This document provides information and guidelines for a final paper assignment focusing on the student's role as a potential leader of social change. It outlines five approaches students can take for the paper: 1) describing their "wildest dream" job or role affecting social change, 2) reflecting on their current circumstances and how they can achieve goals, 3) evaluating a PSU department/program, 4) writing from the perspective of a community they want to lead, or 5) adapting their team presentation topic. It provides requirements for the paper, including length, definitions of leadership and social change, descriptions of fields/changes, relationships to others, personal and external drivers, leadership attributes, and an organizational chart. The paper aims to demonstrate critical thinking
The Sociology of MeBy successfully completing this assessment, y.docxjoshua2345678
The Sociology of Me
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social stratification and social inequality for the individual and society.
Evaluate one's own educational experience from a sociological perspective.
Explain sociological issues that affect one's own field of study.
Competency 4: Analyze the influence of culture and socialization on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Evaluate the impact of social change on society and social institutions.
Evaluate the impact of social structure and groups on one's own life.
Evaluate the role of technology and media in one's own life.
Competency 6: Demonstrate written and verbal communication skills for effectively presenting sociological concepts, ideas, and analyses.
Write in a professional style using APA 6th edition referencing and format with correct grammar, usage, and mechanics.
Mills tells us of the intersection between public issues and private troubles. Throughout the course we have learned to use our sociological imagination to understand this difference—especially in terms of our own lives.
For your final project you will reflect on the question, "Who am I?" using the sociological imagination to understand and explain your everyday experiences. In doing so, you will look at the impact of social forces on your individual life. This requires you to apply the concepts, theories, and applicable sociological understandings that you have encountered in the course.
To successfully complete this assignment, you will write a paper with these components:
Introduction:
Introduce yourself and what you plan on discussing in your paper.
Culture and Socialization:
Examine the impact culture and socialization has had on your life. Consider the following when creating this section:
How did you develop a sense of self?
What agents of socialization had the biggest impact on you? How?
How has culture influenced your life?
Social Structure and Groups:
Discuss the impact social structure and groups have had on your life. Considering the following:
How have various groups (primary, secondary, reference, etc.) guided your behavior?
What statuses have you held? What roles have you played?
How have social hierarchies shaped your life choices?
Education:
Discuss how a sociologist would explain your experience with education. In doing so, consider the following:
What major functions have education had for you?
How has education been related to your life outcomes?
What experiences with inequality have you had in education?
Professional Field:
Discuss the main sociological issues that affect your field of study or the field you intend to study at this point in your education. Be sure to include any social changes that may impac.
Sociology 101 Introduction to SociologyProfessor LaBagnaraSocChereCheek752
Sociology 101: Introduction to Sociology
Professor LaBagnara
Sociological Imagination Paper assignment
Writing exercise 1
April 16th, 4 PM
100 points
Objective: Practice thinking sociologically about your own life and the community around you.
Background: Sociological imagination is a phrase from sociologist C. Wright (The Promise). Mills was interested in how an average American understood his or her everyday life. He found that people’s understandings of the world are limited by the social situations they find themselves in, particularly their family, friends, schools, and workplaces. It is hard to see the larger picture and how your life fits in. Sociological imagination is a quality of mind that can be developed with conscientious practice, and that helps you understand the larger meanings of experiences. In particular, it helps you connect private troubles or choices to public issues, and to understand the influence of culture, socialization, stratification on your life and lives of others. To use the sociological imagination, it is important to pay attention to the social and historical context in which we find ourselves. This does not mean that the social context determines what happens to us entirely. Rather, our choices are shaped by the society we live in and larger forces.
Writing Assignment 1
Write 3 pages in which you apply the sociological imagination to your own life, or to the life of someone close to you. First, write about the situation without sociological imagination. Then, relate the situation to one or more concept, theory, or fact that we have covered in class so far. For example, you might write about how you perform gender in everyday life, how gender shapes your choices and options, or your first experience with racism. Or you might analyze assumptions about sexuality in how you were raised. Or you might think through what it means to have grown up poor, working, or middle class, etc.
Details:
· Introduce the concept of sociological imagination in your own words, and provide an overview of how you will apply it to the situation in your paper
· Describe the situation Include an explanation of what led up to the situation, specifics of the situation, how it has been resolved or how you think it might get resolved, who are the players involved, how you feel about the situation and why. Describe any choices that have been made or not made and why.
· Provide psychological, moral, evolutionary, or personal explanation(s) for the situation. In other words, how would you explain the situation without sociological imagination? For example, you might talk about how your struggles with weight are due to lack of willpower
· Use sociological imagination to explain the situation sociologically, connecting the personal to larger forces. Review class notes and readings to connect the situation to concepts or theories (week 3) we learned in class. You do not need to do outside research, but if you do use other s ...
Develop a 6-8 page reflection on your life, applying the sociologi.docxkhenry4
Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
While we may not notice, society is constantly changing. For sociologists, social change is the continual change of society's culture, structure, and institutions over time. Every society experiences change—it is through this change that the norms and understandings in a society become altered. Fashion is a great example of social change, as what we wear is dependent on the culture at the time. One hundred years ago it was not common for women to wear pants. Now it is perfectly acceptable. While most women are in favor of being able to wear pants, social change is sometimes not always welcome by members of a society. Can you think of any groups or organizations in the United States that are actively opposed to some kind of social change?
Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and med.
Develop a 6-8 page reflection on your life, applying the sociolo.docxkhenry4
Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
While we may not notice, society is constantly changing. For sociologists, social change is the continual change of society's culture, structure, and institutions over time. Every society experiences change—it is through this change that the norms and understandings in a society become altered. Fashion is a great example of social change, as what we wear is dependent on the culture at the time. One hundred years ago it was not common for women to wear pants. Now it is perfectly acceptable. While most women are in favor of being able to wear pants, social change is sometimes not always welcome by members of a society. Can you think of any groups or organizations in the United States that are actively opposed to some kind of social change?
Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and media in one's ow.
The Sociology of MeBy successfully completing this assessment, y.docxjoshua2345678
The Sociology of Me
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social stratification and social inequality for the individual and society.
Evaluate one's own educational experience from a sociological perspective.
Explain sociological issues that affect one's own field of study.
Competency 4: Analyze the influence of culture and socialization on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Evaluate the impact of social change on society and social institutions.
Evaluate the impact of social structure and groups on one's own life.
Evaluate the role of technology and media in one's own life.
Competency 6: Demonstrate written and verbal communication skills for effectively presenting sociological concepts, ideas, and analyses.
Write in a professional style using APA 6th edition referencing and format with correct grammar, usage, and mechanics.
Mills tells us of the intersection between public issues and private troubles. Throughout the course we have learned to use our sociological imagination to understand this difference—especially in terms of our own lives.
For your final project you will reflect on the question, "Who am I?" using the sociological imagination to understand and explain your everyday experiences. In doing so, you will look at the impact of social forces on your individual life. This requires you to apply the concepts, theories, and applicable sociological understandings that you have encountered in the course.
To successfully complete this assignment, you will write a paper with these components:
Introduction:
Introduce yourself and what you plan on discussing in your paper.
Culture and Socialization:
Examine the impact culture and socialization has had on your life. Consider the following when creating this section:
How did you develop a sense of self?
What agents of socialization had the biggest impact on you? How?
How has culture influenced your life?
Social Structure and Groups:
Discuss the impact social structure and groups have had on your life. Considering the following:
How have various groups (primary, secondary, reference, etc.) guided your behavior?
What statuses have you held? What roles have you played?
How have social hierarchies shaped your life choices?
Education:
Discuss how a sociologist would explain your experience with education. In doing so, consider the following:
What major functions have education had for you?
How has education been related to your life outcomes?
What experiences with inequality have you had in education?
Professional Field:
Discuss the main sociological issues that affect your field of study or the field you intend to study at this point in your education. Be sure to include any social changes that may impac.
Sociology 101 Introduction to SociologyProfessor LaBagnaraSocChereCheek752
Sociology 101: Introduction to Sociology
Professor LaBagnara
Sociological Imagination Paper assignment
Writing exercise 1
April 16th, 4 PM
100 points
Objective: Practice thinking sociologically about your own life and the community around you.
Background: Sociological imagination is a phrase from sociologist C. Wright (The Promise). Mills was interested in how an average American understood his or her everyday life. He found that people’s understandings of the world are limited by the social situations they find themselves in, particularly their family, friends, schools, and workplaces. It is hard to see the larger picture and how your life fits in. Sociological imagination is a quality of mind that can be developed with conscientious practice, and that helps you understand the larger meanings of experiences. In particular, it helps you connect private troubles or choices to public issues, and to understand the influence of culture, socialization, stratification on your life and lives of others. To use the sociological imagination, it is important to pay attention to the social and historical context in which we find ourselves. This does not mean that the social context determines what happens to us entirely. Rather, our choices are shaped by the society we live in and larger forces.
Writing Assignment 1
Write 3 pages in which you apply the sociological imagination to your own life, or to the life of someone close to you. First, write about the situation without sociological imagination. Then, relate the situation to one or more concept, theory, or fact that we have covered in class so far. For example, you might write about how you perform gender in everyday life, how gender shapes your choices and options, or your first experience with racism. Or you might analyze assumptions about sexuality in how you were raised. Or you might think through what it means to have grown up poor, working, or middle class, etc.
Details:
· Introduce the concept of sociological imagination in your own words, and provide an overview of how you will apply it to the situation in your paper
· Describe the situation Include an explanation of what led up to the situation, specifics of the situation, how it has been resolved or how you think it might get resolved, who are the players involved, how you feel about the situation and why. Describe any choices that have been made or not made and why.
· Provide psychological, moral, evolutionary, or personal explanation(s) for the situation. In other words, how would you explain the situation without sociological imagination? For example, you might talk about how your struggles with weight are due to lack of willpower
· Use sociological imagination to explain the situation sociologically, connecting the personal to larger forces. Review class notes and readings to connect the situation to concepts or theories (week 3) we learned in class. You do not need to do outside research, but if you do use other s ...
Develop a 6-8 page reflection on your life, applying the sociologi.docxkhenry4
Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
While we may not notice, society is constantly changing. For sociologists, social change is the continual change of society's culture, structure, and institutions over time. Every society experiences change—it is through this change that the norms and understandings in a society become altered. Fashion is a great example of social change, as what we wear is dependent on the culture at the time. One hundred years ago it was not common for women to wear pants. Now it is perfectly acceptable. While most women are in favor of being able to wear pants, social change is sometimes not always welcome by members of a society. Can you think of any groups or organizations in the United States that are actively opposed to some kind of social change?
Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and med.
Develop a 6-8 page reflection on your life, applying the sociolo.docxkhenry4
Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
While we may not notice, society is constantly changing. For sociologists, social change is the continual change of society's culture, structure, and institutions over time. Every society experiences change—it is through this change that the norms and understandings in a society become altered. Fashion is a great example of social change, as what we wear is dependent on the culture at the time. One hundred years ago it was not common for women to wear pants. Now it is perfectly acceptable. While most women are in favor of being able to wear pants, social change is sometimes not always welcome by members of a society. Can you think of any groups or organizations in the United States that are actively opposed to some kind of social change?
Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and media in one's ow.
CLASS ASSIGNMENTS (Choose OneWriting Project, Discussion Grou.docxbartholomeocoombs
CLASS ASSIGNMENTS (Choose One:
Writing Project, Discussion Group or Couple Enrichment):
Option #1:
WRITING
PROJECT
(Choose 1 out of the following 7 Topics)
:
Paper
heading
should include:
Student Name;
Student ID #;
and Section 001.
Pages must be:
typed and double-spaced:
12 point font;
1” margins.
It should be a minimum of 6 pages and is due on
March 30th
.
HARD COPY ONLY.
Choose 1 of the following 7 topics. Your paper should be divided into 2 sections.
Section 1: (2 -3 pages)
- “What Do You Think” - asks
you
to reflect and discuss the topic area.
Section 2: (3-4 pages)
– “What Does Research Tell Us” – asks you to discuss
your review
of the
literature, with appropriate references and bibliography, on the topic area.
PLEASE use the following headings within your paper:
Section 1: What Do You Think?
Section 2: What Does Research Tell Us?
1.
TOPIC 1
·
Section 1: What Do You Think?
:
Do you think that sex or violence on television influences how promiscuous or violent our society becomes? Do you think the sexual stereotypes in commercials and advertisements shape our attitudes toward gender relations? How do you think you have been influenced by the media?
·
Section 2: What Does Research Tell Us?
:
Discuss what research has revealed regarding the impact of sexually violent and degrading media on the attitudes and behaviors of men and women. What effect, if any, does this “exposure” have on intimate relationships?
2.
TOPIC 2
·
Section 1: What Do You Think?
:
Describe your ideal marriage/cohabitating partner and their characteristics (e.g. appearance, personality, and occupation). What circumstances or conflicts (if any) would lead you to consider a separation or divorce (e.g. infidelity, refusal to have children, disease, or cross-dressing)?
·
Section 2: What Does Research Tell Us?
:
After a review of the literature, discuss the factors that determine with whom we fall in love; and the principle factors involved in keeping a relationship strong.
3.
TOPIC 3
·
Section 1: What Do You Think?
:
Imagine that you have always been attracted emotionally and sexually to your own sex and that your family has rather traditional religious and conservative views. Would you tell your family about your attraction? If you were to disclose your sexual orientation to your family, how would you do it? What do you think their response would be?
·
Section 2: What Does Research Tell Us?
:
From your research, what are the steps that people can take to communicate to others about their sexual orientation? What is the process of “coming out”? Briefly discuss the social and psychological effects on people who are unable to disclose their sexual orientation or introduce a lifetime partner to family and friends.
4.
TOPIC 4:
·
Section 1: What Do You Think?
:
Both men and women may sometimes give unclear signals about whether they are willing to engage in sexual contact when they are in a potent.
2016 Palisades Charter High School College FairRebecca Joseph
This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
Blog AnalysisDiscussions play an integral role in monitoring y.docxmoirarandell
Blog Analysis
Discussions play an integral role in monitoring your course participation throughout the term. You should check back to the weekly discussions multiple times throughout the week to engage in the discussion with your professor and peers. Participation is only counted during the week in which this discussion is assigned. Be sure to appropriately cite any sources you use to support your responses with standard APA citations. Answer the prompt question(s) thoroughly using a minimum of 150-200 words
Discussion Question:
Since you have been reading about blog composition, find a blog you enjoy and analyze it. Then, post:
1. The name of the blog with a hyperlink (not a pasted URL).
2. Your analysis. Consider aspects we’ve covered in class such as content, audience, and visual appeal. What works? What doesn’t? Why?
Audience Analysis Assignment
Find a blog you enjoy online, or consider examining the blog you are working on, to perform an audience analysis. Answer the following in order to illustrate your understanding of audience when composing a blog:
What are the Audience’s Demographics?
· Age
· Gender
· Location
· Relationship status
· Sexual orientation
· Income
· Family
· Education level
· Race
· Ethnicity
· Religion
· Occupation
What are the Audience’s Expectations or Needs?
· What do they know about the topic?
· Are there any misconceptions about the topic? What can they expect to learn?
· What are their current beliefs about this issue?
· What tone or reading level does the audience expect when they read this?
· How can you encourage audience interaction with the blog?
Visual Aid Assignment
In the blog lecture, you read about the importance of visual aids in an online space. Write up a proposal about what visual aid you intend to use for your blog including:
· Include a link or paste in the visual.
· What type of visual it is (picture, infographic, graph, video, etc.)?
· How does this visual add clarity or credibility to your blog?
· How does the visual benefit the audience or add understanding to your post?
· What made you choose this visual over the other aids you looked into?
Writing for Non-Academic Audiences
Writing for General, Non-Academic Audiences: Benefits, Opportunities, Issues (Links to an external site.)
SEPTEMBER 12, 2017
AUTHOR: SCOTT MONTGOMERY (Links to an external site.)
First Things
1. Why Write for the Public?
Social scientists investigate and write about society. It therefore makes sense that they share this important work with those whom they study, including decision-makers. In truth, the public is very interested in what social science disciplines have to say—about politics, foreign policy, history, economics, area studies, studies of society, culture, and language. People are more aware of how relevant and important knowledge is in these fields than ever before.
A key reason is that they know or sense the world has entered a period of major uncertainty. Major challenges to liberal democracy.
Knot theoryDid you tie your shoe laces the same way today .docxcroysierkathey
Knot theory
Did you tie your shoe laces the same way today as yesterday? We are all
familiar with knots from everyday life. But when does a mathematician
consider two knots to be the same? To capture the mathematical, rather
than physical, features of a knot, we glue the ends together to form a circular
loop, and then treat the string as infinitely strong, thin, and stretchy. The
downside of doing so is that it is not immediately clear how to distinguish
two knots, as there are infinitely many configurations for the same knot.
For this project you should find out about how knots are represented, and
about some of the invariants used to tell them apart. Some possible areas of
investigation include:
• tricolourability.
• genus.
• the Jones polynomial.
You should include plenty of your own examples to illustrate your under-
standing.
Prerequisites
No particular background knowledge is needed, but you will need to be able
to interpret a 2D diagram as a 3D object in space and visualise it moving
over time.
Literature
• Colin Adams, The Knot Book
• Peter Cromwell, Knots and Links
Additional tips:
The purpose of the final assignment is for you to analyze an existing policy (at the federal, state, or local level) and discuss its impact on a social problem. You aren’t proposing a policy, but analyzing an existing policy of interest to you.
Be sure to take enough time reading about the policy you selected to thoroughly understand it in an in-depth way and be able to confidently answer the questions in the assignment.
Please take time to carefully read each question in the assignment and be sure to answer it. As you proof-read your paper, take the opportunity to again review the assignment and double check that you have thoroughly but succinctly provided the information for each applicable question.
Please make sure you are using APA style in your final paper, including the title page with name and dates.
The assignment is 8 – 10 pages long because that’s roughly the length of a comprehensive social policy analysis. Please try to refrain from adding more words than necessary to stretch the length.
Proof-reading more than once is a great idea to try to catch sentences that aren’t sentences and words that are inadvertently misused. Read it out loud. I understand that the U of MD’s writing lab is available to help those interested in strengthening their writing skills – don’t hesitate to take advantage of it!
My expectation is that direct quotes be kept to a minimum in that graduate-level writing involves synthesizing ideas and then presenting them in your OWN words. For those quotes you do use, please be sure to use the correct citation and quotation marks. Not doing so may be considered plagiarism and will be responded to accordingly.
Assignment 2: Policy Analysis. DUE: 11/28
For this assignment, you will examine a social policy at the local, state or federal level by the legislative, executive, or judicial bran ...
Writing Assessment InstructionsThis assignment is designed t.docxbillylewis37150
Writing Assessment Instructions
This assignment is designed to develop critical thinking, written and visual communication, and empirical and quantitative, and social responsibility skills. The primary focus will be to assess social responsibility. A component of social responsibility is the ability to demonstrate intercultural competence, which is the ability to identify, compare and contrast one’s own cultural patterns with others; understand diverse cultures and effectively communicate in a variety of cultural contexts.
This assignment will require students to analyze and interpret a primary or secondary document that includes quantitative data (e.g. graphs or other visual illustrations) using sociological terminology in an essay format. The following writing assignment is meant to help you use the concepts you have learned in this class to explore and analyze an important current issue in our society. As you write your paper, focus your attention on how you as an individual can respond to this current issue using the sociological imagination.
After reading the assigned article, you will write an essay, 250 words minimum; using Standard English and submit electronically on eCampus. The minimum requirements for this assignment are to:
1. Draw three main conclusions from the article;
2. Describe two important elements of data presented on the charts/graph and briefly interpret each data element;
3. Describe the ways in which this can be defined as a personal trouble or social issue. Be sure to cite specific evidence from the article to support your position (i.e. be sure to include other cultural perspectives in addition to your own);
4. Explore how the social phenomena discussed in the article may or may not contribute to human suffering and or social disorganization (i.e. be sure to include other cultural perspectives in addition to your own);
5. Based on your exploration on prompts numbers 1-4 make three recommendations including, but not limited to:
5. A need for future research on this social phenomenon,
5. The development of new laws or public policies to address this issue
5. Relevant programs to assist individuals and groups regarding the issue.
You are encouraged to support your argument with direct textual evidence and your sociological insights (applicable terms and concepts learned over your semester of study)
Suggestions for writing your Sociology Assessment Essay
Read the article “Online Socialization”
Click on “SOCI Assessment” tab
Click on “Online Socializing” attachment to open article.
Read the questions for the assignment as you are reading the article.
Jot down some ideas for answers as you read the article.
Divide the paper into paragraphs for each question.
There should be a minimum of 5 paragraphs for this essay.
Each paragraph should have several sentences.
Be sure that each question is answered thoroughly.
Provide specific examples or citation of sources of information quoted, if ne.
Assignment 1 APA formatat least 200 words and cite relevant sour.docxjesuslightbody
Assignment 1: APA formatat least 200 words and cite relevant sources
Discuss the importance of detecting breast cancer early.
Assignment 2: at lest 200 words and cite relevant sources
Discuss why men seem to value the physical attractiveness of a partner over financial stability and women value financial stability over physical attractiveness.
Assignment 3: APA format. Cite relevant sources
Write a one-page summary and response to the videos
https://www.youtube.com/watch?v=xrgIev80hkI
https://www.youtube.com/watch?v=ArUGq7tIgLo
https://www.youtube.com/watch?v=TkeL92ImeIM
https://www.youtube.com/watch?v=6ZzCIjdmfls
https://www.youtube.com/watch?v=FFHjV_dDfcM
Pluralism, Majoritarian and Elite Theories
The question whether Madison's brilliant solution to bringing competing groups into relative harmony succeeded also brings us to our third concept: the plualist, majoritarian and elite models political scientists use to explain the American political system and how it works.
Spoiler alert: Only around half of the US population's eligible voters actually vote. And if voters aren't voting who runs the show? (The 2020 presidential election was an exception with 66 percent of eligible voters voting.)
Pluralists realize most people don't vote, but, in our high school example, they would argue that as long as each group from popular kids to nerds is represented before student government and school administration, good and fair decisions can result. This approach updates Madison's original solution for the modern era.
Followers of
Elite theory argue that since many don't vote, those with power (i.e. money) rule. In our high school example popularity rules, so more cheerleaders and jocks get into power and call the shots.
There is also a second version of elite theory that says education and wisdom rather than money should equal power. This view, which was also held by some of our founders, says people often don't vote because they are ignorant so decisions should be made by those better able to deal with differing ideas and points of view. In our example, teachers and principals are wiser and should rule because they know what's best for the students.
Those subscribing to majoritarianism argue that those left out in society would have more power if barriers to voting (time, money, feeling empowered) were lifted so more voices could be heard than just elites. In our example, nerds would be better off if everyone voted and had a say because the popular kids are outnumbered by other groups if they joined together rather than being divided.
Modern Liberal Political Theory: The Basics
1: The Big Ideas:
a) Everyone deserves an equal place at the starting line in the race of life, regardless of race, class, or gender.
b) John Rawls: Justice is fairness. Freedom comes before equality ONLY IF greater equality in society is realized first. (He doesn't advocate for total equality. See the discussion of the difference.
Develop a 3-5 page outline of concepts you would like to apply t.docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Develop a 3-5 page outline of concepts you would like to apply to .docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Write a 3–5-page essay analyzing from a sociological perspective a c.docxowenhall46084
Write a 3–5-page essay analyzing from a sociological perspective a chosen diversity issue covered in the media.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
SHOW LESS
Competency 1: Describe theoretical ideas of power in relation to policy.
Discuss how minority and dominant groups are portrayed in a media piece in relation to the influence of power.
Discuss sociological concepts or theories appropriate for understanding the portrayal of diversity in the media.
Competency 2: Identify historical and contemporary influences of discrimination in U. S. culture.
Summarize a media piece using the sociological perspective on diversity.
Competency 3: Analyze the effects of social policy using aggregated data.
Analyze data that are appropriate for supporting or refuting the central tenets of media piece.
Competency 6: Apply in text the standard writing conventions for the discipline, including structure, voice, person, tone, and citation formatting.
Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
How are different social groups portrayed in the mass media in contemporary society? How far have we come in terms of reducing or eliminating stereotypical images and portrayals of minority groups? To answer these questions, we need to place them in the context of the economic, technological, and social changes that have shaped postindustrial U.S. society and affected relationships between diverse groups in our society. For example, watching TV sitcoms and dramas today we see not only much greater diversity in cast members but also minority group members playing leading roles, something that was much less common just a few decades ago.
As you analyze how the various media forms portray cultural diversity, another thing to consider is the role of people with power in the media industry—those who make the decisions about what stories and images appear on a TV news program or magazine or newspaper article and how those programs or stories will be framed.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
Some sociologists who study the media argue that the media is a reflection of what is already happening in society, while others contend that the media manipulates its audience by portraying events or issues with a particular slant or goal in mind. What do you think? Does the media reflect what is already going on in society, or.
Visit a professional individual and offer yourself as a consultant.docxtienboileau
Visit a professional individual and offer yourself as a "consultant" to the person. During your meeting you will
present to them how sociology could provide insights, ideas, and relevance to their field of work.
You must receive approval from your instructor to interview the professional you choose,
before doing so
.
Possibilities include educators, business persons, clergy and religious figures, urban planners, economists, and government/political leaders. These are merely suggestions.
The point is to stress to this person how sociological knowledge can help them, and in turn, how the discipline of sociology could be enlightened by the types of work and activity he or she is involved in.
(Readings will provide examples of applying sociology in a number of fields and settings.)
Part 1: Create a 10 slide Power point presentation based on your experiences as a consultant
The rubric tells you what the instructor is looking for and how presentations will be evaluated.
Part 2
: In addition, students will
submit a typed 5-page report describing this experience
, (double-spaced, including a title page and a reference page,12-point font, with one-inch margins), and formatted in American Sociological Association (ASA) style. The report will be submitted to Turnitin.com.
Minimally, the Field Consultant Project Report should include information regarding the following:
The professional to whom you offered your consultation services (Who was it? What is their profession? What did you learn about their profession? Why did you select this person/profession?)
A description of the meeting (What
sociological
ideas did you offer the professional? How were your ideas received? What insights did the professional offer that would enlighten sociology?)
Key to this activity is recognizing the translation from the discipline of sociology to the rest of society. For example, (this is by no means a total list):
What we learn...
It's rough translation...
*Social Research Methods and Statistics *Market research
*Theory *Program Evaluation
*Demography *Total Quality Management or Control
*Social Psychology *Data Analyst
*Formal Organizations *Strategic planning Forecaster
*County or urban planning
*Market analysis
*Human resources specialist
*Human resource development
...
Interpersonal & Small Group Lecture #3 Conflict, Techno.docxmariuse18nolet
Interpersonal & Small Group
Lecture #3
Conflict, Technology & Family
Comm
Ch. 8, 9, 12
Conflict Management Skills
Any relationship of any depth has conflict
(read that line again so that you’ll
remember it!)
Myths about Conflict
• Conflict is a sign of a poor relationship
• Conflict can be avoided
• Conflict always occurs because of
misunderstandings
• Conflict can always be resolved
We have conflict because the relationship is
important to us!
Conflict Management Styles
• Avoidance
• Accommodation
• Competition
• Compromise
• Collaboration
Getting Better At It
• Manage Your Emotions
• Manage Information
• Be Empathetic
• Manage Goals
• Manage the Problem
No, this isn’t therapy!
Conflict- Like the other elements in Interpersonal
Communication can be worked at…
By taking conflict seriously, and being aware of
what we are doing and saying during times of
conflict we can become more effective at
communicating what we really want out of our
relationships
Ch. 9- Interpersonal Relationships
• Defined as – perception shared by 2 people of an
ongoing connection that results in the
development of relational expectations and
varies in interpersonal intimacy.
4 Elements
• Shared Perception
• Ongoing Connection
• Relational Expectations
• Interpersonal Intimacy
Shared Perception
• Both parties perceive the ongoing relationship
“so we’re an item right?”
Ongoing Connection
• Relationship is an ever changing process
…think of all the ways your relationships shift and
change…as the individuals involved shift and
change personally….
Relational Expectations
• Expectations set based on patterns in your
relationship
“My wife always makes the plans…”
Interpersonal Intimacy
• Degree to which relational partners mutually
accept and confirm each others sense of self
How do relationships happen?
1. Relationships of circumstance
• Our lives overlap with others in some way
-family
-co-workers
-neighbors
2. Relationships of Choice
• The relationships we select to initiate, maintain,
and even terminate
Ch 12
• Family
• Technology
• Relationships at work
Family
• The definition of family has developed with our
ever changing culture
Who makes up YOUR family?
Improving Family Communication
• Talk about relationships and feelings
• Listen
• Support and Encourage
• Manage your conflict
…easier said than done right???
Technology
• How do you use technology these days?
-on line dating
-texting
-social networking
…and the list goes on…
Our group discussion will focus on
technology and how it impacts our
interpersonal communication
Relationships at Work
• Upward Communication
• Downward Communication
• Horizontal Communication
• Outward Communication
Upward Communication
• Communication that flows from subo.
Leadership Road Trip for Middle School EnrichmentHeather Gottke
What tools can you provide to Middle School youth for leadership? Using the Leadership Road trip book and concerns that administration had for culture in the middle school lessons were developed to work with 8th graders from Van Wert Middle School. Youth completed the book as a group, explored activities, and answered the driving question, “How to grow leadership skills to positively impact their school and community”. Not just a book project, the group had a number of guest speakers, community service events, and finally an interview with a business leader from the community. Learn how to adapt this book for your own middle school leaders and take a road trip of learning they will never forget!
This is the third class in a course on Org. Communication in Social Context; in it I pull together the need for business strategy and communication strategy to be aligned. And, I criticize stakeholder theory as too limiting.
WS 2013, WS 2033, WS 3023, Social Justice Action Project Proposal
Purpose: This assignment requires you to propose an activism project (a) designed to address a social
justice issue and (b) that relates to a significant issue or topic addressed during the semester. You will
select a social justice issue and develop a proposal that addresses your goals for social transformation
related to the specific issue you’ve selected. Unless your instructor indicates otherwise, you have two
options: (1) you may propose a personal act of activism involving only yourself; (2) or you may
propose a collective act that involves more people than just yourself. (See the next paragraph for
examples of each type.) Regardless of your choice, the action you propose should be narrow and
must be designed to address and/or bring awareness to the issue. You will produce a proposal that
provides your rationale for the project, based on concepts discussed in required course readings.
However, you will not actually implement the project (although you may do so in the future if you’d like).
We recommend that you focus on a social-justice action that is local and manageable, something that you
would actually be able to implement in the near future.
Types of proposals: Collective social-justice proposals can propose a creative product (e.g., an art
exhibition, poetry collection, fashion show, music CD, or film), an activist organization (e.g., a nonprofit
organization or association), or an activist event (e.g., a political march or demonstration). Personal
Action Social-Justice projects can also focus on a creative product, an activist organization, or an activist
event; examples include creating an information/resource sheet that can be shared on social media, giving
a short presentation at an organization you are a member of (or have access to), creating a YouTube video
regarding your social justice issue, or volunteering at a local organization that addresses your social
justice issue.
The proposals must address a specific issue explored during the semester in our course. For example, a
creative project proposal might propose to develop a series of murals for Denton or another local city, or a
proposal for an organization might involve starting a nonprofit birthing center in a local city for low-
income mothers. The opportunities are endless, so be creative!
Assignment: After selecting a social justice issue to serve as the focus for your activism, you should
identify and analyze specific course readings that can be related to your selection. You should also
research existing creative products, activist organizations, or activist events that already address your
issue in some way, so that you can explain how your project is similar to and/or different from others.
You may also, if you wish, do additional research in library databases of journal articles.
In your proposal you will carefully explain your proposed project and g ...
Let’s Get Social!Discussion TitlePrepare There is no shortage.docxsmile790243
Let’s Get Social!
Discussion Title
Prepare: There is no shortage of social media platforms that exist for us to communicate directly and indirectly with each other. For this assignment, we will focus on Facebook, Twitter, and YouTube. This discussion requires that you establish an account for each of the platforms. If you already have one, create a separate one specifically for this assignment so you can share your links with others in the class. If you are a Journalism and Mass Communication major, your profile will be used in other courses as you progress through the program. You will also need to read the following about these forms of social media:
· Facebook 101
· Anatomy of a Tweet
· About YouTube
·
Reflect: Once you have established your social media presences, reflect on the following questions:
· Was the setup straightforward?
· How much personal information did you have to provide?
· How do you perceive the usefulness of each platform on a personal and professional level?
·
Write: Now that you have critically thought about the process of setting up and using these social media platforms, write a 200- to 250-word blog post about your experience with setting them up. In your post, you must include at least one credible source of information that is related to at least one of the questions to support your ideas. Include a byline at the beginning of your blog post. At the end of your blog, include a full reference for all sources cited in the body of your blog. All citations and references must adhere to APA style guidelines as outlined in theAshford Writing Center. View theFormatting Stories and Blogs document for assistance with formatting your blog.
Check It! Your blog must be submitted throughGrammarly prior to submission.
Respond to Peers: After you have written your blog, read the blogs of your peers and post a comment to at least three other bloggers about their experiences in setting up and using their social media presences. Your comments should address them by name, be between 50 and 75 words in length, and must include your name at the end of each response.
W4 Assignment 2
Use the Week 4 research template to complete the following assignment tasks.
· Choose the assigned research articles from W2 Assignment 2. Describe the sample with demographics, data collection process, and identification of variables; sampling design; instruments, tools, or surveys.
· Summarized the discussion about the validity and reliability of the instruments, tools, or surveys.
· Discussed legal/ethical concerns.
· NOTE: If a component is absent, student receives a zero for that component.
Cite all sources in APA format
Articles
Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor card. Journal of Nursing Scholarship, 47(1), 25-33. doi: 10.1111/jnu.12107
Dinkel, S., & Schmidt, K. (2015). Health education needs of incarcerated women.Journal of Nursing Scholarship, 46(4), 229-234. d ...
M3 ch12 discussionConnecting Eligible Immigrant Families to Heal.docxjeremylockett77
M3 ch12 discussion
Connecting Eligible Immigrant Families to Health Coverage
Instructions:
Read the report
Connecting Eligible Immigrant Families to Health Coverage and Care
.
Write a one page post offering solutions to the problem from the nurse's standpoint.
.
Loudres eats powdered doughnuts for breakfast and chocolate that sh.docxjeremylockett77
Loudres eats powdered doughnuts for breakfast and chocolate that she can get out of the vending machines before class. Between classes , she grabs some chips and a caffine drink for lunch. By the end of the day, she is exhauted and cannot study very long before she falls asleep for a few hours. Then, she stays up untils 2.A.M to finish her work and take care of things she could not do during the day. She feels that she has to eat sugary foods and caffeinated drinks to keep her schedule going and to fit in all her activities. What advice would you give her?
.
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CLASS ASSIGNMENTS (Choose OneWriting Project, Discussion Grou.docxbartholomeocoombs
CLASS ASSIGNMENTS (Choose One:
Writing Project, Discussion Group or Couple Enrichment):
Option #1:
WRITING
PROJECT
(Choose 1 out of the following 7 Topics)
:
Paper
heading
should include:
Student Name;
Student ID #;
and Section 001.
Pages must be:
typed and double-spaced:
12 point font;
1” margins.
It should be a minimum of 6 pages and is due on
March 30th
.
HARD COPY ONLY.
Choose 1 of the following 7 topics. Your paper should be divided into 2 sections.
Section 1: (2 -3 pages)
- “What Do You Think” - asks
you
to reflect and discuss the topic area.
Section 2: (3-4 pages)
– “What Does Research Tell Us” – asks you to discuss
your review
of the
literature, with appropriate references and bibliography, on the topic area.
PLEASE use the following headings within your paper:
Section 1: What Do You Think?
Section 2: What Does Research Tell Us?
1.
TOPIC 1
·
Section 1: What Do You Think?
:
Do you think that sex or violence on television influences how promiscuous or violent our society becomes? Do you think the sexual stereotypes in commercials and advertisements shape our attitudes toward gender relations? How do you think you have been influenced by the media?
·
Section 2: What Does Research Tell Us?
:
Discuss what research has revealed regarding the impact of sexually violent and degrading media on the attitudes and behaviors of men and women. What effect, if any, does this “exposure” have on intimate relationships?
2.
TOPIC 2
·
Section 1: What Do You Think?
:
Describe your ideal marriage/cohabitating partner and their characteristics (e.g. appearance, personality, and occupation). What circumstances or conflicts (if any) would lead you to consider a separation or divorce (e.g. infidelity, refusal to have children, disease, or cross-dressing)?
·
Section 2: What Does Research Tell Us?
:
After a review of the literature, discuss the factors that determine with whom we fall in love; and the principle factors involved in keeping a relationship strong.
3.
TOPIC 3
·
Section 1: What Do You Think?
:
Imagine that you have always been attracted emotionally and sexually to your own sex and that your family has rather traditional religious and conservative views. Would you tell your family about your attraction? If you were to disclose your sexual orientation to your family, how would you do it? What do you think their response would be?
·
Section 2: What Does Research Tell Us?
:
From your research, what are the steps that people can take to communicate to others about their sexual orientation? What is the process of “coming out”? Briefly discuss the social and psychological effects on people who are unable to disclose their sexual orientation or introduce a lifetime partner to family and friends.
4.
TOPIC 4:
·
Section 1: What Do You Think?
:
Both men and women may sometimes give unclear signals about whether they are willing to engage in sexual contact when they are in a potent.
2016 Palisades Charter High School College FairRebecca Joseph
This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
Blog AnalysisDiscussions play an integral role in monitoring y.docxmoirarandell
Blog Analysis
Discussions play an integral role in monitoring your course participation throughout the term. You should check back to the weekly discussions multiple times throughout the week to engage in the discussion with your professor and peers. Participation is only counted during the week in which this discussion is assigned. Be sure to appropriately cite any sources you use to support your responses with standard APA citations. Answer the prompt question(s) thoroughly using a minimum of 150-200 words
Discussion Question:
Since you have been reading about blog composition, find a blog you enjoy and analyze it. Then, post:
1. The name of the blog with a hyperlink (not a pasted URL).
2. Your analysis. Consider aspects we’ve covered in class such as content, audience, and visual appeal. What works? What doesn’t? Why?
Audience Analysis Assignment
Find a blog you enjoy online, or consider examining the blog you are working on, to perform an audience analysis. Answer the following in order to illustrate your understanding of audience when composing a blog:
What are the Audience’s Demographics?
· Age
· Gender
· Location
· Relationship status
· Sexual orientation
· Income
· Family
· Education level
· Race
· Ethnicity
· Religion
· Occupation
What are the Audience’s Expectations or Needs?
· What do they know about the topic?
· Are there any misconceptions about the topic? What can they expect to learn?
· What are their current beliefs about this issue?
· What tone or reading level does the audience expect when they read this?
· How can you encourage audience interaction with the blog?
Visual Aid Assignment
In the blog lecture, you read about the importance of visual aids in an online space. Write up a proposal about what visual aid you intend to use for your blog including:
· Include a link or paste in the visual.
· What type of visual it is (picture, infographic, graph, video, etc.)?
· How does this visual add clarity or credibility to your blog?
· How does the visual benefit the audience or add understanding to your post?
· What made you choose this visual over the other aids you looked into?
Writing for Non-Academic Audiences
Writing for General, Non-Academic Audiences: Benefits, Opportunities, Issues (Links to an external site.)
SEPTEMBER 12, 2017
AUTHOR: SCOTT MONTGOMERY (Links to an external site.)
First Things
1. Why Write for the Public?
Social scientists investigate and write about society. It therefore makes sense that they share this important work with those whom they study, including decision-makers. In truth, the public is very interested in what social science disciplines have to say—about politics, foreign policy, history, economics, area studies, studies of society, culture, and language. People are more aware of how relevant and important knowledge is in these fields than ever before.
A key reason is that they know or sense the world has entered a period of major uncertainty. Major challenges to liberal democracy.
Knot theoryDid you tie your shoe laces the same way today .docxcroysierkathey
Knot theory
Did you tie your shoe laces the same way today as yesterday? We are all
familiar with knots from everyday life. But when does a mathematician
consider two knots to be the same? To capture the mathematical, rather
than physical, features of a knot, we glue the ends together to form a circular
loop, and then treat the string as infinitely strong, thin, and stretchy. The
downside of doing so is that it is not immediately clear how to distinguish
two knots, as there are infinitely many configurations for the same knot.
For this project you should find out about how knots are represented, and
about some of the invariants used to tell them apart. Some possible areas of
investigation include:
• tricolourability.
• genus.
• the Jones polynomial.
You should include plenty of your own examples to illustrate your under-
standing.
Prerequisites
No particular background knowledge is needed, but you will need to be able
to interpret a 2D diagram as a 3D object in space and visualise it moving
over time.
Literature
• Colin Adams, The Knot Book
• Peter Cromwell, Knots and Links
Additional tips:
The purpose of the final assignment is for you to analyze an existing policy (at the federal, state, or local level) and discuss its impact on a social problem. You aren’t proposing a policy, but analyzing an existing policy of interest to you.
Be sure to take enough time reading about the policy you selected to thoroughly understand it in an in-depth way and be able to confidently answer the questions in the assignment.
Please take time to carefully read each question in the assignment and be sure to answer it. As you proof-read your paper, take the opportunity to again review the assignment and double check that you have thoroughly but succinctly provided the information for each applicable question.
Please make sure you are using APA style in your final paper, including the title page with name and dates.
The assignment is 8 – 10 pages long because that’s roughly the length of a comprehensive social policy analysis. Please try to refrain from adding more words than necessary to stretch the length.
Proof-reading more than once is a great idea to try to catch sentences that aren’t sentences and words that are inadvertently misused. Read it out loud. I understand that the U of MD’s writing lab is available to help those interested in strengthening their writing skills – don’t hesitate to take advantage of it!
My expectation is that direct quotes be kept to a minimum in that graduate-level writing involves synthesizing ideas and then presenting them in your OWN words. For those quotes you do use, please be sure to use the correct citation and quotation marks. Not doing so may be considered plagiarism and will be responded to accordingly.
Assignment 2: Policy Analysis. DUE: 11/28
For this assignment, you will examine a social policy at the local, state or federal level by the legislative, executive, or judicial bran ...
Writing Assessment InstructionsThis assignment is designed t.docxbillylewis37150
Writing Assessment Instructions
This assignment is designed to develop critical thinking, written and visual communication, and empirical and quantitative, and social responsibility skills. The primary focus will be to assess social responsibility. A component of social responsibility is the ability to demonstrate intercultural competence, which is the ability to identify, compare and contrast one’s own cultural patterns with others; understand diverse cultures and effectively communicate in a variety of cultural contexts.
This assignment will require students to analyze and interpret a primary or secondary document that includes quantitative data (e.g. graphs or other visual illustrations) using sociological terminology in an essay format. The following writing assignment is meant to help you use the concepts you have learned in this class to explore and analyze an important current issue in our society. As you write your paper, focus your attention on how you as an individual can respond to this current issue using the sociological imagination.
After reading the assigned article, you will write an essay, 250 words minimum; using Standard English and submit electronically on eCampus. The minimum requirements for this assignment are to:
1. Draw three main conclusions from the article;
2. Describe two important elements of data presented on the charts/graph and briefly interpret each data element;
3. Describe the ways in which this can be defined as a personal trouble or social issue. Be sure to cite specific evidence from the article to support your position (i.e. be sure to include other cultural perspectives in addition to your own);
4. Explore how the social phenomena discussed in the article may or may not contribute to human suffering and or social disorganization (i.e. be sure to include other cultural perspectives in addition to your own);
5. Based on your exploration on prompts numbers 1-4 make three recommendations including, but not limited to:
5. A need for future research on this social phenomenon,
5. The development of new laws or public policies to address this issue
5. Relevant programs to assist individuals and groups regarding the issue.
You are encouraged to support your argument with direct textual evidence and your sociological insights (applicable terms and concepts learned over your semester of study)
Suggestions for writing your Sociology Assessment Essay
Read the article “Online Socialization”
Click on “SOCI Assessment” tab
Click on “Online Socializing” attachment to open article.
Read the questions for the assignment as you are reading the article.
Jot down some ideas for answers as you read the article.
Divide the paper into paragraphs for each question.
There should be a minimum of 5 paragraphs for this essay.
Each paragraph should have several sentences.
Be sure that each question is answered thoroughly.
Provide specific examples or citation of sources of information quoted, if ne.
Assignment 1 APA formatat least 200 words and cite relevant sour.docxjesuslightbody
Assignment 1: APA formatat least 200 words and cite relevant sources
Discuss the importance of detecting breast cancer early.
Assignment 2: at lest 200 words and cite relevant sources
Discuss why men seem to value the physical attractiveness of a partner over financial stability and women value financial stability over physical attractiveness.
Assignment 3: APA format. Cite relevant sources
Write a one-page summary and response to the videos
https://www.youtube.com/watch?v=xrgIev80hkI
https://www.youtube.com/watch?v=ArUGq7tIgLo
https://www.youtube.com/watch?v=TkeL92ImeIM
https://www.youtube.com/watch?v=6ZzCIjdmfls
https://www.youtube.com/watch?v=FFHjV_dDfcM
Pluralism, Majoritarian and Elite Theories
The question whether Madison's brilliant solution to bringing competing groups into relative harmony succeeded also brings us to our third concept: the plualist, majoritarian and elite models political scientists use to explain the American political system and how it works.
Spoiler alert: Only around half of the US population's eligible voters actually vote. And if voters aren't voting who runs the show? (The 2020 presidential election was an exception with 66 percent of eligible voters voting.)
Pluralists realize most people don't vote, but, in our high school example, they would argue that as long as each group from popular kids to nerds is represented before student government and school administration, good and fair decisions can result. This approach updates Madison's original solution for the modern era.
Followers of
Elite theory argue that since many don't vote, those with power (i.e. money) rule. In our high school example popularity rules, so more cheerleaders and jocks get into power and call the shots.
There is also a second version of elite theory that says education and wisdom rather than money should equal power. This view, which was also held by some of our founders, says people often don't vote because they are ignorant so decisions should be made by those better able to deal with differing ideas and points of view. In our example, teachers and principals are wiser and should rule because they know what's best for the students.
Those subscribing to majoritarianism argue that those left out in society would have more power if barriers to voting (time, money, feeling empowered) were lifted so more voices could be heard than just elites. In our example, nerds would be better off if everyone voted and had a say because the popular kids are outnumbered by other groups if they joined together rather than being divided.
Modern Liberal Political Theory: The Basics
1: The Big Ideas:
a) Everyone deserves an equal place at the starting line in the race of life, regardless of race, class, or gender.
b) John Rawls: Justice is fairness. Freedom comes before equality ONLY IF greater equality in society is realized first. (He doesn't advocate for total equality. See the discussion of the difference.
Develop a 3-5 page outline of concepts you would like to apply t.docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Develop a 3-5 page outline of concepts you would like to apply to .docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Write a 3–5-page essay analyzing from a sociological perspective a c.docxowenhall46084
Write a 3–5-page essay analyzing from a sociological perspective a chosen diversity issue covered in the media.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
SHOW LESS
Competency 1: Describe theoretical ideas of power in relation to policy.
Discuss how minority and dominant groups are portrayed in a media piece in relation to the influence of power.
Discuss sociological concepts or theories appropriate for understanding the portrayal of diversity in the media.
Competency 2: Identify historical and contemporary influences of discrimination in U. S. culture.
Summarize a media piece using the sociological perspective on diversity.
Competency 3: Analyze the effects of social policy using aggregated data.
Analyze data that are appropriate for supporting or refuting the central tenets of media piece.
Competency 6: Apply in text the standard writing conventions for the discipline, including structure, voice, person, tone, and citation formatting.
Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
How are different social groups portrayed in the mass media in contemporary society? How far have we come in terms of reducing or eliminating stereotypical images and portrayals of minority groups? To answer these questions, we need to place them in the context of the economic, technological, and social changes that have shaped postindustrial U.S. society and affected relationships between diverse groups in our society. For example, watching TV sitcoms and dramas today we see not only much greater diversity in cast members but also minority group members playing leading roles, something that was much less common just a few decades ago.
As you analyze how the various media forms portray cultural diversity, another thing to consider is the role of people with power in the media industry—those who make the decisions about what stories and images appear on a TV news program or magazine or newspaper article and how those programs or stories will be framed.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
Some sociologists who study the media argue that the media is a reflection of what is already happening in society, while others contend that the media manipulates its audience by portraying events or issues with a particular slant or goal in mind. What do you think? Does the media reflect what is already going on in society, or.
Visit a professional individual and offer yourself as a consultant.docxtienboileau
Visit a professional individual and offer yourself as a "consultant" to the person. During your meeting you will
present to them how sociology could provide insights, ideas, and relevance to their field of work.
You must receive approval from your instructor to interview the professional you choose,
before doing so
.
Possibilities include educators, business persons, clergy and religious figures, urban planners, economists, and government/political leaders. These are merely suggestions.
The point is to stress to this person how sociological knowledge can help them, and in turn, how the discipline of sociology could be enlightened by the types of work and activity he or she is involved in.
(Readings will provide examples of applying sociology in a number of fields and settings.)
Part 1: Create a 10 slide Power point presentation based on your experiences as a consultant
The rubric tells you what the instructor is looking for and how presentations will be evaluated.
Part 2
: In addition, students will
submit a typed 5-page report describing this experience
, (double-spaced, including a title page and a reference page,12-point font, with one-inch margins), and formatted in American Sociological Association (ASA) style. The report will be submitted to Turnitin.com.
Minimally, the Field Consultant Project Report should include information regarding the following:
The professional to whom you offered your consultation services (Who was it? What is their profession? What did you learn about their profession? Why did you select this person/profession?)
A description of the meeting (What
sociological
ideas did you offer the professional? How were your ideas received? What insights did the professional offer that would enlighten sociology?)
Key to this activity is recognizing the translation from the discipline of sociology to the rest of society. For example, (this is by no means a total list):
What we learn...
It's rough translation...
*Social Research Methods and Statistics *Market research
*Theory *Program Evaluation
*Demography *Total Quality Management or Control
*Social Psychology *Data Analyst
*Formal Organizations *Strategic planning Forecaster
*County or urban planning
*Market analysis
*Human resources specialist
*Human resource development
...
Interpersonal & Small Group Lecture #3 Conflict, Techno.docxmariuse18nolet
Interpersonal & Small Group
Lecture #3
Conflict, Technology & Family
Comm
Ch. 8, 9, 12
Conflict Management Skills
Any relationship of any depth has conflict
(read that line again so that you’ll
remember it!)
Myths about Conflict
• Conflict is a sign of a poor relationship
• Conflict can be avoided
• Conflict always occurs because of
misunderstandings
• Conflict can always be resolved
We have conflict because the relationship is
important to us!
Conflict Management Styles
• Avoidance
• Accommodation
• Competition
• Compromise
• Collaboration
Getting Better At It
• Manage Your Emotions
• Manage Information
• Be Empathetic
• Manage Goals
• Manage the Problem
No, this isn’t therapy!
Conflict- Like the other elements in Interpersonal
Communication can be worked at…
By taking conflict seriously, and being aware of
what we are doing and saying during times of
conflict we can become more effective at
communicating what we really want out of our
relationships
Ch. 9- Interpersonal Relationships
• Defined as – perception shared by 2 people of an
ongoing connection that results in the
development of relational expectations and
varies in interpersonal intimacy.
4 Elements
• Shared Perception
• Ongoing Connection
• Relational Expectations
• Interpersonal Intimacy
Shared Perception
• Both parties perceive the ongoing relationship
“so we’re an item right?”
Ongoing Connection
• Relationship is an ever changing process
…think of all the ways your relationships shift and
change…as the individuals involved shift and
change personally….
Relational Expectations
• Expectations set based on patterns in your
relationship
“My wife always makes the plans…”
Interpersonal Intimacy
• Degree to which relational partners mutually
accept and confirm each others sense of self
How do relationships happen?
1. Relationships of circumstance
• Our lives overlap with others in some way
-family
-co-workers
-neighbors
2. Relationships of Choice
• The relationships we select to initiate, maintain,
and even terminate
Ch 12
• Family
• Technology
• Relationships at work
Family
• The definition of family has developed with our
ever changing culture
Who makes up YOUR family?
Improving Family Communication
• Talk about relationships and feelings
• Listen
• Support and Encourage
• Manage your conflict
…easier said than done right???
Technology
• How do you use technology these days?
-on line dating
-texting
-social networking
…and the list goes on…
Our group discussion will focus on
technology and how it impacts our
interpersonal communication
Relationships at Work
• Upward Communication
• Downward Communication
• Horizontal Communication
• Outward Communication
Upward Communication
• Communication that flows from subo.
Leadership Road Trip for Middle School EnrichmentHeather Gottke
What tools can you provide to Middle School youth for leadership? Using the Leadership Road trip book and concerns that administration had for culture in the middle school lessons were developed to work with 8th graders from Van Wert Middle School. Youth completed the book as a group, explored activities, and answered the driving question, “How to grow leadership skills to positively impact their school and community”. Not just a book project, the group had a number of guest speakers, community service events, and finally an interview with a business leader from the community. Learn how to adapt this book for your own middle school leaders and take a road trip of learning they will never forget!
This is the third class in a course on Org. Communication in Social Context; in it I pull together the need for business strategy and communication strategy to be aligned. And, I criticize stakeholder theory as too limiting.
WS 2013, WS 2033, WS 3023, Social Justice Action Project Proposal
Purpose: This assignment requires you to propose an activism project (a) designed to address a social
justice issue and (b) that relates to a significant issue or topic addressed during the semester. You will
select a social justice issue and develop a proposal that addresses your goals for social transformation
related to the specific issue you’ve selected. Unless your instructor indicates otherwise, you have two
options: (1) you may propose a personal act of activism involving only yourself; (2) or you may
propose a collective act that involves more people than just yourself. (See the next paragraph for
examples of each type.) Regardless of your choice, the action you propose should be narrow and
must be designed to address and/or bring awareness to the issue. You will produce a proposal that
provides your rationale for the project, based on concepts discussed in required course readings.
However, you will not actually implement the project (although you may do so in the future if you’d like).
We recommend that you focus on a social-justice action that is local and manageable, something that you
would actually be able to implement in the near future.
Types of proposals: Collective social-justice proposals can propose a creative product (e.g., an art
exhibition, poetry collection, fashion show, music CD, or film), an activist organization (e.g., a nonprofit
organization or association), or an activist event (e.g., a political march or demonstration). Personal
Action Social-Justice projects can also focus on a creative product, an activist organization, or an activist
event; examples include creating an information/resource sheet that can be shared on social media, giving
a short presentation at an organization you are a member of (or have access to), creating a YouTube video
regarding your social justice issue, or volunteering at a local organization that addresses your social
justice issue.
The proposals must address a specific issue explored during the semester in our course. For example, a
creative project proposal might propose to develop a series of murals for Denton or another local city, or a
proposal for an organization might involve starting a nonprofit birthing center in a local city for low-
income mothers. The opportunities are endless, so be creative!
Assignment: After selecting a social justice issue to serve as the focus for your activism, you should
identify and analyze specific course readings that can be related to your selection. You should also
research existing creative products, activist organizations, or activist events that already address your
issue in some way, so that you can explain how your project is similar to and/or different from others.
You may also, if you wish, do additional research in library databases of journal articles.
In your proposal you will carefully explain your proposed project and g ...
Let’s Get Social!Discussion TitlePrepare There is no shortage.docxsmile790243
Let’s Get Social!
Discussion Title
Prepare: There is no shortage of social media platforms that exist for us to communicate directly and indirectly with each other. For this assignment, we will focus on Facebook, Twitter, and YouTube. This discussion requires that you establish an account for each of the platforms. If you already have one, create a separate one specifically for this assignment so you can share your links with others in the class. If you are a Journalism and Mass Communication major, your profile will be used in other courses as you progress through the program. You will also need to read the following about these forms of social media:
· Facebook 101
· Anatomy of a Tweet
· About YouTube
·
Reflect: Once you have established your social media presences, reflect on the following questions:
· Was the setup straightforward?
· How much personal information did you have to provide?
· How do you perceive the usefulness of each platform on a personal and professional level?
·
Write: Now that you have critically thought about the process of setting up and using these social media platforms, write a 200- to 250-word blog post about your experience with setting them up. In your post, you must include at least one credible source of information that is related to at least one of the questions to support your ideas. Include a byline at the beginning of your blog post. At the end of your blog, include a full reference for all sources cited in the body of your blog. All citations and references must adhere to APA style guidelines as outlined in theAshford Writing Center. View theFormatting Stories and Blogs document for assistance with formatting your blog.
Check It! Your blog must be submitted throughGrammarly prior to submission.
Respond to Peers: After you have written your blog, read the blogs of your peers and post a comment to at least three other bloggers about their experiences in setting up and using their social media presences. Your comments should address them by name, be between 50 and 75 words in length, and must include your name at the end of each response.
W4 Assignment 2
Use the Week 4 research template to complete the following assignment tasks.
· Choose the assigned research articles from W2 Assignment 2. Describe the sample with demographics, data collection process, and identification of variables; sampling design; instruments, tools, or surveys.
· Summarized the discussion about the validity and reliability of the instruments, tools, or surveys.
· Discussed legal/ethical concerns.
· NOTE: If a component is absent, student receives a zero for that component.
Cite all sources in APA format
Articles
Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor card. Journal of Nursing Scholarship, 47(1), 25-33. doi: 10.1111/jnu.12107
Dinkel, S., & Schmidt, K. (2015). Health education needs of incarcerated women.Journal of Nursing Scholarship, 46(4), 229-234. d ...
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Lori Goler is the head
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Let’s Not Kill
Performance
Evaluations Yet
Facebook’s experience shows
why they can still be valuable.
BY LORI GOLER, JANELLE GALE, AND ADAM GRANT
November 2016 Harvard Business Review 91
LET’S NOT KILL PERFORMANCE EVALUATIONS YET
tThe reality is, even when companies get rid of performance evaluations, ratings still exist. Employees just can’t see them. Ratings are done sub-jectively, behind the scenes, and without input from the people being evaluated.
Performance is the value of employees’ contribu-
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evaluations, the ratings will be hidden in a black box.
At Facebook we analyzed our performance man-
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cus groups and a follow-up survey with more than
300 people. The feedback was clear: 87% of people
wanted to keep performance ratings.
Yes, performance evaluations have costs—but
they have benefits, too. We decided to hang on
to them for three reasons: fairness, transparency,
and development.
Making Things Fair
We all want performance evaluations to be fair. That
isn’t always the outcome, but as more than 9,000
managers and employees reported in a global sur-
vey by CEB, not having evaluations is worse. Every
organization has people who are unhappy with their
bonuses or disappointed that they weren’t pro-
moted. But research has long shown that when the
process is fair, employees are more willing to accept
undesirable outcomes. A fair process exists when
evaluators are credible and motivated to get it right,
and employees have a voice. Without evaluations,
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Lisa appears to have a good understanding of the topic. Her sources are well researched and discuss a variety of key points from seemingly unbiased sources. Her sources are current, peer reviewed and based on statistical data.
Lisa’s summaries are well written, clear and concise. One thing I noticed is that the majority of her writing plan is summarized and cited at the end of each paragraph. I might suggest that she integrate more synthesis of the different sources, by combining evidence from more than one source per paragraph and using more in text citations or direct quotes to reinforce her key points.
I think that basic credentialing information could be provided for Lisa’s sources, this is something that looking back, I need to add as well. I think this could easily be done with just a simple “(Authors name, and their title, i.e. author, statistician, physician etc.…)”, when the source is introduced into the paper might provide a reinforced credibility of the source.
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MBAd
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bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Love Beyond Wallshttpswww.lovebeyondwalls.orgProvid.docxjeremylockett77
Love Beyond Walls
https://www.
lovebeyondwalls
.org
Provide a brief background of your chosen nonprofit entity using evidence from their publications or any other published materials. Then evaluate the factors, which may include economic, political, historic, cultural, institutional conditions, and changes that contributed to the creation and growth (decline) of the nonprofit organization. Justify your response.
.
Longevity PresentationThe purpose of this assignment is to exami.docxjeremylockett77
Longevity Presentation
The purpose of this assignment is to examine societal norms regarding aging and to integrate the concepts of aging well and living well into an active aging framework that promotes longevity.
Using concepts from the Hooyman and Kiyak (2011) text and the Buettner (2012) book, consider the various perspectives on aging.
Identify the underlying values or assumptions that serve as the basis for longevity, including cultural, religious, and philosophical ideas.
Present an overview of three holistic aging theories.
Integrate the values, assumptions, and theories to indicate what is necessary for an active aging framework where individuals both live well and age well.
Presentations should be 10-15 minutes in length, use visual aids, and incorporate references from the course texts and 5 additional scholarly journal articles.
.
Look again at the CDCs Web page about ADHD.In 150-200 w.docxjeremylockett77
Look again at the
CDC's Web page about ADHD
.
In 150-200 words, please analyze the document’s purpose and audience. Who, for example, is the CDC's audience? What are the CDC's beliefs about ADHD, and how does the CDC's Web page relate itself to those beliefs? Why would the federal government post a Web page about ADHD? What role does the general public expect the government to play regarding disorders such as ADHD?
.
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy.docxjeremylockett77
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy' ÿ,oÿ ()V)g
The Strategy That Wouldn't Travel
by Michael C. Beer
It was 6:45 P.M. Karen Jimenez was reviewing the
notes on her team-based productMty project tbr
what seemed like the hundredth time. I31 two days,
she was scheduled to present a report to the senior
management group on the project's progress. She
wasn't at all sure what she was going to say.
The project was designed to improve productiv-
it3, and morale at each plant owned and operated by
Acme Minerals Extraction Company. Phase one--
implemented in early 1995 at the site in Wichita,
I(amsas--looked like a stunning, success by the mid-
dle of 1996. Productivity and mo[ÿale soared, and
operating and maintenance costs decreased signifi-
cantly. But four months ago, Jimenez tried to
duplicate the results at the project's second
target--the plant in Lubbock, Texas--and some-
thing went wrong. The techniques that had worked
so well in Wichita met with only moderate success
in Lubbock. ProductMty improved marginally and
costs went down a bit, but morale actually seemed
to deteriorate slightl): Jimenez was stumped,
approach to teamwork and change. As it turned
out, he had proved a good choice. Daniels was a
hands-on, high-energy, charismatic businessman
who seemed to enjoy media attention. Within his
first year as CEO, he had pretty much righted the
floundering company by selling oft:some unrelated
lines of business. He had also created the share-
services deparnnent--an internal consulting organ-
ization providing change management, reengineer-
ing, total quailB, management, and other
services--and had rapped Jimenez to head the
group. Her first priority Daniels told her, would be
to improve productiviB, and morale at the com-
pany's five extraction sites. None of them were
meeting their projections. And although Wichita
was the only site at which the labor-management
conflict was painfiflly apparent, Daniels and Jimenez
both thought that morale needed an all-around
boost. Hence the team-based productivity project.
She tried to "helicopter up" and think about
the problem in the broad context of the com-
pany's history. A few ),ears ago, Acme had been in
bad financial shape, but what had really brought
things to a head--and had led to her current
dilemma--was a labor relations problem. Acme
had a wide variety of labor requirements For its
operations. The company used highly sophisti-
cated technologB employing geologists, geophysi-
cists, and engineers on what was referred to as the
"brains" side of the business, as well as skilled and
semi-skilled labor on the "brawn" side to run the
extraction operations. And in the summer of
1994, brains and brawn clashed in an embarrass-
ingly public way. A number of engineers at the
Wichita plant locked several union workers out of
the offices in 100-degree heat. Although most
Acme employees now felt that the incident had
been blown out of propo,'tion by the press, .
Lombosoro theory.In week 4, you learned about the importance.docxjeremylockett77
Lombosoro theory.
In week 4, you learned about the importance of theory, the various theoretical perspectives and the ways in which theory help guide research in regards to crime and criminal behavior.
To put this assignment into context, I want you to think about how Lombroso thought one could identify a criminal. He said that criminals had similar facial features. If that was the case you would be able to look at someone and know if they were a criminal! Social theories infer that perhaps it is the social structures around us that encourage criminality. Look around your city- what structures do you think may match up to something you have learned about this week in terms of theory? These are just two small examples to put this assignment into context for you. The idea is to learn about the theories, then critically think about how can one "show" the theory without providing written explanation for their chosen image.
Directions: With the readings week 4 in mind, please do the following:
1. Choose a theoretical perspective (I.e., biological, psychological sociological)
2. Look through media images (this can be cartoons, magazines, newspapers, internet stories, etc...) and select 10 images that you think depict your chosen theory without written explanation.
3. Provide a one paragraph statement of your theory, what kinds of behavior it explains and how it is depicted through images. Be sure to use resources to support your answer.
4. You will copy and paste your images into a word document, along with your paragraph. You do not need to cite where you got your images, but you do need to cite any information you have in number 3.
Format Directions:
Typed, 12 point font, double spaced
APA format style (Cover page, in text citations and references)
.
Looking over the initial material on the definitions of philosophy i.docxjeremylockett77
Looking over the initial material on the definitions of philosophy in
the course content section, which definition (Aristotle, Novalis,
Wittgenstein) would you say gives you the best feel for philosophy? What
is it about the definition that interests you? do you find there to be any problems with the definition? what other questions do you have regarding the meaning of philosophy?
ARISTOTLE :
Definition 1: Philosophy begins with wonder. (Aristotle)
Our study of philosophy will begin with the ancient Greeks. This is not because the Greeks were necessarily the first to philosophize. They were the first to address philosophical questions in a systematic manner. Also, the bodies of works which survive from the Greeks is quite substantial so in studying philosophy we have a lot to go on if we start with the Greeks.
Philosophy is, in fact, a Greek word. Philo is one of the Greek words for love: in this case the friendship type of love. (What other words can you think of that have "philo" as a part?) Sophia, has a few different uses in Greek. Capitalized it is the name of a woman or a Goddess: wisdom. Philosophy, then, etymologically, (that is from its roots) means love of wisdom.
But what exactly is wisdom? Is it merely knowledge? Intelligence? If I know how to perform a given skill does this necessarily imply that I also have wisdom or am wise?
The word "wise" is not in fact a Greek word. Remember for the Greeks that's "Sophia". Wise is Indo-European and is related to words like "vision", "video", "Veda" (the Indian Holy scriptures). The root has something to do with seeing. Wisdom then has to do with applying our knowledge in a meaningful and practically beneficial way. Perhaps this is the reason why philosophy is associated with the aged. Aristotle believes that philosophy in fact is more suitably studied by the old rather than the young who are inclined to be controlled by the emotions. Do you think this is correct? Nevertheless, whether Aristotle is correct or not, typically the elderly are more likely to be wise as they have more experience of life: they have seen more and hopefully know how to respond correctly to various situations.
Philosophy is not merely confined to the old. Aristotle also says that philosophy begins with wonder and that all people desire to know. Children often are paradigm cases of wondering. Think about how children (perhaps a young sibling or a son or daughter, niece or nephew of your acquaintance) inquistively ask their parents "why" certain things are the case? If the child receives a satisfying answer, one that fits, she is satisfied. If not there is dissatisfaction and frustration. Children assume that their elders know more than they do and thus rely on them for the answers. Though there is a familiar cliche that ignorance is bliss, (perhaps what is meant by this is that ignorance of evil is bliss), Aristotle sees ignorance as painful, a wonder that I would rather fill with knowledge. After all wha.
Lucky Iron Fish
By: Ashley Snook
Professor Phillips
MGMT 350
Spring 2018
Table of Contents
Executive Summary
Introduction
Human Relations Theory
Communications Issues
Intercultural Relations
Ethics Issues
Conclusion
Works Cited
Executive Summary
The B-certified organization that I chose is Lucky Iron Fish Enterprise which is located in Guelph, Ontario Canada. The company distributes iron fish that are designed to solve iron deficiency and anemia for the two billion people who are affected worldwide.
The human relations model is comprised of McGregor’s Theory X and Theory Y, Maslow’s Hierarchy of Needs, and theories from Peters and Waterman. These factors focus on the organizational structure of the company as it relates to the executives, the staff, and the customers. The executives provide meaningful jobs for the staff which gives them high levels of job satisfaction. Together, they are able to provide a product that satisfies the thousands of customers they have already reached.
Communication in this company flows smoothly. They implement open communication, encourage participation, and have high levels of trust among employees. Each of their departments are interconnected through teamwork.
Their intercultural relations, although successful, require a significant amount of time. They need to emphasize to the high context cultures that they are willing to understand their culture and possibly adopt some aspects of it. Additionally, they face barriers such as language dissimilarity and lack of physical store locations.
Ethics remains a top priority for this organization. They have high ethical standards that are integrated into their operations. They make decisions that do the most good for the most people, they do not take into consideration financial or political influence, and they strive to protect the environment through their sustainability measures.
Every employee is dedicated to improving the lives of those who suffer from iron deficiency
and anemia. As their organization grows, they continue to impact thousands of lives around the world. They are on a mission to put “a fish in every pot” (Lucky Iron Fish).
Introduction
Lucky Iron Fish, located in Guelph Canada, is a company that is dedicated to ending worldwide iron deficiency and anemia. They do this by providing families with iron fish that release iron when heated in food or water. They sell this product in developed countries in order to support their business model of buy one give one. Each time an iron fish is purchased, one is donated to a family in a developing country. They designed their product to resemble the kantrop fish of Cambodia; in their culture this fish is a symbol of luck. Another focus of theirs is to remain sustainable, scalable, and impactful (Lucky Iron Fish). Each of their products is made from recycled material and their packaging is biodegradable. Their organization has a horizontal stru.
Lucky Iron FishBy Ashley SnookMGMT 350Spring 2018ht.docxjeremylockett77
Lucky Iron Fish
By: Ashley Snook
MGMT 350
Spring 2018
https://www.youtube.com/watch?v=G6Rx3wDqTuI
Table of Contents
Case Overview
Introduction
Human Relations
Communications
Intercultural Relations
Ethics
Conclusion
Works Cited
https://www.youtube.com/watch?v=iY0D-PIcgB4
Video ends at 1:45
2
Case Overview
Company located in Guleph, Ontario Canada
Mission is to end iron deficiency and anemia
A fish in every pot
Gavin Armstrong, Founder/CEO
Introduction
Idea originated in Cambodia
Distribute fish through buy one give one model
Sustainable, scalable, impactful
Human Relations
McGregor’s Theory X and Y
-X: employees focused solely on financial gain
-Y: strive to improve worldwide health
Maslow’s Hierarchy of Needs
-Affiliation: desire to be part of a unit, motivated by connections
-Self-esteem: recognition for positive impact
Peters and Waterman
-Close relations to the customer
-Simple form & lean staff
Communications
Time and Distance
-Make product easily and quickly accessible
Communication Culture
-Encourages active participation
Teamwork
-Each role complements the overall mission
Gavin Armstrong Kate Mercer Mark Halpren Melissa Saunders Ashley Leone
Founder & CEO VP Marketing Chief Financial Officer Logistics Specialist Dietician
Intercultural Relations
High/Low Context
-Targets high context cultures
Barriers
-Language dissimilarity
Overcoming Barriers
-Hire a translator
Ethics
Utilitarianism
-Targets countries where majority of people will benefit
Veil of Ignorance
-Not concerned with financial influence
Categorical Imperative
-Accept projects only if environmentally friendly
Conclusion
Buy one give one model
Expansion
Sustainability
Works Cited
Guffey, Mary. “Essentials of Business Communication.” Ohio: Erin Joyner. 2008. Print.
“Lucky Iron Fish.” Lucky Iron Fish. Accessed 30 May 2018. https://luckyironfish.com/
“Lucky Iron Fish Enterprise.” B Corporation.net. Accessed 30 May 2018. https://www.bcorporation.net/community/lucky-iron-fish-enterprise
Lucky Iron Fish. “Lucky Iron Fish: A Simple
Solution
for a global problem.” Youtube. 28 October 2014. Accessed 4 June 2018. https://www.youtube.com/watch?v=iY0D-PIcgB4
“Lucky little fish to fight iron deficiency among women in Cambodia.” Grand Challenges Canada. Accessed 6 June 2018. http://www.grandchallenges.ca/grantee-stars/0355-05-30/
Podder, Api. “Lucky Iron Fish Wins 2016 Big Innovation Award.” SocialNews.com. 5 February 2016. Accessed 4 June 2018. http://mysocialgoodnews.com/lucky-iron-fish-wins-2016-big-innovation-award/
Zaremba, Alan. “Organizational Communication.” New York: Oxford University Press Inc. 2010. Print.
Lucky Iron Fish
By: Ashley Snook
Professor Phillips
MGMT 350.
look for a article that talks about some type of police activity a.docxjeremylockett77
look for a article that talks about some type of police activity and create PowerPoint and base on the history describe
-What is the role of a police officer in society? (general statement )
-how are they viewed by society?
what is the role of the police in this case?
how it is seems by society?
Article
An unbelievable History of Rape
An 18-year-old said she was attacked at knifepoint. Then she said she made it up. That’s where our story begins.
by T. Christian Miller, ProPublica and Ken Armstrong, The Marshall Project December 16, 2015
https://www.propublica.org/article/false-rape-accusations-an-unbelievable-story
.
Look at the Code of Ethics for at least two professional agencies, .docxjeremylockett77
Look at the Code of Ethics for at least two professional agencies, federal agencies, or laws that would apply to Health IT professionals. In two pages (not including the reference list), compare and contrast these standards. How much overlap did you find? Is one reference more specific than the other? Does one likely fit a broader audience, etc... Would you add anything to either of these documents?
.
Locate an example for 5 of the 12 following types of communica.docxjeremylockett77
Locate
an example for 5 of the 12 following types of communication genres:
Business card
Resume/CV
Rules and regulations
Policy handbook
Policy manual
Policy guide
Policy or departmental memorandum
Public policy report
Government grant
Government proposal
Departmental brochure or recruitment materials
Governmental agency social media (Twitter, Facebook, etc...)
Write
a 1,050- to 1,400-word paper in which you refer to your examples for each of the above listed communication genres. Be sure to address the following in your paper:
How does the purpose of the communication relate to the particular communication genre? In what ways does the genre help readers grasp information quickly and effectively? In what way is the genre similar or different than the other genres you chose?
What role has technology played in the development of the genre? How is it similar or different than the other genres you chose?
How does the use of these conventions promote understanding for the intended audience of the communication? How is it similar or different than the other genres you chose?
Is the communication intended for external or internal distribution? Describe ethical and privacy considerations used for determining an appropriate method of distribution. How is it similar or different than the other genres you chose?
Cite
at least three academic sources in your paper.
Format
your paper consistent with APA guidelines.
.
Locate and read the other teams’ group project reports (located .docxjeremylockett77
Locate and read the other teams’ group project reports (located in Doc Sharing).
Provide some comments for two reports in terms of what you think they did right, what you learned from these reports, as well as what else they could have done.
In addition, read the comments that other students made about your team’s report and respond to at least one of them.
Review ATTACHMENTS!!!!
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS The final .docx
1. LEADING SOCIAL CHANGE PERSONAL PAPER - 15
POINTS
The final paper will focus on YOU as a leader – your values and
beliefs, your own present or future
power and authority, your vision of social change, and your role
as a possible agent of change.
There are several ways in which this can be written and
presented, such as:
1. Your Wildest Dream: Write the paper as a description of
your “wildest dream.” If you
could have your dream job or dream position in a group of
people or an organization,
that could affect social change, what would it be and how would
you see your role?
2. Personal Reflection Now If you want to be more pragmatic,
you can write this paper
as an analysis of your present circumstances. You can describe
a current work or social
situation that exists now and what tools and concepts you can
use to achieve a
particular goal.
3. Evaluate PSU: You can apply all of the concepts we have
used in class on a particular
department or program at PSU. This only is helpful if you are
involved in the
department. Your view of mission statements, organizational
structures, drivers and
leadership characteristics need to be described in detail.
2. 4. Community of Change: If you do not want to write just about
yourself, you may write
the paper from the point of view of a community. For example
you can write about you
as a group of students or as a religious or social community.
How can you as students
lead in the field of education or politics? This is a little
trickier, but it can be very powerful
and perhaps more useful for you at this stage in your lives.
5. Team Presentation Topic: If you like, you can take the topics
and concepts from your
team presentation and adapt them to your future role in social
change. If you do so,
please let me know by Week 8!
The paper should include the following requirements/concepts.
o At least SIX pages in length:
! Double-spaced, 12-point font, proper margins.
! This does NOT include any pages used for diagrams, or org
charts, etc.
o Your latest definition of leadership:
• It is fine to use someone else’s definition as long as you say
whose it is and explain
why you like it in your own words.
o A description for the social change with which you would like
to be involved:
! This can be very specific, but keep in mind that the change
should be broadly social
in nature. not just a personal issue.
3. o A description of the field in which you would like to be
involved and the change you
would like to see happen:
! Try to be as specific as possible. For example, don’t just say
“Business,” but
perhaps investment banking or the restaurant business.
Obviously, you may not
have a complete picture of this, but try to choose the most
likely.
! This is not limited to your professional life. You could
choose your social or even
personal life, i.e. family, hobbies, religious organizations, etc.
o A description of your relationship with others in the
organization as a leader, follower
or member of the audience:
! For example what would your title be? If you choose a work
setting this might be
partially explained in an organization chart, but perhaps not.
o A description of your personal Internal Drivers in that field:
! Why is it important to you as a person (or community)?
! Why would others want to follow you or work with you to
follow someone else?
o A description of the External Drivers (social, political,
economic, etc. ) in that field.
What drivers are there in Society that will either help or hinder
you in that social change?
o A description of your leadership attributes (and style if we get
4. that far in class) and why
they would work well in that field:
! What are your skills, personality type, authority or sources of
power that you could
use?
! Why is your most likely leadership style and whose definition
are you using?
o A description of an Organizational Chart for an organization
that you might create or
join in order to affect that change.
o The paper is relatively free of misspelling and grammatical
errors.
o You have at least two citations that do not include the
textbook, but can be from pretty
much any other source.
Your grade will be based upon:
(1) Completeness in describing the concepts above and
connections to discussion/readings
(2) Evidence of critical thinking – strengths and weaknesses
identified, critical questions raised,
connection to your own ideas – especially where you disagree
with the text or discussions in
class.
The paper is due at midnight on the Wednesday of Finals Week.
Please, upload this paper to D2L.
5. 9780190297084_i-xxii_fm.indd i 10/05/16 07:38 PM
Understanding Human Communication
9780190297084_i-xxii_fm.indd ii 10/05/16 07:38 PM
9780190297084_i-xxii_fm.indd iii 10/05/16 07:38 PM
OXFORD NEW YORK
OXFORD UNIVERSITY PRESS
H
CU
Understanding Human
Communication
THIRTEENTH EDITION
Ronald B. Adler
SANTA BARBARA CITY COLLEGE
George Rodman
BROOKLYN COLLEGE
CITY UNIVERSITY OF NEW YORK
Athena du Pré
UNIVERSITY OF WEST FLORIDA
7. should be sent to the Rights Department, Oxford University
Press, at
the address above.
You must not circulate this work in any other form
and you must impose this same condition on any acquirer.
Library of Congress Cataloging-in-Publication Data
Names: Adler, Ronald B. (Ronald Brian), 1946– author. |
Rodman, George R.,
1948– author. | DuPré, Athena, author.
Title: Understanding human communication / Ronald B. Adler,
Santa Barbara
City College; George Rodman, Brooklyn College, City
University of
New York ; Athena duPré, University of West Florida.
Description: Thirteenth edition. | New York: Oxford University
Press, [2016]
Identifiers: LCCN 2016033665 | ISBN 9780190297084
Subjects: LCSH: Communication. | Interpersonal
communication.
Classification: LCC P90 .A32 2016 | DDC 302.2—dc23 LC
record available at
https://lccn.loc.gov/2016033665
9 8 7 6 5 4 3 2 1
Printed by LSC Communications, United States of America
9780190297084_i-xxii_fm.indd v 10/05/16 07:38 PM
v
8. Brief Contents
Preface xiii
About the Authors xxii
PART ONE: FUNDAMENTALS OF HUMAN
COMMUNICATION
Communication: What and Why 3
The Self, Perception, and Communication 35
Communication and Culture 67
PART TWO: COMMUNICATION ELEMENTS
Language 95
Listening 123
Nonverbal Communication 153
PART THREE: INTERPERSONAL COMMUNICATION
Understanding Interpersonal Communication 181
Managing Conflict in Interpersonal Relationships 213
PART FOUR: COMMUNICATION IN GROUPS
Communicating in Groups and Teams 243
Solving Problems in Groups and Teams 271
PART FIVE: PUBLIC COMMUNICATION
Preparing and Presenting Your Speech 297
10. 13
14
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Communication Defined 5
Characteristics of Communication 5
Modeling Communication 7
Types of Communication 10
Intrapersonal Communication 10
Dyadic/Interpersonal Communication 11
Small Group Communication 11
Organizational Communication 11
Public Communication 13
Mass Communication 13
Communication in a Changing World 13
Changing Technology 14
Changing Discipline 15
Understanding Social Media 16
Mediated Versus Face-to-Face Communication 17
How People Use Social Media 18
Functions of Communication 18
Physical Needs 18
Identity Needs 19
Social Needs 19
Practical Needs 19
Communication Competence: What Makes an
Effective Communicator? 20
11. Communication Competence Defined 20
Characteristics of Competent Communicators 21
Communicating Competently with
Social Media 24
Clarifying Misconceptions About
Communication 29
Communication Does Not Always Require Complete
Understanding 29
Communication Will Not Solve All Problems 30
Communication Isn’t Always a Good Thing 30
Meanings Rest in People, Not Words 30
Communication Is Not Simple 31
More Communication Isn’t Always Better 31
> FEATURES
Self-Assessment Your Communication Choices 8
@Work Communication Skills and Career Success 12
Self-Assessment Your Communication
Strengths and Goals 22
Understanding Communication Technology Dear Social
Media, I Need a Little Space 25
Checklist Use Social Media Courteously and Wisely 30
Ethical Challenge To Communicate or Not to
Communicate? 31
Contents
Preface xiii
12. About the Authors xxii
PART ONE FUNDAMENTALS OF HUMAN
COMMUNICATION
Communication: What and Why 31CHAPTER
The Self, Perception, and Communication 352CHAPTER
Communication and the Self 36
Self-Concept Defined 36
Biology, Personality, and the Self 38
External Influence on the Self-Concept 38
Culture and the Self-Concept 40
The Self-Concept and Communication
with Others 40
The Self-Fulfilling Prophecy
and Communication 41
Perceiving Others 42
Steps in the Perception Process 43
Influences on Perception 44
Narratives, Perception, and Communication 48
Common Perceptual Tendencies 49
Perception in Mediated Communication 52
Empathy, Perception, and Communication 52
Communication and Identity Management 55
vi
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Contents
Public and Private Selves 55
Characteristics of Identity Management 56
Identity Management in the Workplace 59
Why Manage Identities? 59
Identity Management in Mediated Communication 61
Identity Management and Honesty 61
> FEATURES
Self-Assessment Communication and Your Self-Esteem 39
Ethical Challenge Is Honesty Always the Best Policy? 40
Checklist Check Your Perceptions Before Responding 54
Understanding Diversity Managing Identity and Coming
Out 58
@Work Humblebragging in Job Interviews 60
Understanding Communication Technology Identity
Management in Social Media 62
Ethical Challenge Honesty and Multiple Identities 63
Communication and Culture 673CHAPTER
PART TWO COMMUNICATION ELEMENTS
Language 954CHAPTER
Understanding Cultures and Cocultures 69
Intercultural and Intergroup Communication: A Matter
14. of Salience 70
Cultural Differences Are Generalizations 71
Cultural Values and Norms Shape
Communication 71
Individualism and Collectivism 72
High and Low Cultural Context 74
Uncertainty Avoidance 75
Power Distance 76
Beliefs About Talk and Silence 76
Competitive and Cooperative Cultures 77
Cocultures and Communication 78
Race and Ethnicity 78
Regional Differences 79
Sexual Orientation and Gender Identity 80
Religion 82
Physical Ability/Disability 83
Age/Generation 84
Socioeconomic Status 85
Developing Intercultural Communication
Competence 87
Increased Contact 87
Tolerance for Ambiguity 88
Open-Mindedness 89
Knowledge and Skill 89
Patience and Perseverance 91
> FEATURES
@Work Power Distance and Culture in the
Workplace 77
Understanding Diversity Gender Pronouns 81
15. Understanding Diversity Communicating with People Who
Have Disabilities 83
@Work Organizations Are Cultures, Too 86
Self-Assessment What Is Your Intercultural Sensitivity? 90
Ethical Challenge Civility When Values Clash 91
The Nature of Language 96
Language Is Symbolic 97
Meanings Are in People, Not Words 97
Language Is Rule Governed 98
The Power of Language 100
Language Shapes Values, Attitudes, and Beliefs 100
Language Reflects Values, Attitudes, and Beliefs 104
Troublesome Language 107
The Language of Misunderstandings 107
Disruptive Language 112
Evasive Language 114
Gender and Language 116
> FEATURES
@Work What’s in a Name? 101
Ethical Challenge 102
Understanding Diversity Language
and Worldview 103
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Listening 1235CHAPTER
Nonverbal Communication 1536CHAPTER
The Value of Listening 125
Misconceptions About Listening 126
Myth 1: Listening and Hearing Are the Same Thing 126
Myth 2: Listening Is a Natural Process 127
Myth 3: All Listeners Receive the Same Message 128
Overcoming Challenges to Effective
Listening 129
Reasons for Poor Listening 129
Faulty Listening Habits 132
Types of Listening 134
Task-Oriented Listening 134
Relational Listening 137
Analytical Listening 139
Critical Listening 140
Listening and Social Support 142
Online Social Support 142
Gender and Social Support 142
Types of Supportive Responses 144
When and How to Help 149
> FEATURES
Checklist Tips for More Mindful Listening 128
17. @Work Multitasking Can Make You Stupid 130
Checklist Techniques for Listening Nondefensively 132
Self-Assessment What Is Your Listening Style? 134
Checklist Three Ways to Paraphrase 137
Checklist Taking Detailed Notes 138
Ethical Challenge How Carefully Should You Listen? 139
Checklist Evaluating a Speaker’s Message 140
Understanding Communication Technology Who Is
Listening to You Online? 143
Checklist Factors to Consider Before Offering Advice 144
Checklist When and How to Offer an Analysis 146
Checklist Conditions That Make Paraphrasing a Good
Option 149
Characteristics of Nonverbal Communication 155
Nonverbal Behavior Has Communicative Value 155
Nonverbal Communication Is Primarily
Relational 156
Nonverbal Communication Is Ambiguous 157
Nonverbal Communication Differs from Verbal
Communication 158
Nonverbal Skills Are Important 158
18. Influences on Nonverbal Communication 159
Culture 159
Gender 161
Functions of Nonverbal Communication 162
Repeating 162
Substituting 162
Complementing 162
Accenting 162
Regulating 163
Contradicting 164
Deceiving 164
Types of Nonverbal Communication 166
Body Movements 166
Voice 168
Appearance 170
Touch 172
Space 173
Environment 174
Time 175
Building Competence in Nonverbal
Communication 176
Tune Out Words 176
Use Perception Checking 176
Pay Attention to Your Own Nonverbal Behavior 177
Understanding Communication Technology Twitter Lingo
Incites Controversy 109
Ethical Challenge Euphemisms and Equivocations 114
Self-Assessment Your Use of Language 115
19. Checklist Choose Your Words Carefully 116
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> FEATURES
Understanding Communication Technology Nonverbal
Expressiveness Online 163
Self-Assessment How Worldly Are Your Nonverbal
Communication Skills? 167
@Work Vocal Cues and Career Success 169
PART THREE INTERPERSONAL COMMUNICATION
Understanding Interpersonal Communication 1817CHAPTER
Ethical Challenge Clothing and Impression
Management 172
@Work Touch and Career Success 172
Self-Assessment ANSWERS to “How Worldly Are Your
Nonverbal Communication Skills?” 179
Characteristics of Interpersonal
Communication 183
What Makes Communication Interpersonal? 183
Mediated Interpersonal Communication 184
How We Choose Relational Partners 185
Evaluating Relationship Potential 185
20. Relationship Reality Check 187
Types of Interpersonal Relationships 188
Friendship 188
Family Relationships 191
Romantic Partners 192
Communication Patterns in Relationships 198
Content and Relational Messages 198
Metacommunication 200
Self-Disclosure in Interpersonal Relationships 200
Dialectical Perspective of Interpersonal Relationships 203
Lies and Evasions 206
> FEATURES
Ethical Challenge Is It Cheating? 185
Understanding Diversity Can Men and Women Be Just
Friends? 189
Checklist Being a Better Friend 190
Checklist Being a Better Family Member 192
Self-Assessment What Is Your Love Language? 194
Checklist Meeting an Online Date for the First Time 196
Understanding Communication Technology To End This
Romance, Just Press “Send” 198
Checklist When and How Much to Self-Disclose 202
Ethical Challenge The Ethics of Lying and Evading 206
Self-Assessment ANSWERS to “What Is Your Love
21. Language?”
Managing Conflict in Interpersonal Relationships
2138CHAPTER
Understanding Interpersonal Conflict 215
Communication Climates in
Interpersonal Relationships 216
Confirming and Disconfirming Messages 218
How Communication Climates Develop 221
Approaches to Conflict 222
Styles of Expressing Conflict 223
Characteristics of an Assertive Message 226
Gender and Conflict Style 230
Cultural Influences on Conflict 231
Conflict in Online Communication 233
Managing Interpersonal Conflicts 234
Methods for Conflict Resolution 234
Steps in Win–Win Problem Solving 236
> FEATURES
Self-Assessment How Sunny Is Your Communication
Climate? 217
Understanding Communication Technology Can You Hear
Me Now? 220
Checklist Creating Positive Communication Climates 222
@Work Dealing with Sexual Harassment 226
Ethical Challenge It’s Nothing! 227
22. Self-Assessment How Assertive Are You? 228
Understanding Diversity They Seem to Be Arguing 232
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The Nature of Groups and Teams 245
What Is a Group? 245
What Makes a Group a Team? 247
Virtual Groups 248
Goals of Groups and Their Members 249
Group Goals 249
Individual Goals 249
Characteristics of Groups and Teams 250
Rules and Norms 250
Patterns of Interaction 250
Roles 252
Leadership and Communication 256
Understanding Leadership 256
Becoming a Leader 261
Followership and Communication 263
Types of Followers 263
The Power of Followers 264
> FEATURES
Checklist Building an Effective Team Online 248
23. Checklist Getting Slackers to Do Their Share 249
Ethical Challenge Rules for Hidden Agendas 250
@Work “I’ll Do It Myself”—Or Should I? 259
Checklist Working with a Difficult Boss 260
Self-Assessment Your Leadership Approach 262
Self-Assessment How Good a Follower Are You? 264
PART FOUR COMMUNICATION IN GROUPS
Communicating in Groups and Teams 2439CHAPTER
Solving Problems in Groups and Teams 27110CHAPTER
Problem Solving in Groups:
When and Why 273
Advantages of Group Problem Solving 273
When to Use Groups for Problem
Solving 274
Setting the Stage for Problem Solving 276
Maintain Positive Relationships 276
Recognize Stages of Team Development 280
Group Problem-Solving Strategies and
Formats 280
Group Discussion Formats 281
Solving Problems in Virtual Groups 282
Approaches and Stages in Problem
Solving 284
24. A Structured Problem-Solving
Approach 284
Decision-Making Methods 289
Overcoming Dangers in Group
Discussion 291
Information Underload and Overload 291
Unequal Participation 291
Pressure to Conform 293
> FEATURES
Understanding Diversity Maximizing the Effectiveness of
Multicultural Teams 275
Checklist Is This a Good Opportunity for
Teamwork? 276
Self-Assessment How Effective Is Your
Team? 277
Checklist Dealing with Difficult
Team Members 279
@Work The Power of Constructive Dialogue 282
Understanding Communication Technology Developing
Trust Long Distance 283
Checklist Coping with Information Overload 291
Ethical Challenge Overly Talkative and Quiet Group
Members 292
Checklist Avoiding Groupthink 293
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PART FIVE PUBLIC COMMUNICATION
Preparing and Presenting Your Speech 29711CHAPTER
Getting Started 299
Choosing Your Topic 299
Defining Your Purpose 299
Writing a Purpose Statement 299
Stating Your Thesis 300
Analyzing the Speaking Situation 301
The Listeners 301
The Occasion 304
Gathering Information 304
Online Research 305
Library Research 306
Interviewing 306
Survey Research 306
Managing Communication
Apprehension 307
Facilitative and Debilitative Communication
Apprehension 307
Sources of Debilitative Communication
Apprehension 308
26. Overcoming Debilitative Communication
Apprehension 309
Presenting Your Speech 311
Choosing an Effective Type of Delivery 311
Practicing Your Speech 311
Guidelines for Delivery 311
Visual Aspects of Delivery 312
Auditory Aspects of Delivery 313
Sample Speech 315
> FEATURES
Ethical Challenge Adapting to Speaking Situations 302
@Work Sample Analysis of a Speaking Situation 305
Checklist Evaluating Websites 306
Self-Assessment Speech Anxiety Symptoms 310
Checklist Practicing Your Presentation 312
Understanding Diversity A Compendium of American
Dialects 315
Organization and Support 32312CHAPTER
Structuring Your Speech 324
Your Working Outline 325
Your Formal Outline 325
Your Speaking Notes 325
Principles of Outlining 327
Standard Symbols 327
27. Standard Format 327
The Rule of Division 327
The Rule of Parallel Wording 327
Organizing Your Outline into a Logical
Pattern 328
Time Patterns 329
Space Patterns 329
Topic Patterns 329
Problem-
Solution
Patterns 330
Cause-Effect Patterns 330
Monroe’s Motivated Sequence 331
Beginnings, Endings, and Transitions 332
The Introduction 332
The Conclusion 334
Transitions 334
Supporting Material 335
Functions of Supporting Material 335
Types of Supporting Material 337
Styles of Support: Narration and Citation 340
28. Sample Speech 341
Speech Outline 341
Bibliography 342
> FEATURES
Self-Assessment Main Points and Subpoints 328
Understanding Diversity Nontraditional Patterns of
Organization 331
Checklist Capturing Audience Attention 333
Checklist Effective Conclusions 334
@Work Organizing Business Presentations 336
Ethical Challenge The Ethics of Support 340
Understanding Communication Technology Plagiarism in
a Digital Age 340
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Informative Speaking 34913CHAPTER
Persuasive Speaking 37314CHAPTER
Types of Informative Speaking 352
By Content 352
By Purpose 352
Informative Versus Persuasive Topics 353
An Informative Topic Tends to Be
Noncontroversial 353
The Informative Speaker Does Not
Intend to Change Audience Attitudes 353
Techniques of Informative Speaking 353
Define a Specific Informative Purpose 354
Create Information Hunger 355
Make It Easy to Listen 355
Use Clear, Simple Language 356
Use a Clear Organization and Structure 356
30. Use Supporting Material Effectively 357
Emphasize Important Points 358
Generate Audience Involvement 358
Using Visual Aids 361
Types of Visual Aids 361
Using Presentation Software 364
Alternative Media for Presenting Graphics 364
Rules for Using Visual Aids 365
Sample Speech 365
> FEATURES
Self-Assessment Are You Overloaded with Information? 351
Understanding Diversity How Culture Affects
Information 354
Checklist Techniques of Informative Speaking 355
Ethical Challenge The Ethics of Simplicity 356
@Work The Pros and Cons of Presentation Software 366
31. Characteristics of Persuasion 375
Persuasion Is Not Coercive 375
Persuasion Is Usually Incremental 375
Persuasion Is Interactive 376
Persuasion Can Be Ethical 377
Categorizing Types of Persuasion 378
By Types of Proposition 378
By Desired Outcome 380
By Directness of Approach 381
Creating the Persuasive Message 382
Set a Clear, Persuasive Purpose 382
Structure the Message Carefully 382
Use Solid Evidence 385
Avoid Fallacies 386
Adapting to the Audience 388
Establish Common Ground 389
Organize According to the Expected Response 389
Neutralize Potential Hostility 389
Building Credibility as a Speaker 390
Competence 390
32. Character 391
Charisma 392
Sample Speech 393
Bibliography 394
> FEATURES
Ethical Challenge Analyzing Communication Behaviors 378
Understanding Diversity Cultural Differences in Persuasion
387
Ethical Challenge Adapting to a Hostile Audience 390
Self-Assessment Persuasive Speech 391
@Work Persuasion Skills in the World of Sales 392
Checklist Ethos, Pathos, and Logos 393
Communicating for Career Success Available at
www.oup.com/us/adleruhcONLINE APPENDIX
Notes N-1
Glossary G-1
33. Credits C-1
Index I-1
9780190297084_i-xxii_fm.indd xiii 10/05/16 07:38 PM
Preface
If you want to push most communication professors’ buttons,
claim that the prin-
ciples they study and teach are “just common sense.”
The truth is that communication, like many things in life, may
look straight-
forward. But beneath the veneer of simplicity, it’s fraught with
challenges and
questions. For example:
• Why do others misunderstand you? (And why do they accuse
you of not
understanding them?)
• How can you know when another person is telling the truth?
• When it comes to communicating, are men from Mars and
women from
34. Venus, or are we more or less the same?
• Why do we often get the most defensive when we know we’re
wrong?
• What makes some teams so effective and others disappointing?
• Why are so many well-informed speakers uninteresting and
hard to
understand?
• Why do people feel so nervous when speaking in public, and
what can they
do about it?
Understanding Human Communication answers questions such
as these. It aims
to provide an engaging, comprehensive, useful introduction to
the academic
study of human communication as it is practiced in the 21st
century. To see how
well this book succeeds, we invite you flip to any page and ask
three questions: Is
the content important? Is the explanation clear? Is it useful?
35. Approach
This 13th edition builds on the approach that has served well
over half a million
students and their professors. Rather than take sides in the
theory-versus-skills
debate that often rages in our discipline, Understanding Human
Communication
treats scholarship and skill development as mutually
reinforcing. Its reader-friendly
approach strives to present material clearly without being
overly simplistic. Exam-
ples on virtually every page make concepts clear and
interesting. A contemporary
design makes the material inviting, as do amusing and
instructive cartoons and
photos that link concepts in the text to today’s world.
New to This Edition
Beyond its user-friendly voice and engaging design, this edition
reflects both the
growth of scholarship and changing trends in the academic
marketplace. Longtime
users will discover not only a more contemporary look and feel
but expanded cov-
erage of key concepts and a wealth of new learning tools.
36. xiii
xiv Preface
9780190297084_i-xxii_fm.indd xiv 10/05/16 07:38 PM
NewContent
• Expanded coverage of social media. Throughout the book,
readers will find
new and updated coverage of topics including social media
etiquette and the
uses and gratifications of social media (Chapter 1), the risks of
overusing
mediated communication channels (Chapters 1 and 7), identity
management
on social media (Chapter 2), online social support (Chapter 5),
the differ-
ences between mediated and in-person close relationships
(Chapter 7), tips
for meeting an online date for the first time (Chapter 7),
working in virtual
37. groups (Chapter 9), and cyberspace work environments (Chapter
10). New
and updated “Understanding Communication Technology” boxes
highlight
the increasingly important role of technology in human
communication.
• Updated discussions of communication and culture. Chapter 3
is devoted
entirely to communication and culture. It focuses on cocultural
factors that
students are likely to encounter close to home every day:
ethnicity, regional
differences, gender/sexual orientation, religion, physical
abilities, age/gen-
eration, and socioeconomic status. Updated material addresses
cultural
hegemony and intersectionality theory. The discussion of
culture extends
throughout the book, most visibly in “Understanding Diversity”
boxes.
New and updated boxes in this edition explore the challenge of
manag-
ing personal pronouns in an era of increasing gender fluidity
(Chapter 3),
38. the effect of language on worldview (Chapter 4), and the
advantages of
multicultural teams (Chapter 10). In-text discussions and
captioned photos
address topics such as microaggressions (Chapter 2), cultural
conflict styles
(Chapter 8), and cultural leadership preferences (Chapter 9).
• New tips for career success. “@Work” boxes appear
throughout the text,
covering new and expanded topics such as the connection
between com-
munication skills and career success (Chapter 1), professional
identity man-
agement and job interviewing (Chapter 2), the risks of
humblebragging
(Chapter 2), vocal cues and career success (Chapter 6), and new
examples
of effective presentations at work (Chapters 11–14). An online
appendix,
“Communicating for Career Success,” is available at
www.oup.com/us/
adleruhc and contains advice on how to communicate
professionally in
seeking employment and once on the job.
39. • New chapter-opening profiles. These stories highlight real-life
communica-
tion challenges and are woven into the fabric of the chapter
content. Profiles
feature interesting and relevant personal stories, including those
of Zappos
founder Tony Hsieh, television personality and former
Olympian Caitlyn
Jenner, young publishing executive Erica Nicole, body language
expert Amy
Cuddy, relationship expert Brené Brown, startup whiz Matt
Mullenweg,
human rights activist Malala Yousafzai, students who have
overcome dis-
abilities, and others who have fought for equal rights. Questions
at the end
of the profiles prompt students to connect the material to their
own lives.
• New and expanded coverage of important topics in each
chapter. For
example:
◦ Chapter 1 discusses the social and physical benefits of
40. effective commu-
nication. It includes a new “Understanding Communication
Technol-
ogy” box on controlling social media use and a new checklist on
social
media etiquette.
◦ Chapter 2 now includes an expanded discussion of self-
esteem, social
influences on the self-concept, how stereotyping and scripts
degrade the
Preface xv
9780190297084_i-xxii_fm.indd xv 10/05/16 07:38 PM
quality of communication, and how empathy and frame
switching pro-
vide better understanding of others.
◦ Chapter 3 includes a new “Understanding Diversity” box on
gender
pronouns as well as expanded discussions of cultural dominance
41. and
religion-based stereotyping.
◦ Chapter 4 contains a new discussion of the differences
between connota-
tive and denotative meaning. In addition, it includes a clearer,
expanded
explanation of pragmatic rules and a more complete explanation
of how
power relationships are expressed in language use. Chapter 4
also offers
a current view of similarities and differences between
characteristically
male and female speech.
◦ Chapter 5 offers new evidence on the personal and career
benefits of
effective listening, as well as gender differences in social
support.
◦ Chapter 6 addresses contemporary speech mannerisms such as
uptalk
and vocal fry.
◦ Chapter 7 now includes treatment of the role communication
42. plays in
maintaining friendships, family connections, and romantic
relation-
ships. It also includes a clearer treatment of how dialectical
tensions
shape communication in close relationships, and the roles of
lies and
evasions in relational maintenance.
◦ Chapter 8 (now titled “Managing Conflict in Interpersonal
Relation-
ships”) has been reorganized to present both familiar and new
material
in a clearer and more useful way.
◦ Chapter 9 includes new material on transformational
leadership.
◦ Chapter 10 includes three new checklists on teamwork and a
new table
on decision-making methods.
◦ Chapters 11–14 have all new sample speeches, outlines, and
analyses.
Their topics include many forms of diversity, including LGBTQ
43. life, as
well as current controversies such as gun control. Chapter 13
provides
new examples of how to spark visual interest in a speech, how
to use
vocal citations, and how to incorporate photos, videos, and
audio files
into a presentation.
LearningTools
• Checklists in every chapter, many of them new for this
edition, provide
handy reference tools to help students build their skill sets and
internalize
what they have learned. New checklists address how to use
social media
courteously (Chapter 1); perception checking (Chapter 2);
minimizing mis-
understandings (Chapter 4); mindful listening, paraphrasing,
and control-
ling defensiveness (Chapter 5); being a better friend (Chapter
7); creating
positive communication climates (Chapter 8); getting slackers
to do their
44. share in groups and working with difficult bosses (Chapter 9);
and dealing
with difficult team members (Chapter 10).
• Self-assessments invite students to evaluate and improve their
communica-
tion skills and to consider their identities as communicators.
These features
include quizzes to help students understand more about their
listening
styles (Chapter 5), love languages (Chapter 7), interpersonal
communica-
tion climates (Chapter 8), leadership and followership styles
(Chapter 9),
team effectiveness (Chapter 10), and more.
xvi Preface
9780190297084_i-xxii_fm.indd xvi 10/05/16 07:38 PM
• Learning Objectives now correspond to major headings in each
chapter
and coordinate with the end-of-chapter summary and review.
45. They provide
a clear map of what students need to learn and where to find
that material.
…