 327-328).
Kornheiser in his essay “No Detail is Too Small for Girls Answering a Simple Question” uses his daughter and his son as example to illustrate that girls talk more than boys and just have special genes for cheers, so do the women (Kornheiser, 305-307). From his point, women are just talkative for no reason. “There seems to be .
The document discusses the historical and ongoing gender gap in public speaking. It provides evidence that women have faced social pressures to remain silent, from laws thousands of years ago to modern interruptions and lack of opportunity. While women now make up over half of social media and conference attendees, men still dominate speaking roles and receive more attention and retweets. The gap persists due to socialization of women to be less assertive and talkative, as well as face backlash if they do speak up. Efforts are underway to increase gender balance in public forums and reduce unconscious biases among conference organizers.
1) Research has found differences in the language used by men and women, with women using more hedges, tag questions, and precise language that expresses uncertainty.
2) According to Robin Lakoff, women use both hedging and boosting language devices to lack confidence, with hedges expressing uncertainty and boosters trying to persuade others.
3) Studies have shown that in cross-sex interactions, men frequently interrupt women but women less frequently interrupt men, and men tend to dominate conversations more.
Running head MEN AND WOMEN COMMUNICATION STYLES1MEN AND WOM.docxcowinhelen
Running head: MEN AND WOMEN COMMUNICATION STYLES
1
MEN AND WOMEN COMMUNICATION STYLES
2
Men vs. Women’s Communication Styles
Fahad Almuaoweed
Mississippi College
Abstract
Men and Women Communication Styles
In the modern scenario, the communication styles of men and women have been concentrated experimentally. Language specialists have documented these apparent contrasts. The main role of these intensive examinations is not to figure out which informative style is ideal or to inspire others to change totally, however to distinguish contrasts with the end goal of comprehension and adjustment (Hall, J. A. 1995). As men and women better perceive contrasts in communicative styles, they can work to enhance their own particular communication with individuals from the opposite sex. Men and women have special methods for communicating their contemplations and feelings. At home and at the workplace, in marriage and in friendships, these distinctions are promptly clear (Hall, J. A. 1995).
Communication amongst men and women can be viewed as multifaceted communication. Individuals in various societies talk diverse languages. Truth be told, John Gray in his book, Men are From Mars, Women are From Venus, recommends that men and women impart in such unique ways that they appear to be from changed planets. There are various general contrasts that describe gender communication. As per Tannen, men and women convey what needs be in various routes and for various reasons. Men utilize communication to look after independence, while women converse with look after closeness. Whether conscious or unconscious, men regularly communicate with build up status from others (Hall, J. A. 1995). Women utilize words to associate themselves inwardly, to express sentiments, or assemble rapport. Men frequently share statistical data points as in a report. Tannen names these informative contrasts "rapport – talk and report – talk."
A primary purpose behind this is framed in childhood by the way relationships create. Girls when making companions with other individuals concentrate on communicating to associate. Thusly, talking is a key part of the procedure. They share mysteries, discuss their experiences, open up about their issues and talk about them. This is vital to their development and development. Young men take an altogether different course to kinship. Their kinships are generally as profound, however unique. Firstly, they have a tendency to make expansive gatherings, and their attention is on their joint exercises, more than on discussion. This distinction in youth prompts to altogether different communication styles when they are adults. As adolescents, their discussions were to a great extent girl-to-girl and boy to-boy, when they now begin to impart man-to-lady this is a noteworthy open door for misconception. Grown-up women now impart fundamentally through exchange, by sharing and talking about feelings, decisions and issues. In any case, as grown-ups a signi ...
The document discusses differences in how masculinity and femininity are perceived to influence romantic relationships. A study surveyed 326 college students and found that men were more likely than women to believe in traditional relationship dynamics like cohabitation improving marriage. Meanwhile, women were more likely to value love over other factors in choosing a mate. The author then surveyed 10 couples about gender roles and found that those identifying as more masculine or feminine aligned with traditional views, while androgynous individuals favored flexibility. The author concludes exposure to less rigid gender norms, like through education, can impact relationship beliefs.
Hannah Smith - Final Research Paper for Comp 102Hannah Smith
This document summarizes and critiques arguments for whether women are better communicators than men. It discusses three factors that suggest women cannot be assumed to be more effective communicators: 1) communication styles vary significantly across cultures and generalizing all women is inaccurate, 2) men and women share many similar communication behaviors despite some differences, and 3) stereotypical "female" communication traits are not universally better and depend on the situation. The document concludes that claiming one gender communicates better promotes limiting generalizations and stereotypes, and the most effective approach incorporates a range of male and female communication styles.
1- you must answerat least two questions about the monster movie d.docxSONU61709
1- you must answerat least two questions about the monster movie documentary in the form of a short paragraph,
Discussion Questions:
1. The documentary's host, Mark Gatiss, says that he has always had a fascinationwith monster movies,even from childhood. Later, he says that Hollywood film studios lost interest in making horror films even when the public was still craving monsters, as evidenced in the success of thedouble-feature he mentions, despite either of them being new. How do you account for the public's (and Gatiss', and perhaps even your own)fascinationwith horror movies and monstrosity? How was the genre able to achieve success so quickly?
2. Boris Karloff made a name for himself by playing monsters. At one point, Gatissquestions why Karloff may have been able to play those creatures so well and whether he was able to identify with them. Do you agree with what is said in conversation between Karloff's daughter and Gatiss? What do you make of Karloff's belief that "the children understood" his characters?
3. Near the end of the documentary, Gatiss makes a comment about the monster's ability to rise again after the audience believes it to be dead. How does this and other ideas echo or compare with what we have read in our Monsters text?
https://www.youtube.com/watch?v=ZkZBJd4UTlM You have to watch is and then you have to give answer one of the questions.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
I'm sorry, I'm not apologizing
Tannen, Deborah. "I'm sorry, I'm not apologizing." Jan.-Feb. 1991: 20+. Web. 15 May 2014.Executive Female
I'm Sorry, I'm Not Apologizing
Men and women speak differently, reflecting their different priorities in life--gaining respect and
independence vs. feeling connected to other people and being liked.
If women speak and hear a language of connection and intimacy, while men speak and hear a
language of status and independence, then communication between men and women can be like
cross-cultural communication, prey to a clash of conversational styles. Instead of different dialects,
it has been said they speak different genderlects.
It begins in the beginning. Research by anthropologist Marjorie Harness Goodwin and sociologist
Janet Lever confirms widely observed behaviors: Boys tend to play outside, in large groups that are
hierarchically structured. It is by giving orders and making them stick that high status is negotiated.
Another way boys achieve status is to take center stage by telling stories and jokes, and by
sidetracking or challenging the stories and jokes of others. Boys' games have winners and losers
and elaborate systems of rules that are frequently the subjects of arguments. Finally, boys are
frequently heard to boast of their skills and argue about who is best at what.
Girls, on the other hand, play in small groups or in pairs; the center of a girl's social life is a b ...
The document discusses reasons for miscommunication between men and women in communication. It introduces the concepts of "genderlect" which refers to gender-specific language differences that develop from a young age. Boys and girls learn to communicate differently from same-sex peers. The document also contrasts "report talk" used by men to establish status versus "rapport talk" used by women to form connections. Overall, the document analyzes how innate biological and learned behavioral differences between men and women can lead to miscommunication if these differences are not understood.
The document defines key terms related to gender: sex refers to biological categories of male and female, gender refers to culturally constructed distinctions between femininity and masculinity, gender stereotypes are widely held beliefs about abilities and traits, and gender differences are actual disparities between the sexes. Research supports cognitive differences like females performing better at verbal tests and males at math/visual-spatial tests. Research also supports behavioral differences like males being more aggressive and females being more sensitive to cues and susceptible to persuasion. The document discusses how children learn gender roles through processes like operant conditioning, observational learning, and self-socialization. Parents, schools, and media influence children to follow traditional gender roles.
C:\Users\Acer\Documents\Power Point Historia Y Culturakiara1985
Edward studied how social class influences the accuracy of identifying a child's sex based on their speech. He had 20 working-class children and 20 middle-class children, evenly split between boys and girls around 10 years old, read a passage which was recorded. Teachers then listened to the recordings and tried to identify the child's sex. The teachers were more accurate at identifying the sex of working-class boys compared to working-class girls or middle-class children of either sex. Edward concluded that working-class boys speak in a rougher, more masculine way while female speech and middle-class speech tend to be politer and more standardized.
Two main theories exist to try and explain the differences in male and female...SamerYaqoob
1. The document analyzes gender differences in language use as shown in the TV program "Mind Your Language" season 3. It finds differences between men and women in areas like pronunciation, intonation, grammar, vocabulary choice, and topic choice.
2. Women tend to have better pronunciation and use more standard grammar, while men are more relaxed in their language use. Women also prefer softer language and topics involving emotions, while men prefer assertive language and topics like sports and politics.
3. Examples from conversations on the show demonstrate these differences, like a woman defending her answer with high intonation and a man giving a response without proper grammar. Topic choices also reflected traditional gender associations.
The document summarizes a study on perceptions of relationships between men and women. It surveyed 10 heterosexual couples to assess their views on traditional gender roles. Results showed those identifying as masculine generally supported traditional roles, while androgynous individuals favored equality. Younger masculine men surprisingly supported women as primary caregivers. The author concludes identities and beliefs are influenced by generational changes, and that making masculinity/femininity more fluid could promote equality and self-expression.
Creating effective learning environmentAssignment How Will .docxvanesaburnand
Creating effective learning environment
Assignment: How Will You Respond? Grade k-3
Imagine you are the grade level team leader and one of your colleagues is Mr. Willard.
Response to the following questions. Using APA style helpful reference or other reference. (150-300 words)
1. Explains the advice you would provide Mr. Willard using the response to behavior strategies you read about this week or other reference?
2. Three strategies he could implement when these behaviors occur with student is blurting out and being off task.
3. At least two strategies you feel would not be best for handling student behavior.
Helpful Reference
Long, N. J. (2015). Perspectives on conflict in the classroom after fifty years. Reclaiming Children & Youth, 24(1), 9–14.
Szwed, K., & Bouck, E. C. (2013). Clicking away: Repurposing student response systems to lessen off-task behavior. Journal of Special Education Technology, 28(2), 1–12.
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.
Chapter 5
Gender and Gender Roles
Sex, Gender, and Gender RolesSex: whether one is biologically female, male, or intersexGenetic sex: chromosomal and hormonal sex characteristicsAnatomical sex: our physical sex; gonads, uterus, vulva, vagina, or penisGender: social and cultural characteristics associated with being male or femaleGender identity: gender one believes self to be
2
Sex and Gender IdentityAssigned genderBased on anatomical appearanceGender variationsGender identityInternalized feeling of femaleness or malenessGender roleThe attitudes, behaviors, rights, and responsibilities that society associates with each sexInfluenced by culture, age, ethnicity, other factors
3
Gender-RolesGender-role stereotype: A rigidly-held oversimplified belief concerning all males or all femalesGender-role attitude:The belief one has for self and others concerning what’s appropriate for male or female traitsGender-role behavior:Activities or behaviors a person engages in as a female or male
4
Masculinity and FemininitySexes seen as polar opposites in traditional Western view, e.g. “opposite sex”Different qualities associated with different gendersSexismSome qualities are biologically based, some culturally based
Gender and Sexual OrientationGender, gender identity, and gender role are conceptually independent of sexual orientationHowever, many assume they are closely relatedHeterosexuality has been assumed to be part of masculinity and femininityTherefore, some believe that gay men can’t be masculine and lesbian women can’t be feminine.
Gender and Sexual OrientationStudies show a link between individuals’Negative attitudes towards gay and lesbian peopleAnd those individuals’ adherence to traditional gender roles
Gender TheoryWhat is our relationship between our biological sex as male o.
This study aims to examine how gender attitudes, self-esteem, and communication styles influence assertiveness in female undergraduate students. The researcher hypothesizes that self-esteem and communication style will positively correlate with assertiveness, while gender attitudes will negatively correlate. 400 female students will complete surveys measuring these variables. Correlation analyses will test if assertiveness relates more strongly to self-esteem, gender attitudes, or communication style. The results could provide insight into why women may lack assertiveness in professional settings.
This study explored how peer relationships impact the human stress response in gay males. It found that:
1) Gay male friends engaged in higher levels of co-rumination (extensive negative problem discussion) when discussing problems compared to a control group.
2) However, gay male friends did not experience rises in the stress hormone cortisol in response to co-rumination.
3) Co-rumination in gay male friendships was related to increased negative affect.
This document discusses effective communication techniques between women and men in the workplace. It explores how men and women think differently due to variations in brain structure and chemistry. Gender roles also influence communication styles, with men emphasizing power and status and women focusing on closeness and solidarity. These differences can lead to miscommunication when men and women use different frames of reference. The document provides examples of strengths and weaknesses in male and female communication and concludes with references.
Ben Ambridge walks through 10 popular ideas about psychology that have been proven wrong and uncovers a few surprising truths about how our brains really work.
Running head unit six assignment 1unit six assignment3Unit Si.docxtoltonkendal
Running head: unit six assignment 1
unit six assignment 3Unit Six Assignment: Case Presentation
First Name Last Name
Kaplan University
HN 501: Human Development and Human Behavior in Context
Unit Six Assignment: Case Presentation
This should include an introduction or brief overview of the case and why you are presenting it. For example: “This case involving a family with a son in middle childhood is being presented to receive feedback regarding current intervention strategies and future goals.” Do not copy and paste the scenario or write any part of the scenario verbatim. Rephrase the case with your own words. For example, the scenario states “John is typically withdrawn from peers and teachers.” If I rephrased this in my own words, I might say, “Per teacher’s report, the identified client has limited interactions with his teacher and classmates”. The introduction is a good place to discuss developmental stages and changes that occur during the age group of the identified client. For example: During middle childhood self-esteem is impacted positively and negatively by social involvement with peers, physical appearance, and academic status (Blewitt & Broderick, 2015). Make sure to provide in-text citations for anything that is not common knowledge or an original thought. This case should be written in 3rd person and should be objective (stating, facts, observations, and reported information). This should be written in Standard English with complete sentences and paragraphs. Consider the difference between speech and academic writing. For example: “The client that I will be presenting has gotten into lots of fights with other kids”. Gotten into and lots in not good academic English. Consider replacement words like engaged, instigated, or become instead of the word gotten and words like several, numerous, many instead of the word lots. For example: “John has been acting out aggressively and has physically fought with other students on numerous occasions.” Or “The client’s parents report that they have had to meet with teachers and the principal on multiple occasions because of his frequent involvement in physical fights with his peers.”
Demographics
Demographics include identifying data age, gender, social status, income, marital status, education, religion, ethnicity/race, sexual orientation, residence, family constellation, etc. You should also include living arrangements and household make-up. You can include legal, medical, psychological, and abuse history here as well. For this case, you can include any medications he has been prescribed and why. The case scenario does not offer a lot of information so you can create your own details.
Reason for Initial Consultation
This section should include why the client/patient was referred to you. The “Why now”
Presenting Problem
This section should discuss the chief complaint which should include onset, duration, when the problem is worse, with whom the problem is most notable (i.e. teachers, ...
This is a group work that was done by students studying Ethics at Strathmore University, School of Accountancy. Visit the class blog- http://ethics-talk.bogspot.com. for more details.
This document summarizes Robin Lakoff's theory of women's language and debates surrounding it. Lakoff proposed that women's language features things like hedges, tag questions and intensifiers. The dominance theory from the 1980s suggested that in mixed conversations, men interrupt more than women. However, later studies by Zimmerman and West with a small sample size and by O'Barr and Atkins in courtroom settings challenged these views, finding language differences were situation-dependent rather than based on gender. Further researchers like Fishman and Tannen argued the focus should be on conversational styles between genders rather than dominance or deficiency.
This document summarizes key communication theories and how gender affects communication styles. It discusses schema theory and how personal, self, role, and event schemas can differ for men and women. Social identity theory is explained in relation to gender group comparisons. The concept of the "generalized other" and cultural expectations of gender are analyzed. Finally, it discusses Goffman's theory of fronts and how people may modify their communication styles to fit gender norms. Overall, the document realizes how the author's own gender affects their communication and expression.
In this module, we examined crimes against persons, crimes against p.docxLizbethQuinonez813
In this module, we examined crimes against persons, crimes against property, and white-collar crimes. These crimes are all treated differently by the legislature as well as the media. These differences are a reflection of how society views them. As you consider these differences, you should also consider how these differences have evolved over time.
Tasks:
Prepare a 3- to 5-page report that describes all of the following points:
The differences in the treatment of each type of crime by the legislature. Explore the different crime levels (misdemeanor
vs.
felony) and different punishments.
The differences in the descriptions utilized by the media. How does the media depict the different types of criminals? Have there been any changes?
The differences in the theoretical applications for these types of crimes. How do the theories differentiate between these types of criminal behavior?
Submission Details:
.
In this module, we explore how sexual identity impacts the nature of.docxLizbethQuinonez813
In this module, we explore how sexual identity impacts the nature of friendship for all of us. With the legalization of gay marriages and rise of alternative unions, as well as the sociocultural prevalence of much wider acceptance of Lesbian, Gay, Bisexual, Transgender, and Queer identity definitions in society, we are witnessing expanded definitions, beliefs, and values regarding sexual self-identity and the dynamics of friendship.
Philosopher Michael Foucault argues that we have an opportunity to expand our understanding of friendship, beyond the state of the current realm, where our connections remain quite limited: “Society and the institutions which frame it have limited the possibility of relationships (to marriage) because a rich, relational world would be very complex to manage” (p. 207).
Your initial post should be at least 250 words and must provide a minimum of one cited reference in APA style. For assistance with APA style formatting, visit the
Library
or the
Excelsior OWL
.
Please answer one of the following:
How do you perceive changes in social stereotypes, issues, and judgments regarding sexualities as potentially impacting changes in friendship, in the relationships, cultural expressions, and understandings of friendships?
Do you think that the social expansion of acceptance of "LGBTQ" identities and relationships has an impact upon the dynamics of friendship generally in the society?
Do you think that this has changed your own perspective?
.
In this module, we have studied Cultural Imperialism and Americaniza.docxLizbethQuinonez813
In this module, we have studied Cultural Imperialism and Americanization. For this essay, you will address how Disney might be considered as a leading force of US imperialism. Do you agree with this concept? Why or why not? Give examples. This paper should be 2 pages, in APA style, 2-3 scholarly article as a minimum should be included in your essay.
.
In this Reflection Activity, you will be asked to think and write ab.docxLizbethQuinonez813
In this Reflection Activity, you will be asked to think and write about an important issue or theme from the chapter. Your response will be submitted directly to the instructor, rather than shared with the class. First, read the prompt below. Then, respond to the question(s) asked at the bottom of the activity. Follow your instructor’s guidelines in terms of word count and content.
The most visible manifestation of the Renaissance comes from artistic genius and innovation, but the defining feature of the period is an outlook or worldview called humanism. Both of these developed in a particular set of circumstances, a unique historical context that characterized the northern Italian city-states and that we call the Renaissance. Their dominance of Mediterranean trade made these Italian cities into prosperous commercial centers where powerful merchants displaced the old landed aristocracy in positions of power and influence. The resulting social structure bore little resemblance to the traditional ordered society of the Middle Ages. Another point of uniqueness was Italian cities’ relatively independent political development that led first to republican forms and then to despotism. In the process, they laid the foundations for modern political thought.
Of these two sets of circumstances, the political and the economic, which do you think was most important in creating an environment ripe for the Renaissance to flourish? Why?
.
In this lab, you will observe the time progression of industrializat.docxLizbethQuinonez813
In this lab, you will observe the time progression of industrialization and human development to help you write up a scientific paper that centers on the following:
If current human development does not change, will groundwater sustainability be affected? Explain your observations.
Human Impacts on the Sustainability of Groundwater
Sustainability is based on a simple principle: Everything that is needed for survival and well-being depends either directly or indirectly on the natural environment. Sustainability creates and maintains the conditions under which humans and nature can exist in productive harmony, while also helping to fulfill the social and economic requirements of present and future generations.
Part 1
:
Background Information
Planet Earth’s surface is over 70% water, but less than 1% of the water on Earth is considered accessible, usable freshwater for sustaining humans’ and other organisms’ lives. Of the accessible freshwater, approximately 99% is located in aquifers, natural underground water chambers, and other groundwater sources. Unfortunately, humans are depleting the aquifers faster than they can be recharged by the hydrological cycle. Therefore, three quarters of groundwater is considered nonrenewable.
Conditions
The main reason we using groundwater resources mainly for drinking and irrigation. As a result, this not only decreases an important source of freshwater—it also can cause pollution of that groundwater by saltwater intrusion. The recharge rate of groundwater is further hindered by land clearing and deforestation caused by human development. When land is cleared for human development, more flooding occurs, the
transpiration rate
(the amount of water that evaporates into the atmosphere from plants) is reduced, and rainwater is inhibited from adequately
percolating
(penetrating the soil) into the ground to allow for aquifers and groundwater to be recharged.
Figure below shows Saltwater Intrusion
:
(Wright & Boorse, 2010)
Impacts
Forty percent of the world’s food is produced via irrigation. As a result, if the current rate of groundwater usage continues, food production could be drastically reduced worldwide. This reduction in food supply would be detrimental in sustaining the projected worldwide human population of over 10 billion within the next 50 years.
Part 2:
Timeline
Use the Hydrologic Cycle Figure below to understand the impact of industrialization and human development on ground water over 3 centuries.
(Wright & Boorse, 2010)
The table below shows the impacts
:
Reference
:
Wright, R. T., & Boorse, D. F. (2010).
Environmental science: Toward a sustainable future
. (11th ed.) White Plains, NY: Addison Wesley.
.
In this module we have discussed an organizations design and how it.docxLizbethQuinonez813
In this module we have discussed an organization's design and how it lays out the foundation for an organization to operate. An important part of an organization's design is its structures and roles.
Write a 1-2 page paper analyzing an organization's structure and roles and cover the following:
Write a 1 paragraph introduction to briefly explain an organization's structure and roles
Discuss the importance of having an organizational structure.
Explain the importance of roles within an organization.
Provide 2 resources.
.
In this lab, you will gather data about CO2 emissions using the .docxLizbethQuinonez813
In this lab, you will gather data about CO
2
emissions using the National Oceanic and Atmospheric Administration Web site (Earth System Research Laboratory, n.d.) to help you write up a scientific report centered around known phenomena of CO
2
emissions, related to the following question:
Would you expect to see an increase or decrease in CO
2
emissions in the data over the past 40 years? Why?
Part 1
:
Introduction
The natural balance that occurs between global atmospheric cooling and warming processes provides an important contribution to the Earth’s varied climates.
Troposphere gases
Planetary albedo from clouds low in the troposphere, sulfur dioxide (SO
2
) from active volcanoes, snow, and ice all reflect incoming solar radiation back into space. This causes a
cooling
effect on climates within a geographical area.
Clouds
high
in the troposphere and greenhouse gases such as water vapor(H
2
O), carbon dioxide (CO
2
) , methane (CH
4
) , and nitrous oxide (N
2
O) have a
warming
effect.
Along with the solar activity, these cooling and warming processes help ensure that the planet’s average surface temperature is a net value that is above freezing, helping to ensure that life is possible.
Theory on CO
2
Emissions
It has been hypothesized that anthropogenic effects (conditions caused by human activity) that are associated with industry, agriculture, and fossil fuel use have enhanced these warming processes by contributing greenhouse gases such as N
2
O, CH
4
,and CO
2
into the troposphere. As a result, CO
2
is believed to contribute the most to the atmospheric warming process.
Pollution
Pollution
is a substance that produces a detrimental change in the environment because of its composition and abundance. Anthropogenic sources of CO
2
fit this description because of the perception that there is evidence of a positive correlation between the increases in anthropogenic CO
2
and increases in temperature. In turn, as temperatures increase, climates can change worldwide, unbalancing ecosystems across the globe.
Strategies
Strategies and prediction models can be used to decrease or eliminate the effects that are associated with a particular pollutant. First, the cause of the pollution must be identified. Then, scientists can create innovate ways to reduce or eliminate its production.
Part 2:
Earth System Research Laboratory
Click on the
National Oceanic and Atmospheric Administration Earth System Research Laboratory, Global Monitoring Division Website.
or
https://www.esrl.noaa.gov/gmd/obop/
(Earth System Research Laboratory, n.d.). Here you will identify important sources of CO
2
emission to help you complete your lab assignment.
Reference
Earth system research laboratory: Global monitoring division
. (n.d.). Retrieved from the U.S. Department of Commerce, National Oceanic and Atmospheric Administration Research Web site: http://www.esrl.noaa.gov/gmd/obop//
.
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2
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3
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Running head: unit six assignment 1
unit six assignment 3Unit Six Assignment: Case Presentation
First Name Last Name
Kaplan University
HN 501: Human Development and Human Behavior in Context
Unit Six Assignment: Case Presentation
This should include an introduction or brief overview of the case and why you are presenting it. For example: “This case involving a family with a son in middle childhood is being presented to receive feedback regarding current intervention strategies and future goals.” Do not copy and paste the scenario or write any part of the scenario verbatim. Rephrase the case with your own words. For example, the scenario states “John is typically withdrawn from peers and teachers.” If I rephrased this in my own words, I might say, “Per teacher’s report, the identified client has limited interactions with his teacher and classmates”. The introduction is a good place to discuss developmental stages and changes that occur during the age group of the identified client. For example: During middle childhood self-esteem is impacted positively and negatively by social involvement with peers, physical appearance, and academic status (Blewitt & Broderick, 2015). Make sure to provide in-text citations for anything that is not common knowledge or an original thought. This case should be written in 3rd person and should be objective (stating, facts, observations, and reported information). This should be written in Standard English with complete sentences and paragraphs. Consider the difference between speech and academic writing. For example: “The client that I will be presenting has gotten into lots of fights with other kids”. Gotten into and lots in not good academic English. Consider replacement words like engaged, instigated, or become instead of the word gotten and words like several, numerous, many instead of the word lots. For example: “John has been acting out aggressively and has physically fought with other students on numerous occasions.” Or “The client’s parents report that they have had to meet with teachers and the principal on multiple occasions because of his frequent involvement in physical fights with his peers.”
Demographics
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Reason for Initial Consultation
This section should include why the client/patient was referred to you. The “Why now”
Presenting Problem
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In this module, we examined crimes against persons, crimes against property, and white-collar crimes. These crimes are all treated differently by the legislature as well as the media. These differences are a reflection of how society views them. As you consider these differences, you should also consider how these differences have evolved over time.
Tasks:
Prepare a 3- to 5-page report that describes all of the following points:
The differences in the treatment of each type of crime by the legislature. Explore the different crime levels (misdemeanor
vs.
felony) and different punishments.
The differences in the descriptions utilized by the media. How does the media depict the different types of criminals? Have there been any changes?
The differences in the theoretical applications for these types of crimes. How do the theories differentiate between these types of criminal behavior?
Submission Details:
.
In this module, we explore how sexual identity impacts the nature of.docxLizbethQuinonez813
In this module, we explore how sexual identity impacts the nature of friendship for all of us. With the legalization of gay marriages and rise of alternative unions, as well as the sociocultural prevalence of much wider acceptance of Lesbian, Gay, Bisexual, Transgender, and Queer identity definitions in society, we are witnessing expanded definitions, beliefs, and values regarding sexual self-identity and the dynamics of friendship.
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Your initial post should be at least 250 words and must provide a minimum of one cited reference in APA style. For assistance with APA style formatting, visit the
Library
or the
Excelsior OWL
.
Please answer one of the following:
How do you perceive changes in social stereotypes, issues, and judgments regarding sexualities as potentially impacting changes in friendship, in the relationships, cultural expressions, and understandings of friendships?
Do you think that the social expansion of acceptance of "LGBTQ" identities and relationships has an impact upon the dynamics of friendship generally in the society?
Do you think that this has changed your own perspective?
.
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In this module, we have studied Cultural Imperialism and Americanization. For this essay, you will address how Disney might be considered as a leading force of US imperialism. Do you agree with this concept? Why or why not? Give examples. This paper should be 2 pages, in APA style, 2-3 scholarly article as a minimum should be included in your essay.
.
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The most visible manifestation of the Renaissance comes from artistic genius and innovation, but the defining feature of the period is an outlook or worldview called humanism. Both of these developed in a particular set of circumstances, a unique historical context that characterized the northern Italian city-states and that we call the Renaissance. Their dominance of Mediterranean trade made these Italian cities into prosperous commercial centers where powerful merchants displaced the old landed aristocracy in positions of power and influence. The resulting social structure bore little resemblance to the traditional ordered society of the Middle Ages. Another point of uniqueness was Italian cities’ relatively independent political development that led first to republican forms and then to despotism. In the process, they laid the foundations for modern political thought.
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.
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In this lab, you will observe the time progression of industrialization and human development to help you write up a scientific paper that centers on the following:
If current human development does not change, will groundwater sustainability be affected? Explain your observations.
Human Impacts on the Sustainability of Groundwater
Sustainability is based on a simple principle: Everything that is needed for survival and well-being depends either directly or indirectly on the natural environment. Sustainability creates and maintains the conditions under which humans and nature can exist in productive harmony, while also helping to fulfill the social and economic requirements of present and future generations.
Part 1
:
Background Information
Planet Earth’s surface is over 70% water, but less than 1% of the water on Earth is considered accessible, usable freshwater for sustaining humans’ and other organisms’ lives. Of the accessible freshwater, approximately 99% is located in aquifers, natural underground water chambers, and other groundwater sources. Unfortunately, humans are depleting the aquifers faster than they can be recharged by the hydrological cycle. Therefore, three quarters of groundwater is considered nonrenewable.
Conditions
The main reason we using groundwater resources mainly for drinking and irrigation. As a result, this not only decreases an important source of freshwater—it also can cause pollution of that groundwater by saltwater intrusion. The recharge rate of groundwater is further hindered by land clearing and deforestation caused by human development. When land is cleared for human development, more flooding occurs, the
transpiration rate
(the amount of water that evaporates into the atmosphere from plants) is reduced, and rainwater is inhibited from adequately
percolating
(penetrating the soil) into the ground to allow for aquifers and groundwater to be recharged.
Figure below shows Saltwater Intrusion
:
(Wright & Boorse, 2010)
Impacts
Forty percent of the world’s food is produced via irrigation. As a result, if the current rate of groundwater usage continues, food production could be drastically reduced worldwide. This reduction in food supply would be detrimental in sustaining the projected worldwide human population of over 10 billion within the next 50 years.
Part 2:
Timeline
Use the Hydrologic Cycle Figure below to understand the impact of industrialization and human development on ground water over 3 centuries.
(Wright & Boorse, 2010)
The table below shows the impacts
:
Reference
:
Wright, R. T., & Boorse, D. F. (2010).
Environmental science: Toward a sustainable future
. (11th ed.) White Plains, NY: Addison Wesley.
.
In this module we have discussed an organizations design and how it.docxLizbethQuinonez813
In this module we have discussed an organization's design and how it lays out the foundation for an organization to operate. An important part of an organization's design is its structures and roles.
Write a 1-2 page paper analyzing an organization's structure and roles and cover the following:
Write a 1 paragraph introduction to briefly explain an organization's structure and roles
Discuss the importance of having an organizational structure.
Explain the importance of roles within an organization.
Provide 2 resources.
.
In this lab, you will gather data about CO2 emissions using the .docxLizbethQuinonez813
In this lab, you will gather data about CO
2
emissions using the National Oceanic and Atmospheric Administration Web site (Earth System Research Laboratory, n.d.) to help you write up a scientific report centered around known phenomena of CO
2
emissions, related to the following question:
Would you expect to see an increase or decrease in CO
2
emissions in the data over the past 40 years? Why?
Part 1
:
Introduction
The natural balance that occurs between global atmospheric cooling and warming processes provides an important contribution to the Earth’s varied climates.
Troposphere gases
Planetary albedo from clouds low in the troposphere, sulfur dioxide (SO
2
) from active volcanoes, snow, and ice all reflect incoming solar radiation back into space. This causes a
cooling
effect on climates within a geographical area.
Clouds
high
in the troposphere and greenhouse gases such as water vapor(H
2
O), carbon dioxide (CO
2
) , methane (CH
4
) , and nitrous oxide (N
2
O) have a
warming
effect.
Along with the solar activity, these cooling and warming processes help ensure that the planet’s average surface temperature is a net value that is above freezing, helping to ensure that life is possible.
Theory on CO
2
Emissions
It has been hypothesized that anthropogenic effects (conditions caused by human activity) that are associated with industry, agriculture, and fossil fuel use have enhanced these warming processes by contributing greenhouse gases such as N
2
O, CH
4
,and CO
2
into the troposphere. As a result, CO
2
is believed to contribute the most to the atmospheric warming process.
Pollution
Pollution
is a substance that produces a detrimental change in the environment because of its composition and abundance. Anthropogenic sources of CO
2
fit this description because of the perception that there is evidence of a positive correlation between the increases in anthropogenic CO
2
and increases in temperature. In turn, as temperatures increase, climates can change worldwide, unbalancing ecosystems across the globe.
Strategies
Strategies and prediction models can be used to decrease or eliminate the effects that are associated with a particular pollutant. First, the cause of the pollution must be identified. Then, scientists can create innovate ways to reduce or eliminate its production.
Part 2:
Earth System Research Laboratory
Click on the
National Oceanic and Atmospheric Administration Earth System Research Laboratory, Global Monitoring Division Website.
or
https://www.esrl.noaa.gov/gmd/obop/
(Earth System Research Laboratory, n.d.). Here you will identify important sources of CO
2
emission to help you complete your lab assignment.
Reference
Earth system research laboratory: Global monitoring division
. (n.d.). Retrieved from the U.S. Department of Commerce, National Oceanic and Atmospheric Administration Research Web site: http://www.esrl.noaa.gov/gmd/obop//
.
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https://quod.lib.umich.edu/d/did/
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.
In this reflection, introduce your professor to your project. Speak .docxLizbethQuinonez813
In this reflection, introduce your professor to your project. Speak about the pro and con sides of the controversy, and present your thesis statement. Then, consider some of the following questions as you reflect upon the road so far. If you want to, explain a little bit about your process. What have you experienced so far in writing your paper? Was it difficult or fairly easy to come up with your design? Do you feel confident about your progress so far? How do you feel about your thesis statement? What would you like to do in revisions? What step seems the most difficult or the easiest for you?
Your response should be at least 200 words. No references or citations are necessary.
.
In this discussion, please address the followingDiscuss how oft.docxLizbethQuinonez813
A project schedule should be reviewed regularly, such as weekly, by the project manager and team to track progress and make adjustments if needed. While the project manager and team should review the schedule primarily, it can also be beneficial to get input from other stakeholders. Creating a project schedule has advantages like helping define deliverables, estimate resources and time needed, and coordinate tasks. However, schedules also require ongoing maintenance and updates as the project evolves.
In this course, we have introduced and assessed many noteworthy figu.docxLizbethQuinonez813
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation with both audio and video components; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
.
In this Assignment, you will focus on Adaptive Leadership from a.docxLizbethQuinonez813
In this Assignment, you will focus on Adaptive Leadership from a global perspective. When approaching this Assignment, do so from an international and global view
PLEASE SEE ATTACHED RUBRIC AND FOLLOW AS DIRECTED
NOTE THE PROGRAM : TURNITIN WILL BE USED TO DETECT A CERTAIN PERCENTAGE OF ORGINALITY
.
Inferential Analysis
Chapter 20
NUR 6812Nursing Research
Florida National University
Introduction - Inferential Analysis
We will discuss analysis of variance and regression, which are technically part of the same family of statistics known as the general linear method but are used to achieve different analytical goals
ANALYSIS OF VARIANCE
Analysis of variance (ANOVA) is used so often that Iversen and Norpoth (1987) said they once had a student who thought this was the name of an Italian statistician.
You can think of analysis of variance as a whole family of procedures beginning with the simple and frequently used t-test and becoming quite complicated with the use of multiple dependent variables (MANOVA, to be explained later in this chapter) and covariates.
Although the simpler varieties of these statistics can actually be calculated by hand, it is assumed that you will use a statistical software package for your calculations.
If you want to see how these calculations are done, you could try to compute a correlation, chi-square, t-test, or ANOVA yourself (see Yuker, 1958; Field, 2009), but in general it is too time consuming and too subject to human error to do these by hand.
IMPORTANT TERMINOLOGY
Several terms are used in these analyses that you need to be familiar with to understand the analyses themselves and the results. Many will already be familiar to you.
Statistical significance: This indicates the probability that the differences found are a result of error, not the treatment. Stated in terms of the P value, the convention is to accept either a 1% (P ≤ 0.01), or 1 out of 100, or 5% (P ≤ 0.05), or 5 out of 100, possibility that any differences seen could have been due to error (Cortina & Dunlap, 2007).
Research hypothesis: A research hypothesis is a declarative statement of the expected relationship between the dependent and independent variable(s).
Null hypothesis: The null hypothesis, based on the research hypothesis, states that the predicted relationships will not be found or that those found could have occurred by chance, meaning the difference will not be statistically significant.
Effect size: This is defined by Cortina and Dunlap as “the amount of variance in one variable accounted for by another in the sample at hand” (2007, p. 231). Effect size estimates are helpful adjuncts to significance testing. An important limitation, however, is that they are heavily influenced by the type of treatment or manipulation that occurred and the measures that are used.
Confidence intervals: Although sometimes suggested as an adjunct or replacement for the significance level, confidence intervals are determined in part by the alpha (significance level) (Cortina & Dunlap, 2007). Likened to a margin of error, the confidence intervals indicate the range within which the true difference between means may lie. A narrow confidence interval implies high precision; we can specify believable values within a narrow range ...
Infancy to Early Childhood Case AnalysisPart IFor this diLizbethQuinonez813
Infancy to Early Childhood Case Analysis
Part I:
For this discussion board assignment, you will conduct an interview with a parent who has a child in the early childhood stage of development. In your interview, solicit information to understand the child's development from infancy to early childhood about the area of development assigned to you.
--please explore the social needs of the child's development.
Social Needs: For social needs, use Erikson's psychosocial theory of development.
ALL students should also explore how multi-cultural factors have impacted the area of development you are exploring (i.e., ethnicity, race, gender, socioeconomic status, ableism, religion, sexual orientation and other sub-cultural influences such as military). There are two optional videos in the learning module that will help you think about culture more deeply and generate ideas about possible areas/questions to explore with your interviewee.
Quality posts will integrate material from the textbook to support your analysis of the child's development. All material from the textbook should be cited in APA style. Students should define psychological terms and concepts used; assume your audience is not familiar with developmental psychology.
...
Infectious Diseases
Name
Course
Instructor
Date
Introduction
Infectious infections have created increased attention.
Covid-19 is the most recent challenges caused by infectious diseases.
https://idpjournal.biomedcentral.com/
Introduction
Infectious infections have created increased attention, especially after several outbreaks and pandemics that altered human health globally. Covid-19 and the related infections are the most recent challenges caused by infectious diseases affecting the whole world. This presentation illustrates common infectious diseases in the nature they are caused, their diagnosis, treatment, and possible prevention methods. It shall also describe the common symptoms of infectious diseases and when to seek medical attention.
2
Overview
Overview
Infectious diseases have attracted increased attention globally because of their various occurrence. Its symptoms range from mild to severe, and the treatment and management depend on the cause of infection. Infectious diseases are caused by several pathogens, such as bacteria, viruses, parasites, and fungi, to mention a few. Transmission of pathogens in humans happens in numerous ways, including direct transmission through contact, water, and foodborne infections. Infection from insects such as ticks and mosquitoes can also effectively transmit pathogens.
3
Infectious diseases have numerous occurrences.
Symptoms range from mild to severe.
Pathogens include bacteria, viruses, parasites, and fungi.
Transmission include through contact, water and food, and insects.
Individuals with a higher risk of infectious diseases
All individuals are at risk of contracting infectious diseases.
Individuals with compromised immune systems are at higher risk.
They include;
People with suppressed immunities.
People unvaccinated for certain infectious diseases
Children and healthcare workers.
https://www.youtube.com/watch?v=9axOFtPqS0c
Individuals with a higher risk of infectious diseases
All individuals are at risk of contracting infectious diseases. However, individuals with compromised immune systems are at higher risk of getting infectious diseases. Individuals at higher risks of getting infectious diseases include; people with suppressed immunities, such as patients of cancer, HIV, and recent organ transmissions. People unvaccinated for certain infectious diseases are also considered at higher risk of getting infectious diseases. Other individuals at higher risks of getting infectious diseases are children and healthcare workers.
4
How Common are infectious diseases?
How Common are infectious diseases?
Infectious diseases are common worldwide. Some infectious diseases are more common and strike more often than others. For instance, infections caused by E. coli are common and may not require medications because they may cause mild signs of complications. In the United States, a fifth of the population is infected with influenza annually. This indicates that infectiou ...
Individual Focused Learning for Better Memory Retention Through LizbethQuinonez813
Individual Focused Learning for Better Memory Retention Through Experience
CONFIDENTIAL
GCU – For Internal Use Only
1
Literature Review: Background to the Problem
10/9/2019
Cognitive theory focuses on experiences in three looping processes, comprehension, memory, and application
According to Goossens (2020), cognitive theories in learning is affected by biology, environment, and social constructs
Bottom-up and top-down influences define experience of learning and thus memory and its retention (Tyng et al., 2017)
Comprehension is interpretative with different people and methodologies of gaining skills require support for better retention of knowledge (Ford et al., 2020)
CONFIDENTIAL
GCU – For Internal Use Only
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Use either a bulleted format or table format
Describe what is already understood about the problem - Historically, memory retention is dependent on biology, social determinants, and educational roles (Berger et al., 2012)
Present findings from prior research related to the history of the problem space – individual are unique by circumstances, cognition development is different for each person hence memory retention and its experiences are unique. In education sector today, curriculum caters to meeting outcomes of the larger group with less focus on individual pace of learning.
Focus on:
When the problem started – generalization of education and learning environment through general curriculum tends to segregate some learners
What has been discovered about the problem - According to Tyng et al. (2017), “the effects of emotion on learning and memory are not always univalent” it points to the fact that progression is a personal journey such that how learning is understood is directly linked to how it is taught, the environment it is taught in, and the emotional attachments of information processing. Therefore, productivity in learning can only be attained by training and task definition which can be versatile form one person to another.
The current state of the problem – Development of separate special classes for students with learning challenge is beneficial but with poor education systems, the program could be detrimental for the future especially in self teaching learners. With guidance for retention of knowledge being a taught skill, ineffective environments and lack of support could be detrimental especially to disadvantaged communities
Support information with APA compliant in-text citations in your slide, and then make sure to include the full reference for the citation in the List of References slide (last slide of this presentation)
2
Literature Review: Problem Space
10/9/2019
Perception plays a very important role in motivating learners
It is build on the foundation of the dynamics of instructor-student relationship hence role ...
Infectious diseases projectThis project is PowerPoint, or a paLizbethQuinonez813
Infectious diseases project
This project is PowerPoint, or a paper and is the mandatory 10% LIRN.
1- Guidelines for the Project: It could be either a PPT or a paper academic style
- Include name of the disease and student(s) name
- The paper must have academic style (you pick it)
- The PPT must have a minimum of 8 slides, do not type many lines in one slide make it easy to follow, add photos.
Either for the PPT or the paper, this work should have all of the following aspects about your disease: (Write each topic in the order given)
· Name the infectious disease.
· Mention the organism(s) that cause the disease.
· Pick the most common organism that causes the disease and tell about the organism: Classification of the organism, organism’s habitat, general characteristics and virulence factors of the organism (Include pictures of the microorganism (bacteria, virus, helminth).
· About the disease:
· Write how is the disease transmitted, what is the portal(s) of entry and, where does it cause problems in humans’ body (what organs or system(s) are affected.
· Signs and symptoms (include pictures of them).
· Diagnosis and Treatment.
· Prevention.
· Epidemiology: Include cases in U.S. and/or where is mostly present, who gets affected (kids, women, men, all), and it there are cases of nosocomial infections or not and why.
· References
WHOEVER HAS NOT PICKED UP A TOPIC NEEDS TO SEND ME AN EMAIL WITH THE TOPIC YOU CHOSE.
The style for the PPT or paper you decide it, just do it academically acceptable and interesting.
Due Date: 10/24/2021
Project assignments
Bacteria
Topic
Student
Paper
Presentation/PPT
1
Viral lung infections
Maylin, Eddy
Picked
2
Tuberculosis
3
folliculitis
4
Streptococcal skin diseases
5
Conjuctivitis
6
Trachoma and STD by C. trachomatis
7
Botulism
8
Meningitis
9
Tetanus
Enny
Picked
10
Peptic ulcers
11
Foodborne infections: Salmonellosis,
12
Amebiasis, or Taenia
13
Upper UTI’s
14
Lower UTI’s
15
HPV
16
Bacterial vaginosis
17
Gonorrhea
18
HSV-1, HSV-2
19
Syphilis
20
Sepsis
21
Zyca
22
Malaria
23
Endocarditis
24
Chikungunya
25
Yellow fever, or dengue
26
HIV,
27
Mononucleosis
28
Ebola,
29
Rabies
30
Prions
31
African sleeping sickness
32
Hepatitis
33
Lyme disease
34
COVID19
35
C. dif
36
Assignment: Psychotherapy for Clients With Addictive Disorders
Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.
To prepare:
· Review this week’s Learning Re ...
Individual Project You are a business analyst in a publicly-trLizbethQuinonez813
Individual Project You are a business analyst in a publicly-traded company. Your team is working with
stakeholders regarding options for expansion. The company must decide at least two possible countries
for expansion based on specific criteria. Your job is to present a report to identify the following
information. First, you will identify the countries where this company is currently operating. Next, you
will identify and then analyze at least two possible countries for expansion based on specific criteria
using a minimum of 10 distinct class concepts, such as: Formal and informal institutions in those
countries International trade and trade barriers Whether FDI is attractive or unattractive Foreign
exchange opportunities/issues Whether regional integration is present and how this may impact
expansion Possible modes of entry with recommendations Discuss marketing/HR items of note to
successfully operate in the new country The report should contain a minimum of 1,500 words, excluding
cover page/references section, and should follow the most current edition of APA formatting. The
report should contain a minimum of five citations to at least five distinct references used. You must
provide a reference list at the end of the report in addition to including in-text citations in the body of
the report to identify where resources are used. Instructors determine the due date for this project
during the week it is assigned. In the alternative, this assignment may be given as a group project as
determined by the instructor. Individual project is worth 250 points. It is due to the appropriate Dropbox
in Week 8.
...
Individual Differences
Self-Awareness and Working with Others
Dr.Nathanson
1
1
Individual Differences at Work
We seek to understand people in order to develop insight into our own behavior, and the behavior of others, and to respond in effective ways in work settings.
Insight
Effective Interactions
*
PersonalityWho are you, and why do you behave the way that you do?the combination of stable physical and mental characteristics that give an individual his or her identitystable over time, stable across situationsunique set of complex, interacting characteristics“Habits of Response”
*
Personality (cont.)Origins of personality?genetics (nature)early life experience (nurture)modeling, reinforcement, stability of context, family dynamicsImpact of personality at work?Person x Situation interactionorganizations are “strong situations”dependent on culture, job, group factors
*
Personality (cont.)“Big Five” Personality Dimensionsdecades of research and theoretical discussions of personality --> dozens of personality dimensions1970’s and 1980’s: statistical methods (e.g., factor analysis) provided a “clearer picture”conscientiousness, extroversion, openness to experience, neuroticism, agreeablenessonly moderate predictors
*
Group exerciseEach group member should discuss their profile, i.e are they high or low or in the middle for each of the Big 5 elements.
Then the group should discuss on average what the group personality is like.
Select a group leader and report to the class.
*
Personality (cont.)Locus of Controlan individual’s sense of control over his/her life, the environment, and external eventsHigh Internal LOCtask-oriented, innovative, proactive, self-confidentHigh External LOCsensitive to social cues, anxious changes with strong situational cues
*
Personality (cont.)Tolerance for Ambiguityextent to which individuals are threatened by or have difficulty coping with ambiguity, uncertainty, unpredictability, complexity…High Tolerance for Ambiguitycan handle more informationbetter at transmitting informationmore adaptivesensitive to other’s characteristics
*
Personality (cont.)Do organizations have personalities?SAS TheoryB. Schneiderthrough the combined processes of selection, attrition, and socialization, organizations create a culture with a “stable personality”implications?
*
Emotionscomplex, patterned, organismic reactions to how we think we are doing in our efforts to survive and flourish; goal orientedbiological, psychological, socialgoal oriented: related to our ability to achieve what we wantnegative emotions: triggered by frustration (anger, jealousy)positive emotions: triggered by attainment (pride, happiness)
*
Emotional IntelligencePredictive of “star performance”: who does well, who gets aheadDaniel Goleman: Working with Emotional Intelligencebased on research in 500+ organizationsmore important in predicting success than technical skills or IQHigh “EQ”: works well ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
HM540Unit1 JOURNALReflectionAfter you have completed all o
1. HM540
Unit1 JOURNAL
Reflection
After you have completed all of the assignments in this unit,
write a 100- to 300-word reflection journal on what you have
learned and what questions you may still have.
Gender Communications Quiz
How much do you know about how men and women
communicate? If you think a statement is an
accurate description of communication patterns, mark it true. If
you think it isn't, mark it false.
1. Men talk more than women.
2. Men are more likely to interrupt women than to interrupt
other men.
3. During conversations, women spend more time looking at
their partner than men do.
4. Nonverbal messages carry more weight than verbal messages.
5. Female managers communicate with more emotional
openness and drama than male managers.
6. Men not only control the content of conversations, they also
work harder in keeping conversations
2. going.
7. When people hear generic words, such as "mankind" and
"he," they respond inclusively,
indicating that the terms apply to both sexes.
8. In classroom communications, male students receive more
reprimands and criticism.
9. Women are more likely than men to disclose information
about intimate personal concerns.
10. Female speakers are more animated in their style than are
males.
11. Women use less personal space than men.
12. When a male speaks, he is listened to more carefully than a
female speaker, even when she
makes the identical presentation.
13. In general, women speak in a more tentative style than do
men.
14. Women are more likely to answer questions that are not
addressed to them.
15. There is widespread gender segregation in schools, and it
hinders effective classroom
communication.
16. Female managers are seen by both male and female
subordinates as better communicators than
male managers.
17. In classroom communications, teachers are more likely to
3. give verbal praise to female than to
male students.
18. In general, men smile more often than women.
Explanations of the Answers
1. True. Despite the stereotype, the research is consistent and
clear. In classrooms, in offices, in
group discussions, in two-person conversations, men talk more
than their fair share of the time.
For example, in one experiment male and female subjects were
asked to verbally describe
pictures and engravings. The women's average description was
approximately three minutes. For
a man, the average time was 13 minutes.
2. True. When women talk with other women, interruptions are
evenly distributed. When men talk
with other men, interruptions are evenly distributed. However,
when men and women talk with
one another, almost all interruptions are by male speakers.
Sociologists Candace West and Donald Zimmerman analyzed
conversations in university
settings, both on and off campus. They found that males
interrupt females much more often than
they interrupt other males and more often than females interrupt
either males or females. These
sociologists think that interrupting is a way of exercising
power. They say, "Here we are dealing
4. with a class of speakers, females, whose right to speak appears
to be casually infringed upon by
males."
3. True. Many studies-with subjects ranging from infants to the
elderly-have shown that women are
more likely than men to look at their partner. One reason may
be that men talk more and women
listen more. Research shows that a listener of either sex looks
more at a speaker than the
speaker looks at the listener. Another possible reason why
women look more frequentl y at a
partner may be their need for and expertise in decoding
nonverbal cues. In a direct staring
confrontation, however, women will be more likely to avert
their eyes, especially when stared at
by men. Frequently, a woman will tilt her head back rather than
look directly at a man.
Researchers call this a presenting gesture that reflects
friendliness and submission.
4. True. Nonverbal messages carry over four times the weight of
verbal messages. Other research
shows that in most two-person conversations, nonverbal
messages convey more than 65 percent
of the meaning. Women seem to communicate more effectively
on this nonverbal channel. They
are better than men at decoding nonverbal cues. They are also
more likely to reflect their feelings
through facial expressions.
5. False. Research conducted at a Midwest hospital and in the
clerical departments and production
lines of manufacturing firms show that both female and male
managers score higher than the
general population in communicating friendliness and approval
5. to subordinates. Further, women
managers are no more emotionally open or dramatic than their
male counterparts. Both sexes
appear to feel that managers should not demonstrate these
characteristics. However, there were
some communication differences. Male managers were more
dominant in style and more likely to
direct the content and flow of the conversation.
6. False. While men do exert power and authority in controlling
the course of conversations, women
exert more effort in maintai ning communication. Sociologist
Pamela Fishman placed tape
recorders in homes of couples who described themselves as free
of traditional sex role
stereotypes. Fishman recorded over 50 hours of conversations
that occurred naturally. Over 96
percent of the topics men introduced were developed into
conversations.
Only 36 percent of the topics women introduced were similarly
developed. Women asked more
questions and were more willing to develop a topic introduced
by men. In contrast, men "killed"
conversational topics that women introduced by giving a
minimal response, such as "um," and
failing to ask questions or make more extended comments about
the topic. In studies of mock jury
deliberations, it has been found that women are more likely to
make understanding and
supportive comments.
7. False. Terms such as "mankind," "man," and "he" are
supposed to be generic and are presumed
6. to include both men and women. Research shows that this isn't
really the case. People are more
literal in their thinking. Studies with elementary, secondary,
and college students show that when
the supposed generic term "man" is used, people envision
males, even when the content implies
both men and women. In another study, students illustrated
supposedly generic references (e.g.,
urban man) with males pictures more than they did when
references were neutral (e.g., urban
life). Other researchers found that when male generic nouns and
pronouns were used to describe
the job of psychologists, females students described the job as
less attractive to them than when
sex-neutral terms were used. Women who were exposed to the
feminine generic ("she" to include
everybody) reported feelings of pride, importance, and power.
Yet another researcher reports
than when an applicant for an executive position was described
as a "girl," subjects rated her as
less "tough," "mature," "brilliant," and "dignified," and they
gave her approximately 6 percent less
in salary than when the word "woman" was used.
8. True. The research is very consistent on this issue. From
preschool through high school, male
students are more likely than female students to be reprimanded
for misbehavior. Some studies
say they are eight to ten times as likely to be scolded.
Sometimes they get reprimanded more
because they are misbehaving more. But other studies show that
when females and males are
misbehaving equally, the males are still more likely to get
scolded and receive harsher penalties.
9. True. There is some inconsistency in the research here, but
7. most studies show that women are
more likely to reveal personal information about themselves.
This pattern may reflect differences
in power or status between males and females. For example, in
work situations subordinates tend
to reveal more personal information about themselves than their
superiors reveal to them. The
more power a person has, the more personal information he or
she is likely to receive.
10. True. Female speakers display more animated behavior,
including amount and intensity of eye
contact, gestures, facial expressions, and body movement.
Further, they are more likely to use a
wider range of pitch and more variable intonations than male
speakers. However, men appear to
be more dramatic in their verbal behavior. They are more likely
to tell anecdotes and jokes.
11. True. Women's space is far more likely to be intruded on by
others. Women are approached
more closely than men by both women and men. When women
and men approach each other on
the street, women are more likely to walk around men or move
out of their way. In homes men
are more likely to have their room, study, or den-an inviolate
area where nothing is to be touched.
Women also use space in a more confining way. While men are
more likely to sit with arms and
legs apart, women cross legs at ankles and sit with hands in
their laps, taking up far less space.
This reduced control of space or territory is characteristic of
those with less power and status.
12. True. Both female and male members of audiences pay more
attention to male speakers than
8. female speakers. Audience members recall more information
from presentations given by males.
This appears to occur whether the information is stereotyped as
appropriate for males or
stereotyped as associated with females. And it occurs even when
male and female speakers
make an identical presentation.
13. True. According to linguist Robin Lakoff, "women's
language" is characterized by certain
patterns:
putting tag questions at the end
of declarative sentences (This is a good movie, isn't it?).
with adjectives (so
thoughtful).
While not all studies support Lakoff's notion of women's
speech, several show that women do
express themselves with more diffidence and less assertion than
men. Many researchers claim
that tentative speech patterns do not characterize the speech of
women so much as they
characterize the speech of those who lack power. For example,
one group of researchers
analyzed communication in a police station. They found that
both male and female clients who
came to the station were more likely to use "women's language"
9. than were either male or female
police personnel. There are consequences to using "women's
language." Both men and women
who speak in a tentative, nonassertive style are less likely to be
believed by a jury. In fact, only
recently has the British Broadcasting Corporation (BBC)
allowed women to read the news over
the air because they were perceived to lack credibility or
authority.,
14. False. Men manage to capture more than their fair share of
talk time. Sometimes women actually
help men gain this advantage because they are more likely to
ask questions while men are more
likely to give answers. However, men often take this advantage
for themselves by interrupting
women and by answering questions that are not addressed to
them.
15. True. When people hear the work "segregation," they
usually think about racial discrimination.
Gender segregation may occur in more subtle ways, but it is
widespread. Teachers, or students
themselves, frequently form separate boy and girl lines, seating
arrangements, work groups, play
areas, and even science lab work teams. Even college
classrooms display gender segregation in
student seating arrangements. Children cross racial lines more
often than gender lines in
classroom communication. Some researchers have found that
students are often unwilling to
work together on science projects. However, teachers can
encourage boys and girls to play and
work together simply by praising children engaged in cross-
gender interaction. An important
implication of the research is that when girls and boys work and
10. play together, they are less likely
to hold stereotyped attitudes.
16. True. Despite the stereotypes, when employees work for a
female supervisor, they vote their
approval. Female managers are seen as giving more attention to
subordinates, as more open to
new ideas, and as more supportive of worker effort than male
managers. Both female and male
subordinates report that morale and job satisfaction are higher
when supervised by women.
Others report that women are more dependable, show greater
concern, and pay better attention
to detail. Research on female managers in the business world is
related to research in
elementary schools. Studies on elementary schools with female
principals show that these
schools are warmer, more democratic, and are characterized by
higher student achievement and
higher pupil and parental satisfaction.
17. False. Although girls get better grades than boys, they
receive less verbal praise from teachers.
When girls do get praise from teachers, it is likely to be for
neatness and appearance. ("That's an
attractive paper." "You have very neat handwriting.") In
contrast, when boys get praise, it is more
likely to be for the intellectual quality of their ideas. Not only
do teachers praise boys more, but
they also criticize them more, ask them more questions, and
give them more attention in general.
18. False. Women are far more likely to smile than men. They
do this in many different social
situations, even though they are not necessarily happy or
amused. In one field study, researchers
11. smiled at approximately 150 males and 150 females in public.
In general, women returned the
smiles more often than men. Women returned the smiles to men
93 percent of the time and to
other women 86 percent of the time. Males smiled back at
women 67 percent of the time, and
they returned smiles to men 58 percent of the time.
From Myra Sadker and Joyce Kaser, The Communications
Gender Gap, Mid-Atlantic Center for Sex
Equity, 5010 Wisconsin Avenue, N.W., Suite 308, Washington,
D.C. 20016, 1984.
Journal Assignment: Chapter 9Instructions:
The Reflective Journal Assignment will help you in developing
your interpersonal skills in this course. Literature on personal
development suggests that reflective writing about yourself and
your interpersonal experiences supports the integration of new
learning.
You are expected to keep a journal, writing two entries each
Module. Your entries should be written as follows:
1. Entry one will consist of a response to “ self-reflection”
questions posed in the textbook - Reflect & Relate: An
Introduction to Interpersonal Communication. Each chapter
contain several of these boxes. You are encouraged to choose
the self-reflection box that is most important to understanding
your interpersonal attitudes and skills. Please label the entry
with the entire box of questions you are considering.
2. A second entry should respond to the journal prompt posted
by your instructor. These prompts ask you to reflect on a
particular aspect of the topic under study for the module. Please
label the entry with the journal prompt.
Requirements:
12. · Write two different entries each module. (that means both
from above!)
· Entries should be double-spaced and in 12 font that is easy to
read.
· Use an informal tone, but observe conventions of good
grammar and spelling. (Use spell check)
· Each entry will be at least one to two paragraphs in length. (A
paragraph is five to seven well-developed sentences.)
· A Sample Document has been attached to assist you in setting
up your journal.
Submission:
· You may complete the entries using the sample document to
help you set everything up.
· Save your document to your computer using your first initial,
last name and week number. For example, my journal for Week
2 would be RLeber 2. For Week 3 the file would be named
RLeber 3. All others would be named as appropriate.
· Then attach your file. Click on Submit Assignment to the
left. Find your file and attach.
Journal Prompt:
Chapter 9
In addition to Chapter 9, here is a resource that you might find
useful: Gender Differences - quiz with
explanations.pdf Download Gender Differences - quiz with
explanations.pdf Choose one of the nonverbal gender
difference research findings that you most identify with and
explain how it helps you in understanding your own nonverbal
behavior.
WEEK 9 - Discussion Board: Gender and Nonverbal
Communication
No unread replies.No replies.
Recall the chapter discussion on the influence of gender on
nonverbal communication. What nonverbal behaviors from the
13. opposite sex do you find most confusing? What difficulties do
these behaviors present in male-female
communication? Remember to avoiding gender bashing, and be
sure you are using descriptive rather than evaluative language
(avoiding judgment-oriented terminology).
Recall that Discussion Board assignments are designed to
help you implement effective interpersonal behaviors and
skills. Please make your own comments first. DO NOT USE
REFERENCES. USE OWN THOUGHTS.
WEEK 9 - Activity: The Potted Plant (Requires a Public
location for 30 minutes)
Instructions:
(Estimated time for completion: 50-60 minutes)
This is a field observation of nonverbal communication. You
can’t learn about nonverbal communication just by reading
about it. You have to go look at it. That’s what this experience
allows you to do.
· Go out into the world, wherever there are people interacting
with each other.
· Pick a spot to sit, and be like a potted plant: there, but
inconspicuous. You are not spying. You are observing. Be
discreet.
· Your purpose is NOT hear what the people are saying. This is
NOT a listening exercise!
· Spend a half hour observing nonverbal behavior.
· Take notes. Be very specific about what you see. (Not “she
was mad,” but “she banged her hand on the table.”)
Once you have finished your observation:
PART I. Type up your notes (a lot should happen in 30
minutes!)
PART II. Write a 2-3 paragraph analysis of what you observed.
You should include as many of the different types of nonverbal
communication codes (discussed in the textbook) as
possible! Underline the code as you mention it.
Submit your Potted Plant as an attached file.
14. HM540
Unit 1 Assignment
Theories and Principles of Crisis Intervention Programs
In a 3- to 4-page paper (not counting reference and abstract
pages), analyze the basic theories and principles of crisis
intervention programs.
Your paper should:
· Identify and describe the four main goals of crisis
intervention.
· Provide examples of how the four main principles of crisis
intervention are used in a crisis intervention program of your
choosing.
· Analyze the principles within an intervention program and
determine how well they are currently being utilized.
Directions
In addition to fulfilling the specifics of the assignment, a
successful paper must also meet the following criteria:
· Include a cover page and references page in 10 - 12 point font
(Arial, Courier, and Times New Roman are acceptable)
· Viewpoint and purpose should be clearly established and
sustained
· Assignment should follow the conventions of Standard English
(correct grammar, punctuation, etc.)
· Writing should be well ordered, logical and unified, as well as
original and insightful
· Your work should display superior content, organization,
style, and mechanics
· Appropriate citation style should be followed
You should also make sure to:
· Include a title page with full name, class name, section
number, and date
· Include an introductory and concluding paragraph and
demonstrate college-level communication through the
15. composition of original materials in Standard English
· Use examples to support your discussion
· Cite all sources on a separate reference page at the end of your
paper and cite within the body of your paper using APA format
and citation style. For more information on APA guidelines,
visit Academic Tools.
Directions for Submitting Your Assignment
Compose your assignment and save it in the following format:
Course#_LastnameFirstname Unit # Assignment (example:
HM540_SmithJohn Unit 1 Assignment). Submit your
assignment to the appropriate Dropbox by the end of the Unit.
HM540
Unit1 DQ
TOPIC #1 (Please Cite in all Topic Questions)
Crisis Intervention
What is crisis intervention, and how does it relate to the
management of disasters?
Respond Kindly to Student #1
Ryan Davidson
Crisis Intervention
Understanding the definition of a crisis due to its complexity,
will better assist in defining the intervention portion, as there
are several different definitions that can describe a crisis.
According to James and Gilliland (2017), definitions of crisis
have a large range from a catastrophic event or an event of life
stress that negatively impacts a single person or a large group
of people to include a loss of emotional stability, fear, inabil ity
to control or influence. The intervening process is simple,
providing immediate assistance based on the type of crisis the
individual or group is suffering from. Moreover, Crisis
Intervention is the “methods used to offer immediate, short-term
16. help to individuals who experience an event that produces
emotional, mental, physical, and behavioral distress or
problems” (Purdue Global, n.d.). Crisis intervention plays a
major role in the management of disasters. Crisis intervention in
emergency management is the proactive and reactive approach
in preparing for and assisting individuals during a disaster
where people can be displaced, injured, and lose all their
belongings. James and Gilliland (2017), identify that trans crisis
states that the impact of a crisis event may last a lifetime;
however, the actions during the immediate response may
indicate whether the effects will become a chronic disease to
the person or persons impacted by the crisis. Reducing the
effects by performing the appropriate intervention techniques or
services can drastically reduce the long-term impacts caused by
a crisis.
References:
James, R. K., & Gilliland, B. E. (2017). Crisis intervention
strategies (8th ed.). Cengage Learning.
Purdue Global. (n.d.). Key Terms: Crisis intervention.
https://purdueglobal.brightspace.com/d2l/le/content/194092/vie
wContent/13042940/View
Respond Kindly to Student #2
John Meyers
A crisis is when something happens that if not addressed can
make more problems. These problems come in a variety of
ways, but the pseudo-common thread in that there is some kind
of issue that needs to be solved (James & Gilliard, 2017, p. 8)
To intervene in this is to prevent or solve some said crisis so
that ether everything returns to the way it was or is at least as
fixed as possible.
Disaster is a kind of crisis, in that something happens and if it's
not taken care of it causes more problems. If there's a huge
wildfire and not one takes care of it. It will burn up more and
17. more, until everything is burned, but if say, fire fighters
intervene than the fire will not burn as much as it would have
and/or more lives will be saved due to evacuations etc. This is
why we do disaster management things like mitigation or set up
things to deal with casualties and restoration of infrastructure
and clean up. If those things aren't taken care of only more
problems will grow out of it.
James, R. K., Gilliland, B. E., (2017), Crisis intervention
strategies, 8th Edition. Cengage Learning.
TOPIC #2
Confusion Within Crisis Intervention Literature
Why do you think there is so much confusion within the crisis
intervention literature, and how can this confusion be
addressed?
Respond Kindly to Student #1
Nicole Sevigny
I think there is confusion within crisis intervention literature
due to there being no standard definition and no standardized
model of crisis intervention. For example there is no agreement
on which of the crisis intervention tools should be implemented
as the standard and therefore confusion arises within literature
when discussing crisis intervention. This confusion can be
addressed by implementing a standardized definition and model
that addresses the six ‘R's: Readiness (Preparedness), Response
(Immediate action), Relief (Sustained rescue work),
Rehabilitation (Long term remedial measures using community
resources), Recovery (Returning to normalcy) and Resilience
(Fostering) that is associated with crisis (Math, Nirmala,
Moirangthem, & Kumar, 2015). Once there is a solid and
specific definition and model, agencies can work cohesively to
18. prepare for crisis and implement effective actions to reduce the
impact on individuals and businesses.
References:
Math, S., Nirmala, M., Moirangthem, S., & Kumar, N.
(2015). Disaster Management: Mental Health
Perspective. Retrieved from NCBI:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4649821/
Yeager, K. R. (2015). Crisis Intervention Handbook:
Assessment, Treatment, and Research - 4th Edition. New York
City: Oxford Univeristy Press.
Respond Kindly to Student #2
Keith Hamilton
Hey class,
“We want you to understand that this business is still so new
that a definition of an individual or a system in crisis is by no
means fixed or absolute” (James & Gilliland, 2017, p 9). The
term “crisis” itself has so many different meanings to different
people and it is used so broadly to describe a multitude of
things. This is still so new and that is why it can cause so much
confusion in textbooks, and other literatures. This first thing to
address this is to establish a clear definition of what a crisis is
and get everyone on the same page. From that point you can
begin to build and establish things based off the definition.
References
James, R.K., Gilliland, B.E. (2017). Crisis intervention
strategies. (8th ed.) Cengage.
-Hamtaro
HM503
Unit 1 Assignment 2
19. Assignment 2: Paper
Once you have completed the IS-230.D certificate course, write
a 2–3 page paper that:
· Identifies and describes all four of the mission areas and
mitigation as it relates to the development of an effective EOP.
· Relates all four of the mission areas to a disaster, and
documents what changes could be implemented within that area
to strengthen an EOP.
NOTE: This assignment will require outside research. Include at
least two credible sources beyond the text material and discuss
how you evaluated the credibility of the resources used You
may consult the Library, the internet, the textbook, other course
material, and any other outside resources in supporting your
task, using proper citations and references in APA style.
Discuss how you evaluated the credibility of the resources used.
In addition to fulfilling the specifics of the assignment, a
successful paper must also meet the following criteria:
· Your paper must include a title page and references page in
10- or 12-point font. (Arial, Courier, and Times New Roman are
acceptable.)
· Viewpoint and purpose should be clearly established and
sustained.
· Assignment should follow the conventions of Standard English
(correct grammar, punctuation, etc.).
· Writing should be well ordered, logical, and unified, as well
as original and insightful.
· Your work should display superior content, organization,
style, and mechanics.
· Appropriate APA formatting and citation style should be
followed.
You should also make sure to:
· Include a title page with full name, class name, section
number, and date.
· Include an introductory and concluding paragraph and
20. demonstrate college-level communication through the
composition of original materials in Standard English.
· Use examples to support your discussion.
· Cite all sources on a separate reference page at the end of your
paper and cite them within the body of your paper using APA
format and citation style. For more information on APA
guidelines, visit APA Style Central.
Compose your paper in Microsoft® Word® and save it in the
following format: Last name First name Assignment. (Example:
SmithJohn_Unit1_Assignment2). Submit your assignment to the
Unit 1: Assignment 2 Dropbox by the end of Unit 1.
HM503
Unit 1 DQ
Why Plan?
In the aftermath of Hurricane Katrina and the Gulf Oil Spill,
questions of local, state, and federal disaster readiness began to
be addressed. In that vein, as emergency operations planners, it
is important to explore the importance of emergency planning
and to answer the question, “why plan?”
Whether you are building institutional relationships, educating
the public on prevention, responding to incidents, or
investigating crimes, there is a neverending conveyor belt of
needs to be addressed for emergency operations planners. There
is so much work to be done that it can be tempting to hunker
down and plough through it on your own. However, over time,
most professionals have become aware that agencies with
different mandates each touch different parts of the emergency
response process and must coordinate and work together to be
effective.
Topic 1: Rationale for a “Team” Approach in Emergency
Operations Planning
State the rationale for a “team” approach in emergency
21. operations planning. What are the benefits and hindrances of
working in a team environment? How does a planner bring
together the various and disparate partners that form a team?
Respond Kindly to Student #1
Roxanne Donaghy
Incorporating a group of individuals in a team approach is
optimal since it encourages engagement and increases people's
commitment to the process. It will also increase the level of
creativity, expertise, and experience used for each step of
emergency preparedness allowing for a more holistic view of
the challenges. Additionally, it increases the amount of time and
energy available to participants. Significantly, it enhances the
planning process's visibility and stature. This results in a
collaboratively designed strategy that incorporates diverse
perspectives and reflects common aims, improving the plan's
execution. Closer professional and personal ties between team
members should improve coordination and collaboration during
crises (National Safety Council, 2007).
From past experiences, we have learned that operational
planning is best done in groups. Case studies support this idea
by demonstrating that effective operations have a similar
thread: all involved companies have understood and embraced
their duties. When you work together as a team, your response
to the emergency will be successful and stand alone on its own.
It will also help to make mitigation and recovery easier.
Utilizing a team or group approach enables firms to clarify
their perspective of their position throughout an operation. One
of the benefits of using a planning team is that it allows
developing and expanding relationships that contribute to the
creativity and originality of event planning (FEMA, 2011). This
strategy assists in establishing a planned routine, ensuring that
the procedures performed before and during an event are the
same. When developing emergency management and homeland
security strategy, an important consideration is team members
who can contribute their unique skills, resources, and
22. perspectives to the table. An active and developing program
yields operational plans that are well created, well supported
and well implemented.
Emergency planning needs to be a team effort because
disaster response requires coordination between many
community agencies and organizations and different levels of
government. Furthermore, different types of emergencies
require different kinds of expertise and response capabilities.
Thus, the first step in emergency planning is the identification
of all of the parties that should be involved. Additionally,
various sorts of crises need distinct levels of experience and
reaction skills. As a result, the first stage in emergency
planning is to identify all stakeholders on the team.
There are some downsides to having a team. First, it will be
difficult to persuade people to take an active role in the
emergency preparedness team. Second, meetings with so many
people may be even more challenging to plan. However, it is
vital to include everyone in the planning process from the start
to ensure everyone's involvement and ownership of the plan.
Furthermore, their skills and understanding of their
organizations' resources are critical to establishing an
appropriate plan that considers the whole community's
requirements and the resources that may be made available in an
emergency.
Collaboration is required when working with people from
different agencies and organizations. Collaboration is the
process by which individuals work as a team to achieve a shared
goal. A successful team is willing to engage in shared decision-
making and is required for successful cooperation and an
openness to sharing information, resources, and duties. Last but
not least, team members must have professional regard for each
other. Collaboration, on the other hand, does not happen by
accident. It takes time and effort to build a team that works well
together.
The emergency Response Team will be unique to the
business based on its size and composition. The team should be
23. leaders (CEOs), finance people, human resources, property
managers, legal representation, and prommers. The planner
should keep the team small and agile; this will restrict its size
to the department's decision-maker.
FEMA. (2011). Emergency
planning. https://training.fema.gov/emiweb/is/is235b/is235b.pdf
National Safety Council. (2007). Get started - establishing a
team. https://www.osha.gov/sites/default/files/2018-
12/fy07_46e0-ht10-07_emerg_pg_module_1.pdf
Respond Kindly to Student #2
Diego Salgado
Approach in Emergency Operations Planning
Emergency operation planning is a team effort that requires
vital coordination between multiple agencies and organizations
from all levels of government. In addition, not all types of
emergencies are the same, so it is critical to have different
kinds of expertise and response capabilities to create the most
efficient EOP. Therefore, it is imperative to identify all parties
involved as one of the first steps in emergency planning
(FEMA, 2010).
The relationship between EOP planning team members benefits
the community by reinforcing the overall response to natural or
man-made disasters. For instance, it would eliminate
duplication of services, resulting in a more efficient response,
expand resources availability, and enhance problem-solving
through cross-pollination of ideas. Some of the hindrances of
working in a team environment are depending on others to do
their part. Additionally, different levels of experience and
expertise can get in the way and be detrimental to overall team
cohesion (FEMA, 2010).
To bring together the various and disparate partners that form a
team that works well together the following stages will help
build the team. FEMA (2011) explained that building a team
takes time and effort and typically evolve through the next
24. stages:
Forming: Individuals come together as a team. During this
stage, the team members may be unfamiliar with each other and
uncertain of their roles on the team.
Storming: Team members become impatient, disillusioned, and
may disagree.
Norming: Team members accept their roles and focus on the
process.
Performing: Team members work well together and make
progress toward the goal.
Adjourning: Their task accomplished, team members may feel
pride in their achievement and some sadness that the experience
is ending. (FEMA, 2011, pg. 2.12).
References
FEMA. (2010. November). Developing and Maintaining
Emergency Operations Plans. Comprehensive Preparedness
Guide (CPG) 101. Version
2.0. https://www.fema.gov/pdf/about/divisions/npd/CPG_101_V
2.pdf
FEMA. (2011, December). Emergency Planning. Independent
Study
235.b. https://training.fema.gov/emiweb/is/is235b/is235b.pdf
Discussion topics support this unit’s objective and should be
completed after reading all materials. Your responses ought to
include original evaluation, synthesis, or analysis of the topic,
and contribute to the weekly discussion in a meaningful way.
You must complete all discussion topics and reply to your peers'
posts. Refer to the Discussion Board Rubric under Course
Resources for additional requirements.
Topic 2: Natural Disaster vs. Man-made Incident
After an event has occurred and the site is secure, what are the
differences in responding to a natural disaster compared to a
25. man-made incident?
Respond Kindly to Student #1
Diego Salgado
Natural Disaster vs. Man-made Incident
Man-made and natural disasters affect thousands of people
across the nation every year. Significant events such as these
have the potential to cause catastrophic loss of life and physical
destruction. Unfortunately, these events are often unexpected
and can have long-lasting effects on entire communities.
Natural disasters are geological or meteorological events that
have the potential to cause loss of life or property. On the
contrary, man-made disasters include accidents, shootings, acts
of terrorism, and incidents of mass violence that most of the
time are unpredictable (U.S. Department of Health & Human
Services, 2020).
Natural disaster response is less complex than man-made
incidents response. Decades of suffering the effects of natural
disasters across the nation have forced emergency managers to
develop mitigations plans to overcome this type of incident
quickly. The main difference in responding to a natural disaster
compared to a man-made catastrophe is predictability. First
responders and decision-makers have a better idea of the
necessary resources needed to provide communities with
immediate relief and life-saving measures. On the contrary,
man-made incidents tend to have an obscure origin, and no prior
measures can be taken (Yadav & Bhandari, 2021). Thus,
26. responding to man-made incidents tends to be more chaotic,
especially if they are connected to terrorism.
Reference
U.S. Department of Health & Human Services. (2020, December
22). Types of disasters. SAMHSA - Substance Abuse and
Mental Health Services
Administration. https://www.samhsa.gov/find-help/disaster-
distress-helpline/disaster-types
Yadav, P., & Bhandari, S. (2021, March 3). Difference between
natural disaster and man-made disaster. Ask Any Difference –
Know the Differences and
Comparisons. https://askanydifference.com/difference-between-
natural-disaster-and-man-made-disaster/
Respond Kindly to Student #2
Blake Carter
Natural disasters and man-made incidents would require
difference responses because disasters play out differently. For
instance, when responding to the aftermath of a major
earthquake you would have to take into consideration that there
still could be aftershocks and this could present a dangerous
environment for the responders. Likewise if there were a
nuclear incident then radiation could be a concern. An example
of this would be the Fukushima reactor that was damage back in
2011 during an earthquake and tsunami. According to an article
in the the journal, Nature, “In the subsequent decade, 1.25
million tonnes of seawater have been pumped through the
damaged units to stop the molten fuel debris from overheating,
and pumping continues” (Nogrady, 2021). However, the issue
now becomes what to do with all the contaminated sea water.
Japanese authorities want to dump it back into the ocean;
however their neighbors, South Korea and China are against this
proposal. However, this is an interesting case because a natural
disaster (earthquake and tsunami) led to the man-made incident
27. (Fukushima reactor). This similar scenario also took place
during Hurricane Katrina when a natural disaster (hurricane) led
to the man-made incident (levees failing).
The reason I bring this up is while we are comparing the
difference responses between natural disasters and man-made
incidents, we have to remember that sometimes a natural
disaster can lead to a man-made incident and the Fukushima
reactor is a prime example of this. This means that responses
generally take a hybrid approach because you need to be
prepared for whatever can happen no matter how unlikely it
might seem.
Reference
Nogrady, B. (2021, May 7). Scientists ok plan to release one
million tonnes of waste water from Fukushima. Retrieved from
Nature: https://www.nature.com/articles/d41586-021-01225-2