Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Coursework QuestionsThe coursework comprises of a 2250-word i.docxvanesaburnand
Coursework Questions:
The coursework comprises of a 2250-word individual essay on the below topic:
Using theories of consumer behavior discuss and analyse how cultural values and social class influence pro-environmental consumption.
A penalty of 10% of the mark is applied if the word limit is exceeded more than 10% or is below the limit by more than 10%
Criteria for Assessment
Class
Mark range
Guidelines
Class I
90 – 100%
80 – 89%
70 – 79%
In addition to that for 70 – 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects.
In addition to that for 70 – 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate.
Answer entirely relevant to the assignment set. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At level 3, evidence of independent, critical thought would normally be expected.
Class II : I
65 – 69%
60 – 64%
Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be mostly accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly written/presented.
A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence.
Class II : II
55 – 59%
50 – 54%
Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present. Some errors may be present and inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented.
Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation may be unclear at times.
Class III
45 - 49%
40 – 44%
An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured and not well-expressed/presented. Irrelevant material likely to be present.
Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunder.
Coursework QuestionsThe coursework comprises of a 2250-word i.docxvanesaburnand
Coursework Questions:
The coursework comprises of a 2250-word individual essay on the below topic:
Using theories of consumer behavior discuss and analyse how cultural values and social class influence pro-environmental consumption.
A penalty of 10% of the mark is applied if the word limit is exceeded more than 10% or is below the limit by more than 10%
Criteria for Assessment
Class
Mark range
Guidelines
Class I
90 – 100%
80 – 89%
70 – 79%
In addition to that for 70 – 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects.
In addition to that for 70 – 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate.
Answer entirely relevant to the assignment set. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At level 3, evidence of independent, critical thought would normally be expected.
Class II : I
65 – 69%
60 – 64%
Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be mostly accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly written/presented.
A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence.
Class II : II
55 – 59%
50 – 54%
Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present. Some errors may be present and inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented.
Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation may be unclear at times.
Class III
45 - 49%
40 – 44%
An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured and not well-expressed/presented. Irrelevant material likely to be present.
Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunder.
Write a page to a page and half for each topic and read each topic a.docxedgar6wallace88877
Write a page to a page and half for each topic and read each topic and there attachment carefully and summarize
1-Mon Oct 28: The Conflict over Religious Authority in Post-Safavid Iran
Attached Files:
Attachment : Momen Akhbari School (1).pdf
Moojan Momen,
An Introduction to Shi’i Islam,
ch.6, 12.
2- Wed Oct 30: Imperial Reform Movements
Attached Files:
Tanzimat Decree (1).pdf
Tobacco Concession (2)pdf
25 Reform Movements (3) pptx
Cleveland,
Modern Middle East,
ch.5-6
Primary Sources:
Gulhane Edict (1839)
Hatt-i Humayun (1856)
Tobacco Concession
3- Fri Nov 1: Social and Intellectual Movements in the Early 20th Century
Attached Files:
alAfghani (1)
Abduh Theology of Unity (2)
.
Write a page discussing why you believe PMI is focusing BA as the fi.docxedgar6wallace88877
Write a page discussing why you believe PMI is focusing BA as the first step in the project management model.
Provide an example and discuss how poor BA effects project success.
Please be sure to validate your opinions and ideas with citations and references in APA format.
.
Write a page of personal reflection of your present leadership compe.docxedgar6wallace88877
Write a page of personal reflection of your present leadership competencies and also possible adjustments that could be made to your leadership approach. Importantly, your Journal entry should be in light of the various concepts that include
Communication, Leadership, and Power and Politics (Topics attached below)
. Also of importance, the Leadership Reflection should be far beyond a mere casual discussion. It should demonstrate a high level of understanding and should also provide adequate integration of authoritative sources with intext citation and in APA format.
.
Write a page of compare and contrast for the Big Five Personalit.docxedgar6wallace88877
Write a page of compare and contrast for the Big Five Personality Model against the MBTI. Attached some info below.
Based on what you have learned thus far, how might the MBTI lack for strong supporting evidence as opposed to the Big Five Model? Thoroughly explain.
After doing so discuss how the Big Five Traits could predict behavior at your place of employment. What could be some advantage of doing so?
What might be some disadvantages? Thoroughly explain.
Please be sure to validate your opinions and ideas with intext citations and references in APA format.
.
Write a page of research and discuss an innovation that includes mul.docxedgar6wallace88877
Write a page of research and discuss an innovation that includes multiple innovation types (per Keely). Discuss the types of innovation involved and comment on how you feel this combination could potentially create a sustainable competitive advantage for the business. Be sure to include references in APA format with intext citations.
.
Write a page answering the questions below.Sometimes projects .docxedgar6wallace88877
Write a page answering the questions below.
Sometimes projects fail. Such failure can be contributed to unreasonable time constraints, poorly estimated financial estimates, poorly systematized planning process or organizational goals not understood at lower organizational levels.
As a project manager, what key factors are absolutely vital to prevent such failure?
Discuss the role of the leader and manager in a project environment or project initiative.
Be sure to identify how the duties of project managers reinforce the role of leadership. Use real-life examples.
Please be sure to validate your opinions and ideas with citations and references in APA format.
.
Write a one-paragraph summary of one of the reading assignments from.docxedgar6wallace88877
Write a one-paragraph summary of one of the reading assignments from the textbook.
Reading assignments to choose from are
from Beowulf - trans. Burton Raffel
Children - Slawomir Mrozek
The Jar - Luigi Pirandello
Death of a Tsotsi - Alan Paton
Judges Must Balance Justice vs. Young Lives - Patricia Edmonds
Youth Violent Crime Keeps Climbing - J.L. Albert
Action Will Be Taken: An Action-Packed Story - Heinrich Boll
from The Life of Henry the Fifth - William Shakespeare
Speech, May 13, 1940 - Winston Churchill
The Thrill of the Grass - W.P. Kinsella
from Night - Elie Wiesel
This Too Is Everything - Shu Ting
A Marriage Proposal - Anton Chekhov
There's plenty more reading assignments in the book. If you can help me but need more choices let me know. Thanks
.
Write a one-paragraph summary of this article.Riordan, B. C..docxedgar6wallace88877
Write a one-paragraph summary of this article.
Riordan, B. C., Flett, J. A. M., Hunter, J. A., Scarf, D., & Conner, T. S. (2015). Fear of missing out (FoMO): the relationship between FoMO, alcohol use, and alcohol-related consequences in college students.
Journal of Psychiatry and Brain Functions
,
2
(1), 9. https://doi.org/10.7243/2055-3447-2-9
.
Write a one-paragraph response to the following topic. Use the MLA f.docxedgar6wallace88877
Write a one-paragraph response to the following topic. Use the MLA format, and do not write in the first or second person. In addition, do not use contractions. Give specific details and examples to support your stance.
Many people in America still struggle with the concept of interracial dating. Is dating people of other races a sign of tolerance or of self-hatred? Should individuals date within their own race as a show of cultural pride or date other races as a way of combating racism and moving closer to equality? Originate your own ideas with vivid details and examples to support your stance. No secondary sources should be included in this response.
.
Write a one-page rhetorical analysis in which you analyze the argume.docxedgar6wallace88877
Write a one-page rhetorical analysis in which you analyze the argument in the passage from “The Crisis” through three lenses:
•Identify the parts of his argument and explain how they work together to build an effective argument
•Identify and explain the impact of persuasive techniques
•Explain how Paine “enters the conversation” about the topic in his argument
.
Write a one pageliterature review of your figure( FIGURE A.docxedgar6wallace88877
Write a one page
literature review of your figure
( FIGURE ASSIGNED 6 d-g)
Abstract: What is the question they were trying to answer, and what were their overall conclusions
Introduction: Introduce, briefly, the endomembrane system and how proteins move back and forth. Describe the importance of the KDEL sequence. What is the question they are trying to answer in your figure? How does this question relate to the larger context of the whole paper?
Body: What technique are they using? Briefly describe the technique. For each experiment tell me specifically what the variables are from that technique for that experiment (so which antibody are they using, and how did they prepare the samples) . How can that particular antibody or preparation help them to answer their question. What were their observations? What do they see?
Conclusions: What do they conclude from this figure or part of a figure?
This description, must be IN YOUR OWN WORDS. Focus, on the parts of the signaling cascade that they are trying to understand.
.
Write a one page-paper documenting the problemneed you wish to .docxedgar6wallace88877
Write a one page-paper documenting the problem/need you wish to address for the
Community Need Project Proposal, due in Week 6
, and the important stakeholders related to your project. Why is this a need in your community? Who is involved in this problem and why are they important?
homelessness in San Antonio TX
.
Write a one page report on Chapter 1 and 2 with the same style of mo.docxedgar6wallace88877
Write a one page report on Chapter 1 and 2 with the same style of module 1 assignment and it's requirement. Please add subtitle to your paper including a name for your paper, major topics under consideration, conclusion (a paragraph of personal
experience
) and a reference list. Keep your citations and references as a evidence for the midterm and final.
.
Write a one page reflection about the following1) Identify .docxedgar6wallace88877
Write a one page reflection about the following:
1) Identify the key messages about being female that you saw in tv and magazine adds, including movies.
2) Do you feel the media/images affect both sexes the same? If not, why not?
3) Have you found your sense of self affected by media images? In what ways?
.
Write a one page paper on the question belowSome of the current.docxedgar6wallace88877
Write a one page paper on the question below:
Some of the current trends in the delivery of value (channels, logistics, supply chain) include e-commerce; VMS; use of multi-channel approaches; mobile commerce; social retailing; and more. From your own research, discuss how two companies are using are using these techniques to improve their delivery of value to consumers.
.
Write a one page paper (double spaced) describing and discussing the.docxedgar6wallace88877
Write a one page paper (double spaced) describing and discussing the following ethical concepts found in chapter 1; logical, factual and normative. You may use definitions or scenarios in your writing. The goal of this paper is to gain a level of understanding of all three (logical, factual and normative).
Textbook:
1.
Logical, or formal, statements
are definitions or statements derivable from
definitions, including the entirety of mathematical discourse (e.g., “2
+
2
=
4,”
or “A square has four equal sides”). Such statements can be
verified by a for
-
mal procedure
(“recourse to arithmetic”) derived from the same definitions
that control the rest of the terms of the field in question (i.e., the same axioms
define “2,” “4,” and the procedure of “addition”; the four equal sides and right
angles define the “square”). True formal statements are
analytic
:
they are true
logically, necessarily, or by the definitions of the terms
. False statements in
this category are
self–contradictory
. (If you say, “2
+
2
=
5,” or start talking
about “round squares,” you contradict yourself, for you assert that which can-
not possibly be so—you conjoin ideas that are incompatible). A logically true
or logically valid statement can never be false, or disproved by any discovery
of facts; it will never be the case that some particular pairs of 2 do not add up
to 4, or some particular squares turn out to be circular—and if you think you’ve
found such a case, you’re wrong! “2
+
2
=
4” is true, and squares are equi-
lateral rectangles, as philosophers like to say,
in all possible worlds
. For this
reason we say that these statements are “
true a priori
”: we can know them to
be correct prior to any examination of the facts of the world, without having to
count up lots of pairs of pairs, just to make sure that 2
+
2 really equals 4.
2.
Factual, or empirical, statements
are assertions about the world out there, the
physical environment of our existence, including the entirety of scientific dis-
course, from theoretical physics to sociology. Such statements are
verifiable by
controlled observation
(“recourse to measurement,” “recourse to weighing”)
of that world, by experiment or just by careful looking, listening, touching,
smelling, or tasting. This is the world of our senses, the world of space, objects,
time and causation. These empirical statements are called
synthetic,
for they
“put together” in a new combination two ideas that do not initially include or
entail each other. As a result they cannot be known a priori, but can be deter
-
mined only
a posteriori, that is, after investigation of the world
. When they
are true, they are
true only contingently, or dependently, as oppo.
write a one page about this topic and provide a reference.Will.docxedgar6wallace88877
write a one page about this topic and provide a reference.
Will making changes to the built environments (adding parks, sidewalks, healthy food stores, playgrounds, green-spaces, safer streets, etc.) of low-income neighborhoods be adequate enough to help community members combat health disparities based upon income or race? Why or why not?
.
Write a one or more paragraph on the following question below.docxedgar6wallace88877
Write a one or more paragraph on the following question below:
The three characteristics required by an individual to be considered a dependent of another taxpayer by the IRS.
The four tests stipulated by the IRS that a taxpayer must satisfy to claim a dependent as a qualifying child
What do you think are the reasons the IRS included the four tests for a qualifying child to be claimed as a dependent?
.
Write a one or more page paper on the following belowWhy are .docxedgar6wallace88877
Write a one or more page paper on the following below:
Why are systems for collaboration and social business so important and what technologies do they use? Explain the benefits of collaboration and social business. Describe what organizational culture is necessary for business processes and collaboration.
.
Write a one page dialogue in which two characters are arguing but .docxedgar6wallace88877
Write a one page dialogue in which two characters are arguing but are speaking every thought, every iteration of subtext. Then go back and cut the dialogue so that no line is longer than five words without losing any of the meaning.
1. I'd like for you to submit both versions of your dialog.
The first version (with all the subtext written out) and the second version (with only 5 words per line.)
2. Be sure to write it in dialog format.
That means it should look like the plays in our text--
James: Starting with the character's name?
Carrie: And with little or no narration outside of the dialog?
Prof.: Yes to both questions!
3. Notice how little narration / stage direction there is in most of the sample dialogs.
Your dialog should be almost entirely dialog!
Try to resist the urge to get carried away explaining every little detail of what the characters are doing.
And resist the urge to add modifiers like (angrily) (with great emotion) (etc.) before each line of dialog.
You want to put everything into the dialog itself-- the emotion should be obvious from what the characters say!
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Write a page to a page and half for each topic and read each topic a.docxedgar6wallace88877
Write a page to a page and half for each topic and read each topic and there attachment carefully and summarize
1-Mon Oct 28: The Conflict over Religious Authority in Post-Safavid Iran
Attached Files:
Attachment : Momen Akhbari School (1).pdf
Moojan Momen,
An Introduction to Shi’i Islam,
ch.6, 12.
2- Wed Oct 30: Imperial Reform Movements
Attached Files:
Tanzimat Decree (1).pdf
Tobacco Concession (2)pdf
25 Reform Movements (3) pptx
Cleveland,
Modern Middle East,
ch.5-6
Primary Sources:
Gulhane Edict (1839)
Hatt-i Humayun (1856)
Tobacco Concession
3- Fri Nov 1: Social and Intellectual Movements in the Early 20th Century
Attached Files:
alAfghani (1)
Abduh Theology of Unity (2)
.
Write a page discussing why you believe PMI is focusing BA as the fi.docxedgar6wallace88877
Write a page discussing why you believe PMI is focusing BA as the first step in the project management model.
Provide an example and discuss how poor BA effects project success.
Please be sure to validate your opinions and ideas with citations and references in APA format.
.
Write a page of personal reflection of your present leadership compe.docxedgar6wallace88877
Write a page of personal reflection of your present leadership competencies and also possible adjustments that could be made to your leadership approach. Importantly, your Journal entry should be in light of the various concepts that include
Communication, Leadership, and Power and Politics (Topics attached below)
. Also of importance, the Leadership Reflection should be far beyond a mere casual discussion. It should demonstrate a high level of understanding and should also provide adequate integration of authoritative sources with intext citation and in APA format.
.
Write a page of compare and contrast for the Big Five Personalit.docxedgar6wallace88877
Write a page of compare and contrast for the Big Five Personality Model against the MBTI. Attached some info below.
Based on what you have learned thus far, how might the MBTI lack for strong supporting evidence as opposed to the Big Five Model? Thoroughly explain.
After doing so discuss how the Big Five Traits could predict behavior at your place of employment. What could be some advantage of doing so?
What might be some disadvantages? Thoroughly explain.
Please be sure to validate your opinions and ideas with intext citations and references in APA format.
.
Write a page of research and discuss an innovation that includes mul.docxedgar6wallace88877
Write a page of research and discuss an innovation that includes multiple innovation types (per Keely). Discuss the types of innovation involved and comment on how you feel this combination could potentially create a sustainable competitive advantage for the business. Be sure to include references in APA format with intext citations.
.
Write a page answering the questions below.Sometimes projects .docxedgar6wallace88877
Write a page answering the questions below.
Sometimes projects fail. Such failure can be contributed to unreasonable time constraints, poorly estimated financial estimates, poorly systematized planning process or organizational goals not understood at lower organizational levels.
As a project manager, what key factors are absolutely vital to prevent such failure?
Discuss the role of the leader and manager in a project environment or project initiative.
Be sure to identify how the duties of project managers reinforce the role of leadership. Use real-life examples.
Please be sure to validate your opinions and ideas with citations and references in APA format.
.
Write a one-paragraph summary of one of the reading assignments from.docxedgar6wallace88877
Write a one-paragraph summary of one of the reading assignments from the textbook.
Reading assignments to choose from are
from Beowulf - trans. Burton Raffel
Children - Slawomir Mrozek
The Jar - Luigi Pirandello
Death of a Tsotsi - Alan Paton
Judges Must Balance Justice vs. Young Lives - Patricia Edmonds
Youth Violent Crime Keeps Climbing - J.L. Albert
Action Will Be Taken: An Action-Packed Story - Heinrich Boll
from The Life of Henry the Fifth - William Shakespeare
Speech, May 13, 1940 - Winston Churchill
The Thrill of the Grass - W.P. Kinsella
from Night - Elie Wiesel
This Too Is Everything - Shu Ting
A Marriage Proposal - Anton Chekhov
There's plenty more reading assignments in the book. If you can help me but need more choices let me know. Thanks
.
Write a one-paragraph summary of this article.Riordan, B. C..docxedgar6wallace88877
Write a one-paragraph summary of this article.
Riordan, B. C., Flett, J. A. M., Hunter, J. A., Scarf, D., & Conner, T. S. (2015). Fear of missing out (FoMO): the relationship between FoMO, alcohol use, and alcohol-related consequences in college students.
Journal of Psychiatry and Brain Functions
,
2
(1), 9. https://doi.org/10.7243/2055-3447-2-9
.
Write a one-paragraph response to the following topic. Use the MLA f.docxedgar6wallace88877
Write a one-paragraph response to the following topic. Use the MLA format, and do not write in the first or second person. In addition, do not use contractions. Give specific details and examples to support your stance.
Many people in America still struggle with the concept of interracial dating. Is dating people of other races a sign of tolerance or of self-hatred? Should individuals date within their own race as a show of cultural pride or date other races as a way of combating racism and moving closer to equality? Originate your own ideas with vivid details and examples to support your stance. No secondary sources should be included in this response.
.
Write a one-page rhetorical analysis in which you analyze the argume.docxedgar6wallace88877
Write a one-page rhetorical analysis in which you analyze the argument in the passage from “The Crisis” through three lenses:
•Identify the parts of his argument and explain how they work together to build an effective argument
•Identify and explain the impact of persuasive techniques
•Explain how Paine “enters the conversation” about the topic in his argument
.
Write a one pageliterature review of your figure( FIGURE A.docxedgar6wallace88877
Write a one page
literature review of your figure
( FIGURE ASSIGNED 6 d-g)
Abstract: What is the question they were trying to answer, and what were their overall conclusions
Introduction: Introduce, briefly, the endomembrane system and how proteins move back and forth. Describe the importance of the KDEL sequence. What is the question they are trying to answer in your figure? How does this question relate to the larger context of the whole paper?
Body: What technique are they using? Briefly describe the technique. For each experiment tell me specifically what the variables are from that technique for that experiment (so which antibody are they using, and how did they prepare the samples) . How can that particular antibody or preparation help them to answer their question. What were their observations? What do they see?
Conclusions: What do they conclude from this figure or part of a figure?
This description, must be IN YOUR OWN WORDS. Focus, on the parts of the signaling cascade that they are trying to understand.
.
Write a one page-paper documenting the problemneed you wish to .docxedgar6wallace88877
Write a one page-paper documenting the problem/need you wish to address for the
Community Need Project Proposal, due in Week 6
, and the important stakeholders related to your project. Why is this a need in your community? Who is involved in this problem and why are they important?
homelessness in San Antonio TX
.
Write a one page report on Chapter 1 and 2 with the same style of mo.docxedgar6wallace88877
Write a one page report on Chapter 1 and 2 with the same style of module 1 assignment and it's requirement. Please add subtitle to your paper including a name for your paper, major topics under consideration, conclusion (a paragraph of personal
experience
) and a reference list. Keep your citations and references as a evidence for the midterm and final.
.
Write a one page reflection about the following1) Identify .docxedgar6wallace88877
Write a one page reflection about the following:
1) Identify the key messages about being female that you saw in tv and magazine adds, including movies.
2) Do you feel the media/images affect both sexes the same? If not, why not?
3) Have you found your sense of self affected by media images? In what ways?
.
Write a one page paper on the question belowSome of the current.docxedgar6wallace88877
Write a one page paper on the question below:
Some of the current trends in the delivery of value (channels, logistics, supply chain) include e-commerce; VMS; use of multi-channel approaches; mobile commerce; social retailing; and more. From your own research, discuss how two companies are using are using these techniques to improve their delivery of value to consumers.
.
Write a one page paper (double spaced) describing and discussing the.docxedgar6wallace88877
Write a one page paper (double spaced) describing and discussing the following ethical concepts found in chapter 1; logical, factual and normative. You may use definitions or scenarios in your writing. The goal of this paper is to gain a level of understanding of all three (logical, factual and normative).
Textbook:
1.
Logical, or formal, statements
are definitions or statements derivable from
definitions, including the entirety of mathematical discourse (e.g., “2
+
2
=
4,”
or “A square has four equal sides”). Such statements can be
verified by a for
-
mal procedure
(“recourse to arithmetic”) derived from the same definitions
that control the rest of the terms of the field in question (i.e., the same axioms
define “2,” “4,” and the procedure of “addition”; the four equal sides and right
angles define the “square”). True formal statements are
analytic
:
they are true
logically, necessarily, or by the definitions of the terms
. False statements in
this category are
self–contradictory
. (If you say, “2
+
2
=
5,” or start talking
about “round squares,” you contradict yourself, for you assert that which can-
not possibly be so—you conjoin ideas that are incompatible). A logically true
or logically valid statement can never be false, or disproved by any discovery
of facts; it will never be the case that some particular pairs of 2 do not add up
to 4, or some particular squares turn out to be circular—and if you think you’ve
found such a case, you’re wrong! “2
+
2
=
4” is true, and squares are equi-
lateral rectangles, as philosophers like to say,
in all possible worlds
. For this
reason we say that these statements are “
true a priori
”: we can know them to
be correct prior to any examination of the facts of the world, without having to
count up lots of pairs of pairs, just to make sure that 2
+
2 really equals 4.
2.
Factual, or empirical, statements
are assertions about the world out there, the
physical environment of our existence, including the entirety of scientific dis-
course, from theoretical physics to sociology. Such statements are
verifiable by
controlled observation
(“recourse to measurement,” “recourse to weighing”)
of that world, by experiment or just by careful looking, listening, touching,
smelling, or tasting. This is the world of our senses, the world of space, objects,
time and causation. These empirical statements are called
synthetic,
for they
“put together” in a new combination two ideas that do not initially include or
entail each other. As a result they cannot be known a priori, but can be deter
-
mined only
a posteriori, that is, after investigation of the world
. When they
are true, they are
true only contingently, or dependently, as oppo.
write a one page about this topic and provide a reference.Will.docxedgar6wallace88877
write a one page about this topic and provide a reference.
Will making changes to the built environments (adding parks, sidewalks, healthy food stores, playgrounds, green-spaces, safer streets, etc.) of low-income neighborhoods be adequate enough to help community members combat health disparities based upon income or race? Why or why not?
.
Write a one or more paragraph on the following question below.docxedgar6wallace88877
Write a one or more paragraph on the following question below:
The three characteristics required by an individual to be considered a dependent of another taxpayer by the IRS.
The four tests stipulated by the IRS that a taxpayer must satisfy to claim a dependent as a qualifying child
What do you think are the reasons the IRS included the four tests for a qualifying child to be claimed as a dependent?
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Write a one page dialogue in which two characters are arguing but .docxedgar6wallace88877
Write a one page dialogue in which two characters are arguing but are speaking every thought, every iteration of subtext. Then go back and cut the dialogue so that no line is longer than five words without losing any of the meaning.
1. I'd like for you to submit both versions of your dialog.
The first version (with all the subtext written out) and the second version (with only 5 words per line.)
2. Be sure to write it in dialog format.
That means it should look like the plays in our text--
James: Starting with the character's name?
Carrie: And with little or no narration outside of the dialog?
Prof.: Yes to both questions!
3. Notice how little narration / stage direction there is in most of the sample dialogs.
Your dialog should be almost entirely dialog!
Try to resist the urge to get carried away explaining every little detail of what the characters are doing.
And resist the urge to add modifiers like (angrily) (with great emotion) (etc.) before each line of dialog.
You want to put everything into the dialog itself-- the emotion should be obvious from what the characters say!
.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Self-Assessment PortfolioThis assignment asks you to reflect u.docx
1. Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal
communication skills and evaluate your effectiveness as a
communicator in interpersonal situations. There are a variety of
self-assessments to choose from and the documents containing
these assessments are in a folder on the course CelticOnline
page. Choose 10 assessments to complete and make sure to
complete the assessment first before reading more about what
the assessment attempts to measure. Try to choose a variety of
assessments to obtain a well-rounded understanding of your
interpersonal communication skills.
After completing the assessments, for each assessment you will
need to complete a 2-page assignment in which you need to
address the following concerns:
· Description —describe the exercise/assignment using the
concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the
exercise to the principles or theories discussed in class, in the
textbook, in additional readings, and/or additional information
provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you
learned and how you came to realize key concepts related to the
purpose; analyze your strengths and limitations related to this
competency.
· Self-Assessment —conclude your report by stating how
principles learned can be applied to your personal
communication skills and/or your success in interpersonal
relationships; what have you learned to help you develop this
competency?
2. I suggest you complete assessments as we cover the
corresponding material in class. Additional documents contain
original research that cover the purposes and definitions of each
assessment.
BE SURE TO GIVE PROPER CITATIONS FOR
WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN.
Each assignment should have a reference sheet where you site
your sources that contributed to your understanding of that
assessment.
Your Self-Assessment Portfolio is due at the end of week 8.
Please compile all the materials into one document. Each
assessment should be included with your responses noted,
followed by its reflection assignment and then the reference
sheet. This order will occur 10 times for all 10 self-assessments.
You will be penalized for lack of organization in this manner.
This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal
communication skills and evaluate your effectiveness as a
communicator in interpersonal situations. There are a variety of
self-assessments to choose from and the documents containing
these assessments are in a folder on the course CelticOnline
page. Choose 10 assessments to complete and make sure to
complete the assessment first before reading more about what
the assessment attempts to measure. Try to choose a variety of
assessments to obtain a well-rounded understanding of your
interpersonal communication skills.
After completing the assessments, for each assessment you will
need to complete a 2-page assignment in which you need to
address the following concerns:
· Description —describe the exercise/assignment using the
3. concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the
exercise to the principles or theories discussed in class, in the
textbook, in additional readings, and/or additional information
provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you
learned and how you came to realize key concepts related to the
purpose; analyze your strengths and limitations related to this
competency.
· Self-Assessment —conclude your report by stating how
principles learned can be applied to your personal
communication skills and/or your success in interpersonal
relationships; what have you learned to help you develop this
competency?
I suggest you complete assessments as we cover the
corresponding material in class. Additional documents contain
original research that cover the purposes and definitions of each
assessment.
BE SURE TO GIVE PROPER CITATIONS FOR
WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN.
Each assignment should have a reference sheet where you site
your sources that contributed to your understanding of that
assessment.
Your Self-Assessment Portfolio is due at the end of week 8.
Please compile all the materials into one document. Each
assessment should be included with your responses noted,
followed by its reflection assignment and then the reference
sheet. This order will occur 10 times for all 10 self-assessments.
You will be penalized for lack of organization in this manner.
This portfolio is worth 100 points.
4. Communication 120 – Interpersonal
Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have
concerns or questions about this course. I am happy to arrange a
skype meeting, at a mutually convenient time, or we can discuss
questions or concerns via e-mail. Please feel free to reach out
with anything you need to discuss.
Course Overview
An examination of communication theory and research as it
applies to the creation, maintenance, or deterioration of
interpersonal relationships. Topics include the creation and
negotiation of meaning, identity development, social diversity
and cultural influences, verbal/nonverbal messages, perception,
conflict, power, self-disclosure, deception, empathy, the role of
mediated communication, and interaction patterns in
friendships, families, and work relationships. The course
combines theory application and experiential skill development.
3 credits –fulfills requirements in: Communication and Media
major; Corporate Communication major; Communication Minor;
Leadership and Social Change Minor; College of Leadership
and Social Change Core; Social and Behavioral Sciences LAI
Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the
following learning outcomes:
5. 1. Demonstrate comprehension of communication principles and
theories that explain and/or predict effective personal and
professional relationships.
2. Demonstrate various effective interpersonal communication
skills and strategies that positively impact relationship
development and/or maintenance.
3. Demonstrate comprehension of variety of problematic
communication behaviors that contribute to the deterioration
and/or dissolution of interpersonal relationships and propose
viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such
as class, gender, race, status, power, etc. on communication
competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal
relations topic(s) within the communication and social sciences
literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole
story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers
elements that are essential to your success in this course.
Additionally, this class is highly interactive, so your active
participation is necessary to create a cooperative learning
experience for the entire class. You should expect that late
responses to the discussion forums will have a negative impact
on your learning, your success in this class, and your grade. The
participation grade will be evaluated based on your ability to
respond thoughtfully to the given prompts, apply course content
to personal examples, and your attentiveness to the input of
6. others.
As mentioned above, all absences and partial absences in the
discussion forums will negatively influence your participation
grade.
Deadlines
Assignments are due on the day noted in the syllabus. Like in
the real world, poor time management or bad judgment on your
part does not qualify as an acceptable excuse for late work.
Expect point deductions for assignments not turned in on time.
Plan your week accordingly and plan for the worst. Have extra
places to save documents and know where you can get back up
internet if for some reason yours is not working at the time of
an important deadline. It is your responsibility to have back up
plans for when things don’t go your way!
Carlow University E-mail
You are expected to regularly check and read e-mail sent to
your Carlow e-mail account. Due to the Family Education
Records Privacy Act (known as the ‘Buckley Amendment’), I
will not send e-mail to alternate e-mail accounts. Due to
federal law, faculty members are required to communicate with
you through your Carlow account.
If you would like to forward your e-mail from your Carlow
account to another, more convenient, e-mail account, please
consult the Carlow Help Desk for Information Technology.
Celtic Online
As this course is an online course, your ability to navigate
Celtic Online is crucial to your success. Please make sure you
are familiar with the lay out and ask questions when you can’t
find something!
Technology Requirements
Since this is an online course, you will need consistent and
7. reliable access to the internet. It is your responsibility to have
back up internet options in the case that your personal internet
source is unavailable for some reason. The excuse of “no
internet” when it comes to assignments being turned in on time
will not be acceptable. Your presentation will also be recorded;
therefore, you will need to have access to a computer with
recording capabilities (e.g., camera and mic with reliable and
good quality video output).
Library Research
Electronic Access to Library Sources:Carlow students may
connect to EBSCOhost or the Wilson Omnifile journal index, by
simply going to http://library.carlow.edu
If for any reason you experience trouble with this process,
please stop by the library, located in the Learning Commons, or
call the library at 412-578-6139, or e-mail the library at
[email protected]. Please do not contact the instructor. If you
do so, it may delay in getting you appropriate assistance and
technical support.
Credible Sources:You are required to use credible sources for
your evidence; this does not include Wikipedia. Access articles
from printed journals, newspapers, books or online databases,
which are available from the libraries home page. This also
includes credible media sources, such as radio shows (National
Public Radio-NPR) and TV news shows, as well as personal
interviews with appropriate credible individuals.
University Policies
Academic Integrity:
Carlow University aims to educate and challenge students to
reach their highest potential by guiding students along a path of
honesty and integrity throughout their intellectual pursuits.
Students are thus expected to uphold the highest standards of
academic integrity. Forms of academic misconduct include (but
8. are not limited to):
· Cheating—providing or receiving inappropriate assistance on
any coursework.
· Plagiarism—submitting another’s work as one’s own; not
properly citing sources, using exact wording without quotations
or proper attribution, paraphrasing without proper citation, or
improper paraphrasing; attributing citations to inaccurate or
misleading sources.
· Self-plagiarism—unauthorized use of one’s own work or part
of a work, either from the same course or from another course,
in more than one assignment.
· Academic deceit—use of false or altered information or
withholding information critical to the processes of the
University; providing false information or documentation with
the intent to obtain an exemption, extension or exception to
one’s coursework; signing other students into classes or on
group reports.
· Fabrication of data—using falsified or fabricated data,
forgery, or unsanctioned documents for research or other
coursework.
· Interference with other students’ learning or achievement—
sabotaging (including failing to contribute to) group projects or
laboratory work, disrupting in-class work, altering computer
files or online posts, or making educational materials
unavailable to others.
· Unauthorized acquisition or exchange of coursework—
purchasing, borrowing, stealing, or otherwise obtaining material
with the intent to use as one’s own coursework; selling, lending,
or otherwise offering one’s own coursework to others with the
intent of allowing the recipient to use the work as one’s own;
obtaining a copy of one’s own completed tests and exams
(either a physical copy, an electronic image, or a screenshot)
without explicit permission from the course instructor.
· Copyright violation—distributing copyrighted material,
including course material provided by the instructor or obtained
from the textbook, without explicit permission from the
9. copyright holder.
All violations of Carlow’s academic integrity policy will be
kept on permanent record. Serious or multiple violations will be
forwarded to the Academic Integrity Committee for a judicial
hearing.
It is the student’s responsibility to become familiarized with
Carlow’s Academic Integrity Policy. The full policy can be
found in the Course Catalog.
Policy on Sharing of Course Material
All course material, including but not limited to presentation
slides, lecture notes, handouts, audio or video recordings,
syllabi, assignments, quizzes, tests, and exams, are the legal
property of the instructor who developed them, the University
that commissioned the work, or the textbook publisher. Students
may use this material for their own learning and for discussion
with other students in the class, but may not redistribute it in
any way, including uploading it online for others to access.
Doing so violates the copyright law and Carlow’s policy on
sharing of course material. In addition, sharing or accessing
course material for the purpose of gaining an unfair advantage
in the course or allowing others to gain an unfair advantage in
the course violates Carlow’s academic integrity policy.
Students with Disabilities Policy
Carlow University makes every effort to provide reasonable
accommodations for students with disabilities. This includes
individuals with physical disabilities, learning disabilities and
mental health disorders who meet the definition of disability
under the Americans with Disabilities Act. Students with
disabilities have the same responsibility as other students to
meet the University's academic, technical, and behavioral
standards and to follow the University's general policies and
guidelines regarding standards of conduct. Students who plan
to request accommodations should contact the Disabilities
Services Office at the beginning of each semester since
10. accommodations cannot be granted retroactively. To determine
whether you qualify for accommodations, or if you have
questions about services and procedures for students with
disabilities contact:
Jacqueline M. Smith
Disabilities Services Office
University Commons, 4th floor
Phone - 412.578.6257 (Office line)
412.578.6050 (Direct line)
Fax - 412 578.2027
[email protected]
Carlow University Temporary Disability Policy
Carlow University values each student and is invested in
encouraging his or her academic success in line with the Mercy
mission “to respond reverently to God and others; and to
embrace an ethic of service for a just and merciful world.” In
keeping with the mission, the University has chosen to offer
assistance to those with temporary conditions such as short term
illnesses, injuries, or other temporary medical conditions. While
the University is not required to provide such support under the
Americans with Disabilities Act, some assistance may be
arranged via the Disability Services Office (DSO). Each
situation will be reviewed; however, the office cannot guarantee
that services will be provided.
In order to determine if a student with a temporary condition
may receive some assistance via the DSO, he/she should contact
the office at 412 578-6257. The student will be asked to meet
with Jackie Smith, Disabilities Services Representative, and to
provide the requisite documentation of his/her condition. Mrs.
Smith will review the documentation and may consult with the
student accommodation committee to determine what, if any,
assistance may be provided. All documentation will remain
confidential.
11. Academic Support
McGinley Center for Academic Achievement:
The Center for Academic Achievement (CAA), 4th floor
University Commons, offers free in-person tutoring for
improving writing skills and understanding course content.
They also offer academic coaching for time management and
learning skills. Make an appointment through
https://carlow.mywconline.com at least 48 hours in advance, or
call 412-578-6146. Cancellations can be made online within 8
hours of the appointment time. For last minute cancellations,
please call 412-578-6146. Students can also access “CAA
Resources” under Groups on Celtic Online for guides on college
survival skills, reading, learning strategies, math, and
writing/research.
Hopkins Communication Lab:
Carlow is fortunate to have a state-of-the-art communication lab
opened to all members of the university. The Hopkins
Communication Lab is located on the 4th floor of the University
Commons. Well-trained peer tutors and/or the Lab Director are
available 7 days a week and 2 evenings to assist. The
communication lab team members can help you with
brainstorming a topic for any presentation, researching your
speech, outlining your speech, building your persuasive
argument through evidence, creating your visual aids, coping
with speech anxiety, taping your speech, or practicing your
speech. They can also assist with video creation/editing skills
using Camtasia.
To schedule an appointment please email the staff at
[email protected] or call 412-578-8761. You can also stop by
the lab for walk in hours or to receive scheduling help. The lab
hours are posted on your Celtic Online site or on the student
portal under the “Hopkins Communication Lab.”
12. Celtic Online Course Management Technology -- Additional
Support Services
· Technical assistance with Celtic Onlineis available from:
Center for Digital Learning & Innovation – 4th Floor of
University Commons.
· Assistance with Technicalconcerns/questions regarding
computers, access, log-in process, passwords, viruses, etc., is
available from Carlow’s Information Technology help desk.
Their contact numbers are (412) 587-8700 or (866) 767-9509
answered 24 hours a day. Or you may contact them by e-mail at
[email protected]
· Please make use of these university support systems whenever
appropriate. Please do not contact the instructor… as this will
only delay the appropriate assistance and technical support you
require.
NOTE THIS EXCEPTION: If you have non-technical-related
questions related to course materials or links for the course in
Celtic Online, please e-mail me.
Mental Health and Counseling Support
Diminished mental health can interfere with optimal academic
performance. The source of symptoms might be related to your
course work; if so, please speak with me.
However, problems with other parts of your life can also
contribute to decreased academic performance. Carlow's
Counseling Center provides free and confidential mental health
services to help you manage personal challenges that threaten
your emotional or academic well-being.
Remember, getting help is a smart and courageous thing to do --
for yourself and for those who care about you.
Make an appointment by calling 412-578-8731 or 412-578-
6306. The Counseling Center is located on the 4th floor of
Frances Warde Hall, and open from 9AM to 4:30PM Monday
13. through Friday.
If you are in crisis and need immediate assistance, please
contact the Carlow Police at 412-578-6007orcallRe:Solve Crisis
Networkat 1-888-796-8226. Both are available 24/7.
Course Assignments and Evaluation
Assignments
Assignment
Points
Due date
Reading journals or discussion posts and class participation
200
10 out of 13 options
Tests
100
10 out of 12 options
Short Reports (2)
100
#1 due end of week 3
#2 due end of week 6
Multimedia Presentation
100
End of week 7
Self-assessment Portfolio
100
End of week 8
Total 600 points
Discussion posts – 10 of 13 options graded – 10 points for each
original post and 10 points for interactivity with other students -
200 points
To obtain greater meaning from the course text and additional
materials in the Celtic Online course management site, you will
14. be posting original comments and discussing course content
with other students throughout the semester. These entries
should help you with your comprehension and application of the
course material. Your active participation and engagement with
the other students throughout these discussions are of the
utmost importance for your course outcomes as well as your
course grade.
Remember to always show tolerance and respect for differing
ideas and perspectives in your comments. You will be evaluated
on your ability to extend on/or tactfully critique others’ input.
Diverse opinions are encouraged and respected in this class.
Rude, disrespectful, or threatening comments regarding others
will NOT be tolerated. Anyone acting in such an inappropriate
manner will be asked to leave the class and the Dean of
Students and Academic Dean will be notified.
Tests - 10 of 12 administered – 10 points each – 100 points
Each chapter in the text book will have a corresponding test.
There are 12 chapters we will cover and each will have a test
associated with that specific content. You may take all 12 tests
if you wish and your Best 10 Test scores will be recorded for
your final grade. If you choose to take only 10 of the quizzes
then those are the 10 that will be recorded for your final grade.
Short Reports – 2 at 50 points each - 100 points
In the short reports, you will have an opportunity to explore
interpersonal communication research on a topic and report on
the insights that you have gained. The due date of each report is
listed on the schedule. In your short reports, include an
introduction, thesis, body, conclusion, and in-text citations. The
report should be 3-3.5 pages, double spaced, not including the
references. Please proofread your paper because you will be
graded down for typos, spelling mistakes, and grammatical
errors. Include at least two journal articles; no Wikipedia. Note
how to complete good library research from the video lecture at
the beginning of this course. Use APA formatting for all
references and in-text citations. Please see assignment sheet for
more detailed information about this assignment.
15. Short report 1: TV/movie/song analysis
Short Report 2: Relationship analysis
Multimedia presentation – 100 points
This assignment is intended to facilitate a greater awareness of
how our course content matters beyond the walls of the
classroom and challenge you to critically think about/analyze
what is transpiring in the world around you – or suggest what
should be taking place instead in order to improve interpersonal
relations. Students may select topics from the host of topics
discussed in class, prompted by the course readings, discovered
through research, suggested by the professor, or otherwise
newly identified by you that are clearly relevant to issues
associated with interpersonal relations. Your presentation
should demonstrate your learning and teach/educate/persuade
(or otherwise have potential for creating a meaningful impact on
a public audience as if the presentation were to be published).
Please see assignment sheet for more detailed information about
this assignment.
Self-assessment portfolio – 100 points
Complete 10 self-assessments and complete a 2 page
assignment/reflection on each. These 10 assessments and
reflections will be put together to create a self-assessment
portfolio that will give you a very broad picture of your own
interpersonal communication skills and practices. Please see
assignment sheet for more detailed information about this
assignment.
Course Schedule
Week 1 (1/13/20 – 1/19/20)
· Read chapter 1: About Communication
· Watch lecture on Chapter 1
· Take test on Chapter 1
· Read chapter 2: Culture and Gender
16. · Watch lecture on Chapter 2
· Take test on Chapter 2
· Additional reading and discussion topics
· 1. Complete the Cultural explorations exercise
· Post unique discussion post and engage in class discussion on
discussion board
· Complete “Library Research and resources” folder. You will
find a to-do list in this folder. Complete all required items in
this folder to be adequately prepared for the quality research
required for this course. BONUS POINTS OPPORTUNITY
Week 2 (1/20/20 – 1/26/20)
· Read chapter 3: Communication and the Self
· Watch lecture on Chapter 3
· Take test on Chapter 3
· Read chapter 4: Interpersonal Perception
· Watch lecture on Chapter 4
· Take test on Chapter 4
· Additional reading and discussion topics
· 2. Complete the “Who am I” exercise
· Post unique discussion post and engage in class discussion on
discussion board
· 3. Read the “Social Perception” reading
· Post unique discussion post and engage in class discussion on
discussion board
Week 3 (1/27/20 – 2/2/20)
· Read chapter 5: Language
· Watch lecture on Chapter 5
· Take test on Chapter 5
· Read chapter 6: Nonverbal Communication
· Watch lecture on Chapter 6
· Take test on Chapter 6
· Additional reading and discussion topics
· 4. Complete the “Thinking Critically about the Media”
exercise
17. · Post unique discussion post and engage in class discussion on
discussion board
· 5. Read the “Becoming desensitized to hate words” reading
· Post unique discussion post and engage in class discussion on
discussion board
· 6. Read the Washington Post article about personal space and
then listen to the NPR podcast on personal space in different
cultures.
· Post unique discussion post and engage in class discussion on
discussion board
· Short Report #1 Due
Week 4 (2/3/20 – 2/9/20)
· Read chapter 7: Listening
· Watch lecture on Chapter 7
· Take test on Chapter 7
· Read chapter 8: Emotion
· Watch lecture on Chapter 8
· Take test on Chapter 8
· Additional reading and discussion topics
· 7. Watch “The power of listening”
· Post unique discussion post and engage in class discussion on
discussion board
Week 5 (2/10/20 – 2/16/20)
· Read chapter 9: Forming and Maintaining personal
relationships
· Watch lecture on Chapter 9
· Take test on Chapter 9
· Read chapter 10: Interpersonal Communication in close
relationships
· Watch lecture on Chapter 10
· Take test on Chapter 10
· Additional reading and discussion topics
· 8. Read the case study on Space
· Post unique discussion post and engage in class discussion on
18. discussion board
· 9. Go to ProCon.org micro-website
http://socialnetworking.procon.org/#pro_con. Consider the
debate: “Are social networking sites good for society?” It
includes a brief overview, a series of pro and con arguments, a
video gallery with brief clips from: CBS news (re: teens &
parents learning dangers of social networking sites); The Daily
Show (re: Twittering); and CNN (re: the use of social
networking during the protests in Iran). Decide which side of
the debate you favor and why?
· Post unique discussion post and engage in class discussion on
discussion board
Week 6 (2/17/20 – 2/23/20)
· Read chapter 11: Interpersonal Conflict
· Watch lecture on Chapter 11
· Take test on Chapter 11
· Additional reading and discussion topics
· 10. Read article on Interpersonal Relationships and Conflict
Resolution
· Post unique discussion post and engage in class discussion on
discussion board
· 11. Review the 2 "Conflict Resolution tips" documents
· Post unique discussion post and engage in class discussion on
discussion board
· Short Report #2 due
Week 7 (2/24/20 – 3/1/20)
· Read chapter 12: Deceptive Communication
· Watch lecture on Chapter 12
· Take test on Chapter 12
· Additional reading and discussion topics
· 12. Visit the “Psychology Today Deception” website
· Post unique discussion post and engage in class discussion on
discussion board
· 13. Research on your own: Online Deception - See discussion
19. prompt for more information
· Post unique discussion post and engage in class discussion on
discussion board
· Creative Presentation Due
Week 8 (3/2/20 – 3/6/20)
· Watch and/or read all Creative Presentations from your
classmates
· Post unique discussion post for each and engage in class
discussion on discussion board
· Self-Assessment Portfolio due
Communication 120 – Interpersonal
Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have
concerns or questions about this course. I am happy to arrange a
skype meeting, at a mutually convenient time, or we can discuss
questions or concerns via e-mail. Please feel free to reach out
with anything you need to discuss.
Course Overview
An examination of communication theory and research as it
applies to the creation, maintenance, or deterioration of
interpersonal relationships. Topics include the creation and
negotiation of meaning, identity development, social diversity
and cultural influences, verbal/nonverbal messages, perception,
conflict, power, self-disclosure, deception, empathy, the role of
20. mediated communication, and interaction patterns in
friendships, families, and work relationships. The course
combines theory application and experiential skill development.
3 credits –fulfills requirements in: Communication and Media
major; Corporate Communication major; Communication Minor;
Leadership and Social Change Minor; College of Leadership
and Social Change Core; Social and Behavioral Sciences LAI
Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the
following learning outcomes:
1. Demonstrate comprehension of communication principles and
theories that explain and/or predict effective personal and
professional relationships.
2. Demonstrate various effective interpersonal communication
skills and strategies that positively impact relationship
development and/or maintenance.
3. Demonstrate comprehension of variety of problematic
communication behaviors that contribute to the deterioration
and/or dissolution of interpersonal relationships and propose
viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such
as class, gender, race, status, power, etc. on communication
competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal
relations topic(s) within the communication and social sciences
literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole
story, (3rd Ed.). Boston: McGraw-Hill.
21. Course Policies
Participation and Attendance
Online class attendance is required as each module offers
elements that are essential to your success in this course.
Additionally, this class is highly interactive, so your active
participation is necessary to create a cooperative learning
experience for the entire class. You should expect that late
responses to the discussion forums will have a negative impact
on your learning, your success in this class, and your grade. The
participation grade will be evaluated based on your ability to
respond thoughtfully to the given prompts, apply course content
to personal examples, and your attentiveness to the input of
others.
As mentioned above, all absences and partial absences in the
discussion forums will negatively influence your participation
grade.
Deadlines
Assignments are due on the day noted in the syllabus. Like in
the real world, poor time management or bad judgment on your
part does not qualify as an acceptable excuse for late work.
Expect point deductions for assignments not turned in on time.
Plan your week accordingly and plan for the worst. Have extra
places to save documents and know where you can get back up
internet if for some reason yours is not working at the time of
an important deadline. It is your responsibility to have back up
plans for when things don’t go your way!
Carlow University E-mail
You are expected to regularly check and read e-mail sent to
your Carlow e-mail account. Due to the Family Education
Records Privacy Act (known as the ‘Buckley Amendment’), I
will not send e-mail to alternate e-mail accounts. Due to
federal law, faculty members are required to communicate with
you through your Carlow account.
22. If you would like to forward your e-mail from your Carlow
account to another, more convenient, e-mail account, please
consult the Carlow Help Desk for Information Technology.
Celtic Online
As this course is an online course, your ability to navigate
Celtic Online is crucial to your success. Please make sure you
are familiar with the lay out and ask questions when you can’t
find something!
Technology Requirements
Since this is an online course, you will need consistent and
reliable access to the internet. It is your responsibility to have
back up internet options in the case that your personal internet
source is unavailable for some reason. The excuse of “no
internet” when it comes to assignments being turned in on time
will not be acceptable. Your presentation will also be recorded;
therefore, you will need to have access to a computer with
recording capabilities (e.g., camera and mic with reliable and
good quality video output).
Library Research
Electronic Access to Library Sources:Carlow students may
connect to EBSCOhost or the Wilson Omnifile journal index, by
simply going to http://library.carlow.edu
If for any reason you experience trouble with this process,
please stop by the library, located in the Learning Commons, or
call the library at 412-578-6139, or e-mail the library at
[email protected]. Please do not contact the instructor. If you
do so, it may delay in getting you appropriate assistance and
technical support.
Credible Sources:You are required to use credible sources for
your evidence; this does not include Wikipedia. Access articles
23. from printed journals, newspapers, books or online databases,
which are available from the libraries home page. This also
includes credible media sources, such as radio shows (National
Public Radio-NPR) and TV news shows, as well as personal
interviews with appropriate credible individuals.
University Policies
Academic Integrity:
Carlow University aims to educate and challenge students to
reach their highest potential by guiding students along a path of
honesty and integrity throughout their intellectual pursuits.
Students are thus expected to uphold the highest standards of
academic integrity. Forms of academic misconduct include (but
are not limited to):
· Cheating—providing or receiving inappropriate assistance on
any coursework.
· Plagiarism—submitting another’s work as one’s own; not
properly citing sources, using exact wording without quotations
or proper attribution, paraphrasing without proper citation, or
improper paraphrasing; attributing citations to inaccurate or
misleading sources.
· Self-plagiarism—unauthorized use of one’s own work or part
of a work, either from the same course or from another course,
in more than one assignment.
· Academic deceit—use of false or altered information or
withholding information critical to the processes of the
University; providing false information or documentation with
the intent to obtain an exemption, extension or exception to
one’s coursework; signing other students into classes or on
group reports.
· Fabrication of data—using falsified or fabricated data,
forgery, or unsanctioned documents for research or other
coursework.
· Interference with other students’ learning or achievement—
sabotaging (including failing to contribute to) group projects or
laboratory work, disrupting in-class work, altering computer
24. files or online posts, or making educational materials
unavailable to others.
· Unauthorized acquisition or exchange of coursework—
purchasing, borrowing, stealing, or otherwise obtaining material
with the intent to use as one’s own coursework; selling, lending,
or otherwise offering one’s own coursework to others with the
intent of allowing the recipient to use the work as one’s own;
obtaining a copy of one’s own completed tests and exams
(either a physical copy, an electronic image, or a screenshot)
without explicit permission from the course instructor.
· Copyright violation—distributing copyrighted material,
including course material provided by the instructor or obtained
from the textbook, without explicit permission from the
copyright holder.
All violations of Carlow’s academic integrity policy will be
kept on permanent record. Serious or multiple violations will be
forwarded to the Academic Integrity Committee for a judicial
hearing.
It is the student’s responsibility to become familiarized with
Carlow’s Academic Integrity Policy. The full policy can be
found in the Course Catalog.
Policy on Sharing of Course Material
All course material, including but not limited to presentation
slides, lecture notes, handouts, audio or video recordings,
syllabi, assignments, quizzes, tests, and exams, are the legal
property of the instructor who developed them, the University
that commissioned the work, or the textbook publisher. Students
may use this material for their own learning and for discussion
with other students in the class, but may not redistribute it in
any way, including uploading it online for others to access.
Doing so violates the copyright law and Carlow’s policy on
sharing of course material. In addition, sharing or accessing
course material for the purpose of gaining an unfair advantage
in the course or allowing others to gain an unfair advantage in
the course violates Carlow’s academic integrity policy.
25. Students with Disabilities Policy
Carlow University makes every effort to provide reasonable
accommodations for students with disabilities. This includes
individuals with physical disabilities, learning disabilities and
mental health disorders who meet the definition of disability
under the Americans with Disabilities Act. Students with
disabilities have the same responsibility as other students to
meet the University's academic, technical, and behavioral
standards and to follow the University's general policies and
guidelines regarding standards of conduct. Students who plan
to request accommodations should contact the Disabilities
Services Office at the beginning of each semester since
accommodations cannot be granted retroactively. To determine
whether you qualify for accommodations, or if you have
questions about services and procedures for students with
disabilities contact:
Jacqueline M. Smith
Disabilities Services Office
University Commons, 4th floor
Phone - 412.578.6257 (Office line)
412.578.6050 (Direct line)
Fax - 412 578.2027
[email protected]
Carlow University Temporary Disability Policy
Carlow University values each student and is invested in
encouraging his or her academic success in line with the Mercy
mission “to respond reverently to God and others; and to
embrace an ethic of service for a just and merciful world.” In
keeping with the mission, the University has chosen to offer
assistance to those with temporary conditions such as short term
illnesses, injuries, or other temporary medical conditions. While
the University is not required to provide such support under the
Americans with Disabilities Act, some assistance may be
26. arranged via the Disability Services Office (DSO). Each
situation will be reviewed; however, the office cannot guarantee
that services will be provided.
In order to determine if a student with a temporary condition
may receive some assistance via the DSO, he/she should contact
the office at 412 578-6257. The student will be asked to meet
with Jackie Smith, Disabilities Services Representative, and to
provide the requisite documentation of his/her condition. Mrs.
Smith will review the documentation and may consult with the
student accommodation committee to determine what, if any,
assistance may be provided. All documentation will remain
confidential.
Academic Support
McGinley Center for Academic Achievement:
The Center for Academic Achievement (CAA), 4th floor
University Commons, offers free in-person tutoring for
improving writing skills and understanding course content.
They also offer academic coaching for time management and
learning skills. Make an appointment through
https://carlow.mywconline.com at least 48 hours in advance, or
call 412-578-6146. Cancellations can be made online within 8
hours of the appointment time. For last minute cancellations,
please call 412-578-6146. Students can also access “CAA
Resources” under Groups on Celtic Online for guides on college
survival skills, reading, learning strategies, math, and
writing/research.
Hopkins Communication Lab:
Carlow is fortunate to have a state-of-the-art communication lab
opened to all members of the university. The Hopkins
Communication Lab is located on the 4th floor of the University
Commons. Well-trained peer tutors and/or the Lab Director are
available 7 days a week and 2 evenings to assist. The
27. communication lab team members can help you with
brainstorming a topic for any presentation, researching your
speech, outlining your speech, building your persuasive
argument through evidence, creating your visual aids, coping
with speech anxiety, taping your speech, or practicing your
speech. They can also assist with video creation/editing skills
using Camtasia.
To schedule an appointment please email the staff at
[email protected] or call 412-578-8761. You can also stop by
the lab for walk in hours or to receive scheduling help. The lab
hours are posted on your Celtic Online site or on the student
portal under the “Hopkins Communication Lab.”
Celtic Online Course Management Technology -- Additional
Support Services
· Technical assistance with Celtic Onlineis available from:
Center for Digital Learning & Innovation – 4th Floor of
University Commons.
· Assistance with Technicalconcerns/questions regarding
computers, access, log-in process, passwords, viruses, etc., is
available from Carlow’s Information Technology help desk.
Their contact numbers are (412) 587-8700 or (866) 767-9509
answered 24 hours a day. Or you may contact them by e-mail at
[email protected]
· Please make use of these university support systems whenever
appropriate. Please do not contact the instructor… as this will
only delay the appropriate assistance and technical support you
require.
NOTE THIS EXCEPTION: If you have non-technical-related
questions related to course materials or links for the course in
Celtic Online, please e-mail me.
Mental Health and Counseling Support
28. Diminished mental health can interfere with optimal academic
performance. The source of symptoms might be related to your
course work; if so, please speak with me.
However, problems with other parts of your life can also
contribute to decreased academic performance. Carlow's
Counseling Center provides free and confidential mental health
services to help you manage personal challenges that threaten
your emotional or academic well-being.
Remember, getting help is a smart and courageous thing to do --
for yourself and for those who care about you.
Make an appointment by calling 412-578-8731 or 412-578-
6306. The Counseling Center is located on the 4th floor of
Frances Warde Hall, and open from 9AM to 4:30PM Monday
through Friday.
If you are in crisis and need immediate assistance, please
contact the Carlow Police at 412-578-6007orcallRe:Solve Crisis
Networkat 1-888-796-8226. Both are available 24/7.
Course Assignments and Evaluation
Assignments
Assignment
Points
Due date
Reading journals or discussion posts and class participation
200
10 out of 13 options
Tests
100
10 out of 12 options
Short Reports (2)
100
#1 due end of week 3
#2 due end of week 6
Multimedia Presentation
100
29. End of week 7
Self-assessment Portfolio
100
End of week 8
Total 600 points
Discussion posts – 10 of 13 options graded – 10 points for each
original post and 10 points for interactivity with other students -
200 points
To obtain greater meaning from the course text and additional
materials in the Celtic Online course management site, you will
be posting original comments and discussing course content
with other students throughout the semester. These entries
should help you with your comprehension and application of the
course material. Your active participation and engagement with
the other students throughout these discussions are of the
utmost importance for your course outcomes as well as your
course grade.
Remember to always show tolerance and respect for differing
ideas and perspectives in your comments. You will be evaluated
on your ability to extend on/or tactfully critique others’ input.
Diverse opinions are encouraged and respected in this class.
Rude, disrespectful, or threatening comments regarding others
will NOT be tolerated. Anyone acting in such an inappropriate
manner will be asked to leave the class and the Dean of
Students and Academic Dean will be notified.
Tests - 10 of 12 administered – 10 points each – 100 points
Each chapter in the text book will have a corresponding test.
There are 12 chapters we will cover and each will have a test
associated with that specific content. You may take all 12 tests
if you wish and your Best 10 Test scores will be recorded for
your final grade. If you choose to take only 10 of the quizzes
then those are the 10 that will be recorded for your final grade.
Short Reports – 2 at 50 points each - 100 points
30. In the short reports, you will have an opportunity to explore
interpersonal communication research on a topic and report on
the insights that you have gained. The due date of each report is
listed on the schedule. In your short reports, include an
introduction, thesis, body, conclusion, and in-text citations. The
report should be 3-3.5 pages, double spaced, not including the
references. Please proofread your paper because you will be
graded down for typos, spelling mistakes, and grammatical
errors. Include at least two journal articles; no Wikipedia. Note
how to complete good library research from the video lecture at
the beginning of this course. Use APA formatting for all
references and in-text citations. Please see assignment sheet for
more detailed information about this assignment.
Short report 1: TV/movie/song analysis
Short Report 2: Relationship analysis
Multimedia presentation – 100 points
This assignment is intended to facilitate a greater awareness of
how our course content matters beyond the walls of the
classroom and challenge you to critically think about/analyze
what is transpiring in the world around you – or suggest what
should be taking place instead in order to improve interpersonal
relations. Students may select topics from the host of topics
discussed in class, prompted by the course readings, discovered
through research, suggested by the professor, or otherwise
newly identified by you that are clearly relevant to issues
associated with interpersonal relations. Your presentation
should demonstrate your learning and teach/educate/persuade
(or otherwise have potential for creating a meaningful impact on
a public audience as if the presentation were to be published).
Please see assignment sheet for more detailed information about
this assignment.
Self-assessment portfolio – 100 points
Complete 10 self-assessments and complete a 2 page
31. assignment/reflection on each. These 10 assessments and
reflections will be put together to create a self-assessment
portfolio that will give you a very broad picture of your own
interpersonal communication skills and practices. Please see
assignment sheet for more detailed information about this
assignment.
Course Schedule
Week 1 (1/13/20 – 1/19/20)
· Read chapter 1: About Communication
· Watch lecture on Chapter 1
· Take test on Chapter 1
· Read chapter 2: Culture and Gender
· Watch lecture on Chapter 2
· Take test on Chapter 2
· Additional reading and discussion topics
· 1. Complete the Cultural explorations exercise
· Post unique discussion post and engage in class discussion on
discussion board
· Complete “Library Research and resources” folder. You will
find a to-do list in this folder. Complete all required items in
this folder to be adequately prepared for the quality research
required for this course. BONUS POINTS OPPORTUNITY
Week 2 (1/20/20 – 1/26/20)
· Read chapter 3: Communication and the Self
· Watch lecture on Chapter 3
· Take test on Chapter 3
· Read chapter 4: Interpersonal Perception
· Watch lecture on Chapter 4
· Take test on Chapter 4
· Additional reading and discussion topics
· 2. Complete the “Who am I” exercise
· Post unique discussion post and engage in class discussion on
discussion board
· 3. Read the “Social Perception” reading
32. · Post unique discussion post and engage in class discussion on
discussion board
Week 3 (1/27/20 – 2/2/20)
· Read chapter 5: Language
· Watch lecture on Chapter 5
· Take test on Chapter 5
· Read chapter 6: Nonverbal Communication
· Watch lecture on Chapter 6
· Take test on Chapter 6
· Additional reading and discussion topics
· 4. Complete the “Thinking Critically about the Media”
exercise
· Post unique discussion post and engage in class discussion on
discussion board
· 5. Read the “Becoming desensitized to hate words” reading
· Post unique discussion post and engage in class discussion on
discussion board
· 6. Read the Washington Post article about personal space and
then listen to the NPR podcast on personal space in different
cultures.
· Post unique discussion post and engage in class discussion on
discussion board
· Short Report #1 Due
Week 4 (2/3/20 – 2/9/20)
· Read chapter 7: Listening
· Watch lecture on Chapter 7
· Take test on Chapter 7
· Read chapter 8: Emotion
· Watch lecture on Chapter 8
· Take test on Chapter 8
· Additional reading and discussion topics
· 7. Watch “The power of listening”
· Post unique discussion post and engage in class discussion on
discussion board
33. Week 5 (2/10/20 – 2/16/20)
· Read chapter 9: Forming and Maintaining personal
relationships
· Watch lecture on Chapter 9
· Take test on Chapter 9
· Read chapter 10: Interpersonal Communication in close
relationships
· Watch lecture on Chapter 10
· Take test on Chapter 10
· Additional reading and discussion topics
· 8. Read the case study on Space
· Post unique discussion post and engage in class discussion on
discussion board
· 9. Go to ProCon.org micro-website
http://socialnetworking.procon.org/#pro_con. Consider the
debate: “Are social networking sites good for society?” It
includes a brief overview, a series of pro and con arguments, a
video gallery with brief clips from: CBS news (re: teens &
parents learning dangers of social networking sites); The Daily
Show (re: Twittering); and CNN (re: the use of social
networking during the protests in Iran). Decide which side of
the debate you favor and why?
· Post unique discussion post and engage in class discussion on
discussion board
Week 6 (2/17/20 – 2/23/20)
· Read chapter 11: Interpersonal Conflict
· Watch lecture on Chapter 11
· Take test on Chapter 11
· Additional reading and discussion topics
· 10. Read article on Interpersonal Relationships and Conflict
Resolution
· Post unique discussion post and engage in class discussion on
discussion board
· 11. Review the 2 "Conflict Resolution tips" documents
34. · Post unique discussion post and engage in class discussion on
discussion board
· Short Report #2 due
Week 7 (2/24/20 – 3/1/20)
· Read chapter 12: Deceptive Communication
· Watch lecture on Chapter 12
· Take test on Chapter 12
· Additional reading and discussion topics
· 12. Visit the “Psychology Today Deception” website
· Post unique discussion post and engage in class discussion on
discussion board
· 13. Research on your own: Online Deception - See discussion
prompt for more information
· Post unique discussion post and engage in class discussion on
discussion board
· Creative Presentation Due
Week 8 (3/2/20 – 3/6/20)
· Watch and/or read all Creative Presentations from your
classmates
· Post unique discussion post for each and engage in class
discussion on discussion board
· Self-Assessment Portfolio due