Traditionally, 2 percent of the citizens of the United States live.docx

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Traditionally, 2 percent of the citizens of the United States live in a foreign country because they are disenchanted with U.S. politics or social attitudes. In order to test if this proportion has increased since the September 11, 2001, terror attacks, U.S. consulates contacted a random sample of 400 of these expatriates. The sample yields 12 people who report they are living overseas because of political or social attitudes. Can you conclude this data shows the proportion of politically motivated expatriates has increased? a) State the null and alternative hypothesis. b)Calculate the test statistic. Show your calculation c) Determine the p-value. d) What is your decision regarding the null statement if = 0.05? e) Write a conclusion statement. COM 101 Understanding Mass Media – Interview Assignment For the interview assignment, students work in groups of 2 or 3 and are responsible for booking, traveling and interviewing a media professional on ONE media issue approved by the professor. The interview will then be turned into a separate 3-4 page report from each student following the directions below. Topics to Consider: 1. Ethical Advertising 2. Hard News Decisions 3. Job Challenges 4. Getting a Job 5. Censorship 6. Advertorials 7. Media Bias 8. Graphic Manipulation 9. News Violence 10. Portrayal of Society/Race 11. Portrayal of a Politician 12. Gossip & Tabloids 13. Age & Culture in Music 14. Sports Bias 15. Target Marketing Interview Guidelines 1. You must choose only ONE topic to focus the entire interview on. 2. Your goal is to capture the subject’s logos (logical), pathos (emotional) & ethos (ethical) views on whichever media issue that you and your partner choose. 3. Most importantly, avoid asking questions that could result in a simple “Yes” or “No” answer! 4. You should ask at least 10 total questions focused a subject related to the interviewee. Before the Interview 1. Bring a recording device. Interviewees can grow impatient if you try taking notes. 2. Bring written quotes or facts with you (helpful when reciting statistics). 3. Leave early to assure you arrive on time. 4. Turn off your cell phone. 5. Learn everything you can about the person before you make contact. 6. Don’t think of it as an interview, but a conversation and a great connected learning opportunity. During the Interview 1. Ask your key questions first, but save the tough questions for later. 2. Smile when asking each question and you will get a more enthusiastic answer. 3. Don’t be afraid to appear ignorant. A good interviewer doesn’t know everything—just how to learn. 4. Don’t always ask questions. Try "Tell me your thoughts on…" & "Describe your reaction to…" 5. Listen carefully. Don’t worry about your next question— it will come to you. 6. Thank him/her in person and follow up with a written thank you note in the mail. 7. Don’t forget to take a bus ...

Education

1. Ethical Advertising
2. Hard News Decisions
3. Job Challenges
4. Getting a Job
5. Censorship
6. Advertorials
7. Media Bias
8. Graphic Manipulation
9. News Violence
10. Portrayal of Society/Race
11. Portrayal of a Politician
12. Gossip & Tabloids
13. Age & Culture in Music
14. Sports Bias
15. Target Marketing
Interview Guidelines

1. You must choose only ONE topic to focus the entire
interview on.
2. Your goal is to capture the subject’s logos (logical), pathos
(emotional) & ethos (ethical) views
on whichever media issue that you and your partner choose.
3. Most importantly, avoid asking questions that could result in
a simple “Yes” or “No” answer!
4. You should ask at least 10 total questions focused a subject
related to the interviewee.
Before the Interview
1. Bring a recording device. Interviewees can grow impatient if
you try taking notes.
2. Bring written quotes or facts with you (helpful when reciting
statistics).
3. Leave early to assure you arrive on time.
4. Turn off your cell phone.
5. Learn everything you can about the person before you make
contact.
6. Don’t think of it as an interview, but a conversation and a
great connected learning opportunity.

During the Interview
1. Ask your key questions first, but save the tough questions for
later.
2. Smile when asking each question and you will get a more
enthusiastic answer.
3. Don’t be afraid to appear ignorant. A good interviewer
doesn’t know everything—just how to learn.
4. Don’t always ask questions. Try "Tell me your thoughts
on…" & "Describe your reaction to…"
5. Listen carefully. Don’t worry about your next question— it
will come to you.
6. Thank him/her in person and follow up with a written thank
you note in the mail.
7. Don’t forget to take a business card or picture with the media
pro for proof of your interview!
Writing the Report
Combine quotes from the interview with your own research to
write a 3 to 4-page report (1,000 word
count minimum) on the topic of the interview. The introduction
should list 1) who you interviewed, 2)
what you focused on, as well as 3) when, 4) where and how you
did it. The body should consist of

paragraphs based on the questions you asked, as well as your
own comments and research. Use some
quotes from the interview (approx. one quote per page is usually
sufficient). Conclude by summarizing
what you discussed and what was learned from this project.
The paper must be typed. Set margins to 1 inch all around. Use
the Times New Roman font, size 12,
double-spaced. Write the entire paper in past tense. On the last
page, please attach a scan of the media
professional’s business card or a photo of you with him/her to
your paper!

For the interview assignment, students work in groups of 2 or 3 and are responsible for booking, traveling and interviewing a media professional on ONE media issue approved by the professor. The interview will then be turned into a separate 3-4 page report from each student following the directions below. Topics to Consider: 1. Ethical Advertising 2. Hard News Decisions 3. Job Challenges 4. Getting a Job 5. Censorship 6. Advertorials 7. Media Bias 8. Graphic Manipulation 9. News Violence 10. Portrayal of Society/Race 11. Portrayal of a Politician 12. Gossip & Tabloids 13. Age & Culture in Music 14. Sports Bias 15. Target Marketing Interview Guidelines 1. You must choose only ONE topic to focus the entire interview on. 2. Your goal is to capture the subject’s logos (logical), pathos (emotional) & ethos (ethical) views on whichever media issue that you and your partner choose. 3. Most importantly, avoid asking questions that could result in a simple “Yes” or “No” answer! 4. You should ask at least 10 total questions focused a subject related to the interviewee. Before the Interview 1. Bring a recording device. Interviewees can grow impatient if you try taking notes. 2. Bring written quotes or facts with you (helpful when reciting statistics). 3. Leave early to assure you arrive on time. 4. Turn off your cell phone. 5. Learn everything you can about the person before you make contact. 6. Don’t think of it as an interview, but a conversation and a great connected learning opportunity. During the Interview 1. Ask your key questions first, but save the tough questions for later. 2. Smile when asking each question and you will get a more enthusiastic answer. 3. Don’t be afraid to appear ignorant. A good interviewer doesn’t know everything—just how to learn. 4. Don’t always ask questions. Try "Tell me your thoughts on…" & "Describe your reaction to…" 5. Listen carefully. Don’t worry about your next question— it will come to you. 6. Thank him/her in person and follow up with a written thank you note in the mail. 7. Don’t forget to take a business card or picture with the media pro for proof of your interview! Writing the Report Combine quotes from the interview with your own research to write a 3 to 4-page report (1,000 word count minimum) on the topic of the interview. The introduction should list 1) who you interviewed, 2) what you focused on, as well as 3) when, 4) where and how you did it. The body should consist of paragraphs based on the questions you asked, as well as your own comments and research. Use some quotes from the interview (approx. one quote per page is usually sufficient). Conclude by summarizing what you discussed and what was learned from this project. The paper must be typed. Set margins to 1 inch all around. Use the Times New Roman font, size 12, double-spaced. Write the entire paper in past tense. On the last page, please attach a scan of the media professional’s business card or a photo of you with him/her to your paper! .

Interview Questions Write 15 or more open-ended questions of sub.docx

mariuse18nolet

Interview Questions Write 15 or more open-ended questions of substance for your American subculture inquiry project paper. Make sure to include the name of your subculture in the title. Specify whether these questions are for: 1) a current or former member of the subculture 2) someone who has published scholarly writings on this group 3) someone who has worked professionally with the group Remember what we discussed in class: No yes/no questions. No questions that start with "Why." Do include: Questions that will inspire thoughtful and detailed answers. Questions that will not offend the party being interviewed. 1. Interviews In order to learn the views, opinions, and evaluations of people, we conduct interviews. Interviews can be of two types: · Structured · Unstructured In structured interviews, students prepare a set of questions and try to obtain answers to these questions. Data analysis is easier, because they have comparable categories for each respondent, and they can analyze what each respondent said as an answer to each question and compare and contrast their answers. Unstructured interviews: The researchers only have the topic of the interview but no set questions to ask the interviewee. The interview may follow whatever course the interviewee chooses to talk about. Every subject may dwell on a different aspect of the topic in question, and as a result, data from individual subjects may not be comparable. On the other hand, such data provide in depth information in great detail about individual subjects. For our own purposes, structured interviews where the interviewer focuses on a set of predetermined questions, and tries to obtain answers to these questions are more feasible since we cannot expect our students to conduct case studies or personality analyses. I. Finding subjects: The selection of subjects to be interviewed depends on the topic of study. However, there are certain guidelines the interviewer should not neglect: 1. Do not interview people you know well personally. In such cases, the subjects hesitate to open up and share their genuine opinions with the interviewer they know personally. The answers they give will be answers given to the person they know personally, not the answers they would give to an interviewer with whom they have no personal relations. 2. It is difficult to find the right people to interview. One way is using your contacts. If you know people who know the people you want to interview, use your contacts and get an introduction to those people. 3. If you have no contacts, you may go and contact directly the people you want to study. If you are lucky and approach the target group wisely, most people may agree to collaborate with you. 4. Always introduce yourself, tell your name, where you come from, your school, what your study is about, what you are trying to do. If necessary, get a letter from your teacher describing your research study and introducing you. II. The interview · The interview .

Dealing with the media

Heather Moyer

The document provides guidance on effectively communicating with the media. It discusses being proactive in dealings with media, having a spokesperson and backup spokespeople prepared in advance, responding to media inquiries immediately, never lying or going off the record, and emphasizing the positive aspects of the organization in times of crisis through openness and transparency with media. Key recommendations include having a crisis communications plan and conducting mock crisis drills, designating a primary spokesperson, and being well-prepared with key messages and facts before engaging with media.

BUS325 C5quiz1.Corruption is defined as ________.A) the enforc.docx

humphrieskalyn

BUS325 C5quiz 1.Corruption is defined as ________. A) the enforcement of existing corporate practices B) an act that violates a country's laws C) the abuse of power to achieve illegitimate personal gain D) facilitating payments illegally to obtain favors 2.Moral principles and values governing behavior regarding right and wrong are known as ________. A) attitudes B) ethics C) laws D) standards 3.Which of the following protects books and software from unauthorized use? A) patent B) trademark C) copyright D) domain registration 4.The Nike "Swoosh" is an example of a(n) ________. A) patent B) fad C) copyright D) trademark 5.A copyright is granted for ________ but not for ________. A) books; software B) music; movies C) works of art; manufacturing processes D) insignias; TV shows 6.A firm is hired by an entertainment company to investigate piracy of its entertainment software in countries abroad. The firm develops a list of countries to investigate based with estimated piracy levels of 90% or higher. Which of the following is most likely on the firm's list? A) India B) Russia C) China D) Mexico 7) An ethical relativist would most likely argue that ethical truths are ________. A) consistent in application B) different from group to group C) based on ancient principles D) absolute across societies 8.An individual who believes in ethical normativism views ethical truths as ________. A) universal B) constantly changing C) dependent on societal norms D) superior in certain countries 9.Each of the following represents a core CSR value except ________. A) eliminating child labor B) guarding against corruption C) protecting the environment D) inhibiting labor unions 10. The stakeholders of a company include all of the following except ________. A) loyal customers of the company's main competitor B) members of the company's board of directors C) the company's CEO and senior managers D) individuals who are company shareholders [Type text] [Type text] [Type text] 2 Instructor Linda Rogers English 130: Section 1 Interview questions for Deaf subculture Draft 4 April 3, 2014 Interview Questions for Deaf subculture I. Who or what is the subculture? · In your own words, what is Deaf Subculture mean? · How do you meet other users of ASL? · How well does ASL work to let you communicate? II. What is the history/background? · When did you know that you belonged to the deaf culture and how? · What do you like most about Deaf culture? · How did you learn ASL? At what age? · What activities do you do in Deaf subculture? III. What are the core beliefs/practices/ideals? What do they do together? Subculture-specific language/jargon/uniform/dress? · What are the ideals of Deaf culture? · What has been your philosophy as Deaf culture members? · How do you practice these ideals? · How does Deaf subculture survive and grow? IV. What do others think about them? · How do you feel being a member of deaf culture? · How have you been relati ...

Writing 101

connollymc

This document provides an overview of key aspects of journalistic writing, including: 1. The differences between news and features - news prioritizes the most important facts while features tell true stories using narrative techniques. 2. Guidelines for writing news stories, including using the inverted pyramid structure and focusing on accuracy, balance, objectivity, conciseness and timeliness. 3. Best practices for conducting interviews, such as preparing open-ended questions, listening carefully and following up to get more details and clarity.

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DrDunley

The document provides guidance on conducting field research methods for a class project, including interviews, surveys, and observations. It discusses tips for conducting interviews such as being prepared with questions but allowing the conversation to flow naturally. When designing surveys, the document recommends determining what information is needed, who to survey, how to distribute and collect surveys, and tips for writing clear, concise questions. Observations involve critically watching a person, place, or event in action to gain insights.

Intro to oral presentation and issues

Debbie Oliver

This document provides guidance for students on completing an assessment task involving persuasive speaking and writing. It discusses key concepts like what constitutes an issue, examples of current issues, and tips for delivering an effective persuasive oral presentation. Students are instructed to choose a contentious issue, research different perspectives on it, and present a 4-6 minute oral arguing their point of view, while addressing opposing arguments. They are encouraged to use emotive language and appeal to listeners' emotions to persuade their audience.

Research the culture before your initial Plan how.docx

bkbk37

1. The document provides instructions for conducting an ethnographic cultural interview where students interview someone from a different cultural background to learn about their culture. 2. Students are advised to research the informant's culture beforehand to establish rapport, treat the informant with respect, and provide compensation for their time. 3. The interview should explore the informant's first impressions of the new culture, what they miss from their original culture, barriers faced, and allow them to share cultural attitudes and customs.

Question 1 1. When using assessment to inform treatment planning, counselors should be most concerned with: a. Using primarily formal assessments to increase objectivity. b. Gathering quality information and evaluating it using a scientific approach. c. Using primarily informal assessments to gather thorough client data. d. Gathering a large quantity of information to ensure that all domains of the client's life are evaluated. 10 points Question 2 1. Helms et al. (2005) assert that rather than using race to categorize assessment results, the construct of _________________ is more effective in explaining significant differences in assessment of cognitive abilities and other areas of psychological assessment. a. Cultural preference. b. Racial identity. c. Gender identity. d. Worldview. 10 points Question 3 1. John is a second grade student who, on an achievement test, received a grade equivalent score of 4.5 (fourth grade-fifth month) on the reading comprehension subtest. As a counselor, you would interpret this score as an indicator that John should be: a. Skipped to the fourth grade. b. Moved to a fourth grade classroom for his instruction in reading. c. Tested for the gifted program, since he is doing fourth grade work. d. The score could not be interpreted without examining how the instrument was developed. 10 points Question 4 1. What is one drawback of using the range as a measure of variability? a. It is more difficult to calculate than standard deviation. b. It can only be meaningfully interpreted by expert clinicians. c. It is only useful in research applications. d. It can be significantly influenced by extreme scores. 10 points Question 5 1. The Beck Depression Inventory-II has a reliability coefficient (coefficient alpha) of .92. Using classical test theory, interpret the meaning of this reliability coefficient. a. The amount of error variance to observed variance is 92 percent. b. The amount of true variance to observed variance is 92 percent. c. The instrument has good enough reliability. d. The instrument's validity coefficient would be .922 (or .92 squared). 10 points Question 6 1. Using the general guidelines of user qualifications of Level A, Level B, and Level C, a clinician who has a master's degree in counseling and has had a course in assessment in counseling would be qualified to use: a. Level A instruments only. b. Level A and Level B instruments. c. Level C instruments only. d. Level A, Level B, and Level C instruments. 10 points Question 7 1. If a counselor is working with a client from an ethnic minority group, he or she should: a. Expect the client to have a lower-than-average intelligence score. b. Expect the client to have a higher-than-average intelligence score. c. Expect the client to do better on verbal items as compared to performance items. d. Not conclude anything about the client's potential intelligence because there is significant variation within any ethnic g ...

DescriptionAn informative speech increases the audience members’

LinaCovington707

Description An informative speech increases the audience members’ understanding of a topic. For this speech, you will inform your audience about a significant popular culture product or personality from the last five years. “Popular culture (or "pop culture") refers to the traditions and material culture of a particular society. [In first-world countries], pop culture refers to cultural products such as music, art, literature, fashion, dance, film, cyberculture, television, and radio that are consumed by the majority of a society's population. Pop culture is those types of media that have mass accessibility and appeal” (Crossman, 2020). This assignment requires you to design and deliver an original 4-5 minute informative speech, with supporting PowerPoint slides. For this speech, you will inform your audience about a topic by answering the questions: · What is the most significant popular culture product or personality from the last five years and why is that product or personality the most significant? The ideas in your speech must be supported by evidence. A minimum of three viable, relevant, timely sources is required. For this speech, you will confine your research to newspapers from across the country. You may choose from the following online newspapers: · “LA Times” · “Chicago Tribune” · “USA Today” · “Atlanta Journal-Constitution” · “Detroit Free Press” · “Arizona Republic” · “The Dallas Morning News” · “Boston Herald” · “New York Post” · “The Washington Times” POWERPOINT SPEECH WORKSHEET Do not complete this worksheet unless you have read the instructions for this speech. You will complete this worksheet easier if you follow the speech instructions as these instructions tell you exactly how to complete this worksheet. Name: INSTRUCTIONS 1. Fill in the blanks to create a preparation outline. Write your preparation outline in complete and correct sentences. Refer to the sample preparation outline in our textbook for guidance. 2. The speaking notes prompts follow the preparation outline. Fill in the blanks to develop speaking notes. Refer to the sample speaking notes outline in our textbook for guidance. PREPARATION OUTLINE You will fill in your answers after each colon (:). Write in complete sentences. Introduction: Central Idea: The most significant popular culture personality from the last five years is Kim Kardashian. She has influenced and impacted the fashion industry, home décor, lifestyles, and body image. Preview: Signpost (Transition): Main Idea #1: (Write your first Main Idea which will identify and explain the pop culture product or personality). (A. Support #1 for Main Idea #1. Identify and explain.): 1. (Detail for Support #1 for Main Idea #1): 2. (Detail for Support #1 for Main Idea #1): (B. Support #2 for Main Idea #1. Give examples.): 1. (Detail for Support #2 for Main Idea #1): 2. (Detail for Support #2 for Main Idea #1): Signpost (Transition): Main Idea #2 ...

Communication Skills

Fatima Qayyum

The document discusses various communication skills. It states that listening comprises 45% of communication, speaking 30%, reading 16%, and writing 9%. It provides tips for improving listening skills, such as listening actively and without distraction. It also discusses the importance of speaking skills and provides tips like speaking clearly. Additionally, it covers reading skills like skimming and scanning. Finally, it discusses writing skills and emphasizes choosing the appropriate format and audience as well as avoiding grammatical errors. It includes some related classroom activities to practice these skills.

Writing research title

Annalie Taguiam

The document provides guidance on writing a research title. It states that a research title should summarize the main topic and key variables being studied in a concise way. Titles should be around 12-15 words to be effective. Examples of good titles are given, such as "Modern Counseling: Freudian Theory with a New Face" for a study on the influence of psychoanalysis on counseling. Guidelines are given that the title should reflect the general problem or variable being investigated by the research. Sources for topic ideas can come from theories, prior research, and personal experiences. Developing a title requires narrowing a topic to be sufficiently focused and manageable for a research study.

Introduction to Oral Presentations

Debbie Oliver

This document provides guidance on an assessment task requiring students to identify and analyze persuasive language and present a reasoned point of view orally or in writing. Students must complete a 5-8 minute persuasive oral presentation on a self-selected issue and a 600-700 word written analysis of a text selected by the teacher. The document defines what constitutes an issue, provides examples of current issues, and offers tips on choosing a topic and crafting an effective persuasive oral presentation.

SO308 Principles of Social ResearchData Analysis 4 Interview.docx

jensgosney

SO308 Principles of Social Research Data Analysis 4: Interview Directions: Choose one participant that will agree to an administration of the interview schedule. Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic! Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations. Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through. Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun! INTERVIEW NOTES Data Collector ID: Location of Interview: Date: Time: Duration of Interview: Description of S.

SO308 Principles of Social ResearchData Analysis 4 Interview.docx

whitneyleman54422

Grade 10 ppt Week 1.pptx

cristina faalam

The document provides information about different sources of information and how to evaluate them. It discusses primary sources as original materials that provide first-hand accounts, secondary sources as analyses and interpretations of primary sources, and tertiary sources as compilations of primary and secondary sources like encyclopedias and indexes. It emphasizes the importance of ensuring information is accurate, complete, timely, consistent, relevant, and unique when obtaining and using sources.

Research methodology I Quantitative Research

Jimnaira Abanto

COMMUNICATIONS STYLE INVENTORYThis is an informal survey, .docx

cargillfilberto

COMMUNICATIONS STYLE INVENTORY This is an informal survey, designed to determine how you usually act in everyday related situations. The idea is to get a clear description of how you see yourself. On the answer sheet, circle A or B in each pair of statements below, which shows the one that MOST, describes you. 1. A) I'm usually open to getting to know people personally and establishing relationships with them. B) I'm not usually open to getting to know people personally and establishing relationships with them. 2. A) I usually react slowly and deliberately. B) I usually react quickly and spontaneously. 3. A) I'm usually guarded about other people's use of my time. B) I'm usually open to other people's use of my time. 4. A) I usually introduce myself at social gatherings. B) I usually wait for others to introduce themselves to me at social gatherings. 5. A) I usually focus my conversations on the interests of the people involved, even if that means straying from the business or subject at hand. B) I usually focus my conversations on the tasks, issues, business, or subject at hand. 6. A) I'm usually not assertive, and I can be patient with a slow pace. B) I'm usually assertive, and at times I can be impatient with a slow pace. 7. A) I usually make decisions based on facts or evidence. B) I usually make decisions based on feelings, experiences or relationships. 8. A) I usually contribute frequently to group conversations. B) I usually contribute infrequently to group conversations. 9. A) I usually prefer to work with and through others, providing support when possible. B) I usually prefer to work independently or dictate the conditions in terms of how others are involved. 15. A) I usually prefer to keep personal feelings and thoughts private, sharing only when I wish to do to. B) I usually find it natural and easy to share and discuss my feelings with others. 10. A) I usually ask questions or speak tentatively and indirectly. B) I usually make empathic statements or directly expressed opinions. 11. A) I usually focus primarily on ideas, concepts, or results. B) I usually focus primarily on persons, interactions, and feelings. 12. A) I usually use gestures, facial expression, and voice intonations to emphasize points. B) I usually do not use gestures, facial expressions, and voice intonations to emphasize points 13. A) I usually accept others' points of view (ideas, feelings, and concerns). B) I usually don't accept others' points of view (ideas, feelings. and concerns) 14. A) I usually respond to risk and change in a cautious or predictable manner. B) I usually respond to risk and change in dynamic or unpredictable manner. 16. A) I usually seek out new or different experiences and situations. B) I usually choose known or similar situations and relationships. 17. A) I'm usually responsive to others' agendas, interests, and concerns. B) I'm usually directed toward my own agendas, interests and concerns. 18. A) I usually respon.

COMMUNICATIONS STYLE INVENTORYThis is an informal survey, .docx

drandy1

university of education (assets of u.e)

Adil Arif

This document discusses different types of interviews and rules for conducting interviews. It describes one-on-one interviews, panel interviews, screening interviews, telephone interviews, and other types. Some tips for interviews include doing research, being prepared, dressing professionally, making eye contact, answering questions fully but concisely, and following up after the interview. The goal is to make a positive impression through preparedness, enthusiasm, and showing how you would fit the job requirements.

Candidate Training - Developing and Delivering a Winning Message

Progressive Majority

Interview manual - IRC Ctr for Financial Opportunity

Jamie Schau

Research ProjectOrganizationalBehaviorReviewed byE.docx

debishakespeare

Research Project Organizational Behavior Reviewed by Eric Swanson About the Reviewer Eric Swanson has spent more than 20 years working in various corporations, including Unilever, Marketing Drive Worldwide, and CBS News. A graduate of Yale University and the Juilliard School, he is the author of ten books of fiction and nonfiction, including The New York Times bestseller, The Joy of Living. A former stage and film actor, he is currently Associate Director of Great Circle Productions, Inc., a 501 (c ) (3) nonprofit organization dedicated to supporting and developing projects in the performing arts, literary and visual arts, and film/video arts. All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalized. Use of a term in this text should not be regarded as affecting the validity of any trademark or service mark. Copyright © 2015 by Penn Foster, Inc. All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton, Pennsylvania 18515. Printed in the United States of America PROJECT OBJECTIVES 1 INSTRUCTIONS 1 PAPER SPECIFICATIONS 4 GRADING CRITERIA 5 SUBMITTING YOUR PROJECT 6 iii C o n te n ts C o n te n ts 1 PROJECT OBJECTIVES To complete this project, you must 1. Conduct research to a. Define the concept of emotional labor b. Describe, explain, and discuss perspectives on emotional labor in general as well as in different workplace settings 2. Conduct limited field research aimed at assessing varying understandings and experiences of emotional labor in at least three work settings 3. Analyze and summarize findings from your field research 4. Prepare a term paper on the topic of emotional labor in workplace settings, using both your field research and your background research as you do so INSTRUCTIONS Before you begin, read through this entire procedure. Then, follow these steps to complete your project: 1. Create your own working definition of emotional labor. Your definition should include likely effects of emotional labor, such as fatigue, workplace stress, anxiety, and alienation. Use your definition to guide your field research and clarify your thinking prior to beginning work on your term paper. 2. Use the following sources to conduct background research. Note: You must use all of these sources for your project. a. Your textbook, Organizational Behavior, page 82 R e s e a rc h P ro je c t R e s e a rc h P ro je c t Organizational Behavior2 b. Online sources ■ Context Magazine, “Feeling around the World,” Arlie Hocschild, page 80 http://context ...

New material 1

Shas Productions

This document outlines topics and strategies covered across 16 weeks for a freshman English course. Week 6 discusses strategies for interpersonal communication including dyadic communication and interviewing. Week 7 focuses on confidence building and making PowerPoint presentations. Week 9 covers making oral presentations individually and in groups. Later weeks address public speaking, communication in meetings, writing convincing letters, resumes, and building confidence. The document provides guidance on communication skills, presentation techniques, and professional development.

Freshman English-2

Shas Productions

This document outlines topics and strategies covered across 16 weeks for improving communication skills. Week 6 discusses interpersonal communication including dyadic communication and interviewing. Week 7 focuses on confidence building and making PowerPoint presentations. Week 9 covers making oral presentations individually and in groups. Later weeks address public speaking, communication in meetings, writing convincing letters, resumes, and building confidence. The document provides guidance on communication strategies, presentation skills, and overcoming lack of confidence.

EN2120 How to conduct an Interview

Jessica Thompson

This document provides guidance on how to conduct effective interviews for journalistic purposes. It discusses preparing for interviews through research, establishing rapport with interview subjects, asking open-ended questions, and taking thorough notes. The document also outlines different types of interviews and important aspects to consider like body language and unspoken responses. Effective interviewing is presented as a fundamental skill for journalism careers.

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Hạnh Ngọc

Regi revision summer1: Reading paper WJEC Unit 1

Emma Sinclair

This document provides guidance on preparing for an exam question that requires summarizing and analyzing multiple texts on the topic of criminal justice approaches. It discusses skills like identifying similarities and differences in how sources describe the treatment of dangerous criminals. Sample exam questions are included along with possible point distributions and mark schemes for evaluating responses. Guidance is provided on language techniques, structural features, and incorporating evidence from both texts into answers.

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