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Description Research Topic: The role of peer tutoring and mentoring in developm ...

Description Research Topic: The role of peer tutoring and mentoring in developmental education is the focus of reasearch. I wish to address this topic after observing the positive impacts of peer support networks across various educational settings and recognizing a research gap. This gap is specifically related to developmental education and led me to this concept. My objective or problem I would like to solve, is to fill the existing void in understanding how peer tutoring and mentoring can enhance students' academic success and retention in developmental education programs. The benefits of identifying effective strategies for implementing peer support networks, research in this area can provide valuable insights for both practice and further study. This will ultimately lead to improved student outcomes and more efficient use of educational resources. Present first draft of your literature review based on the problem that presented in Assignment 5. Use Chapters 10 & 11 of Galvan & Galvan’s book and Chapters 8-10 of Pan’s book to guide your presentation. Using the literature you’ve reviewed to - date, write a paper, not to exceed 10 pages, that is comprehensive, critical and contextualized. That means that it will provide the reader with a survey of published works that pertain to your investigation AND an analysis of that work. The review is not and should not be just a group of summaries. The literature review is a critical, factual overview of what studies have been conducted before. The brief paper may also provide the reader with a theory base for your study – if you’ve already reviewed such literature. But keep in mind, the literature review is not the place to present research data of your own (unless it has been previously published, that is). You must include no fewer than 5 empirical, primary sources. The sources you use should be timely, current (studies conducted within the last 5-7 years) and scholarly. (Some older sources can be considered and included. This includes landmark and classic studies. Your decision to include such works should depend on the content, significance and contribution to the field.) 1 attachments Slide 1 of 1 attachment_1 attachment_1 UNFORMATTED ATTACHMENT PREVIEW Grading Rubric for Reflection Papers and Essays Criteria Does the paper have a clearly organized introduction, body and conclusion? Does the paper address the prompt or the topic? Fails to meet expectations 0-1 Fails to meet this criterion; obvious disregard for the expectations stated in the criterion; paper is disorganized. The topic of the paper is not addressed at all; Fails to stick to the topic. Needs Improvement 2-5 Meets Expectations (Average) 6-8 ORGANIZATION Disorganized, leaves Paper has an introduction, reader wondering what is body and conclusion being said; abrupt ending – no summarizing conclusion. Student does not clearly All content relates to the identify personal prompt or topic; explanation reflections about the of reflections about the topic topic; may veer from is provided but not clearly topic. presented. Are the paragraphs organized; are ideas clearly connected and coherent? Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. Paragraphs are disorganized; ideas are included which do not relate to the main idea; ideas are not connected; one sentence paragraphs. Each paragraph has a central idea that is supported with details; important points are presented. Does the paper show evidence of deep thought about the topic? Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. Paper shows evidence of thought about the topic, though written presentation lacks clarity; evidence of use of literature to support thoughts. Basic writing expectations (BWE): mechanics, spelling, grammar, or punctuation errors More than 8 grammatical, punctuation, or BWE errors; paper does not reflect the accepted Paper provides only shallow/superficial information; no evaluation of reflection about the topic; no evidence of use of literature to support thoughts. GRAMMAR 4-7 grammatical, punctuation, or BWE errors; some errors affect readability. Between 1-4 grammatical, punctuation, or BWE errors; errors are minor and do not detract from the paper Exceeds Expectation (Above Average) 9-10 Easy to read, topic succinctly introduced, organization clearly evident with proper introduction, body, conclusion. The student’s reflection about the topic is clearly and succinctly explained and supported with accompanying detail/information from literature. Each paragraph has a central idea; ideas are connected; paragraphs are well – developed with supporting details; paper flows naturally in an organized pattern. Paper provides evidence (via descriptions, details literature) that the student has examined his/her own belief systems and related this to their current views about the topic. No errors. Your Score Criteria Use of transitions to connect sentences and ideas Fails to meet expectations 0-1 standard of graduate level writing. Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. Correct choice of verb tenses, words, avoidance of wordy phrases, correct use of pronouns Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. APA Citation Citation for the article did not follow APA format (current edition) and was missing essential information. Use of Resources No evidence of scholarly resources used. Correctly formatted per APA including in text citations/ reference page Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. References used in the study are not cited Needs Improvement Meets Expectations (Average) 6-8 Exceeds Expectation (Above Average) 9-10 Choppy; sentences do not connect or transition well; ideas do not connect. Paper expresses the ideas of the author; sentences relate to one another; some elements are not clear. Improper use of language; includes slang or jargon; incorrect word choice; wordiness makes the paper appear “padded”. 1-2 instances of incorrect word choice; somewhat wordy but not enough to detract from the paper; 1-2 instances of incorrect verb tense/pronoun use. Paper is easy to read, clear and coherent. It is interesting and well written; sentences connect and flow; use of transitions connect paragraphs/ideas. Clear evidence that paper has been proofread; No instances of incorrect word choice, slang or jargon; uses correct verb tense and pronouns. Well written and use of words clearly conveys meaning. 2-5 FORMATTING Citation for the article did Citation for the article did follow APA format follow APA format (current edition); (current edition); however; however; a few (3) errors less than 3 errors in in essential information essential information were were evident. evident. Use of at least 2 scholarly Use of at least 2 but less resources to support than 5 scholarly resources to position. support position. References used in the Meets this criterion with no study are somewhat more than 2 errors. ambiguous. Meets this criterion with 3 or more errors. Essential information was accurate and complete. Use of at least 5 additional resources to develop position. All references used in the study are cited. Your Score Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

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Description You will complete a research paper on MANOVA/MANCOVA. You must do S ...

Description You will complete a research paper on MANOVA/MANCOVA. You must do SPSS analyses on any of the files that are in the Data Files folder (Files section), files in the SPSS software, or any file in your textbook (7th edition). Access to that file, and its availability must be written in the methods section. This is to remind you what should be in all research papers in this course. All research papers should be Factorial (2 or more IVs in both the review article and in the analyses). The first research paper is based on this module's presentations In actual sense, this is a bogus research paper that is more interested in STATISTICS and its REPRESENTATION than most of the other contents. Although the layout should be like any quantitative research paper, the main considerations will be given to the following things. There must be a quantitative critical literature review of a scholarly paper/article that has used the same analysis that is covered in that chapter. For example, in chapter 4, there must be a review of an article that used factorial ANOVA. That review should follow the 6 Ws, 1 H, 1 A and 1 R: who did what to whom, when, where, why, how, analysis and results—though not in that particular order as is discussed in the handout below on Writing Critical Review in the Literature review document folder in CANVAS Files section. Chapter related Statistical reports in the reviewed article must be indicated in your paper. (40% of score) You must do SPSS analyses on either the files that are in the Data Files folder (Files section), files in the SPSS software, or any file that can be publicly available. Access to that file, and its availability must be written in the methods section. (This part of paper earns 40%, while the rest of paper, neatness, APA, etc. earns 20%). You should NOT use the textbook's files. The presentation of statistics must be like what is presented in each chapter's "Presentation of Results". Effect size Eta symbol and any other symbols can be copied in Microsoft word Symbol Font. PLAGIARISM is a serious "Dishonesty" offence. This includes COPYING other students. This is just a reminder, because I do check plagiarism if I feel a loss of originality, by using Turnitin software. Tables in the paper should follow APA format; and should not be copy/pasted from SPSS outputs. The 1st plagiarism score is '0' for the assignment, while the next gives you an 'F' for the course 2 attachments Slide 1 of 2 attachment_1 attachment_1 attachment_2 attachment_2 UNFORMATTED ATTACHMENT PREVIEW Outline for the Role of Peer Tutoring and Mentoring in Enhancing Academic Success and Retention in Developmental Education": I. Chapter 1: Introduction A. Problem Statement 1. Growing interest in peer tutoring and mentoring as educational strategies 2. Need for further research on academic benefits in developmental education 3. Challenges faced by students with poor academic readiness 4. Research questions guiding the study - Effectiveness of peer tutoring and mentoring - Impact on student retention in developmental education - Critical elements associated with effective peer tutoring and mentoring B. Background and Significance 1. Importance of developmental education in community colleges and universities 2. Academic challenges faced by underprepared students 3. Role of peer tutoring and mentoring in addressing these challenges 4. Contribution to the existing literature on student success and engagement 5. Implications for educational institutions and funding strategies II. Chapter 2: Review of Related Literature A. Empirical Research Findings 1. Studies showing positive impacts of peer tutoring on academic performance 2. Case studies illustrating retention benefits from peer mentoring 3. Summaries of key studies - Sallah et al. (2023): Mathematics achievement improvements - Passion and Marcelo (2024): Performance enhancements in peer tutoring sessions - Flores and Estudillo (2018): Retention rates among minority students - Lorenzetti et al. (2020): Skills development through peer mentoring - Carvalho and Santos (2022): Impact of technology-based peer learning B. Synthesis of Findings 1. Correlation between peer tutoring/mentoring and academic retention 2. Importance of addressing emotional and social needs alongside academics 3. Contributions of peer learning to developmental education success III. Chapter 3: Methods A. Research Design 1. Description of quantitative research methods 2. Quasi-experimental approach 3. Data collection and analysis strategies B. Population and Sample 1. Target population: Students in developmental education 2. Sampling methods and participant demographics 3. Data anonymization procedures C. Instrumentation 1. Standardized tests for measuring academic performance 2. Retention rate measurement criteria 3. Validity and reliability assessments D. Procedures 1. Random division of participants into experimental and control groups 2. Details of peer tutoring and mentoring interventions 3. Statistical analysis methods IV. Chapter 4: Results and Discussion A. Interpretation of Results 1. Data analysis findings on academic success and retention 2. Comparative performance of experimental vs. control group 3. Retention rates and their significance B. Conclusions 1. Summary of key findings 2. Implications for developmental education programs C. Discussion and Recommendations 1. Importance of peer tutoring and mentoring for student success 2. Suggestions for implementation in higher education 3. Future research directions on peer support frameworks V. Chapter 5: Conclusion A. Summary of research goals and findings B. Final thoughts on the role of peer tutoring and mentoring in educational success C. Call to action for educational institutions to adopt peer support strategies VI. References • Include all studies and sources cited in the essay. 1 The Role of Peer Tutoring and Mentoring in Enhancing Academic Success and Retention in Developmental Education Student’s Name Institutional Affiliation Course Number/Name Instructor’s Name Due Date 2 Contents Chapter 1: Introduction........................................................................................................................... 3 Problem Statement ............................................................................................................................. 3 Background and Significance .............................................................................................................. 3 Review of Related Literature ............................................................................................................... 4 Operational Definition of Variables..................................................................................................... 6 Chapter 2: Methods ................................................................................................................................ 7 Research Design .................................................................................................................................. 7 Population and Sample ....................................................................................................................... 7 Instrumentation .................................................................................................................................. 8 Procedures .......................................................................................................................................... 8 Necessary and Required Analysis........................................................................................................ 9 Chapter 3: Results and Discussion ........................................................................................................ 10 Interpretation of Results ................................................................................................................... 10 Conclusions ....................................................................................................................................... 11 Discussion and Recommendations ................................................................................................... 11 References............................................................................................................................................. 13 Figure 1: Demographic Characteristics of the Sample ............................................................................ 9 Figure 2: Comparison of Pre and Post-Test Scores ................................................................................ 10 Figure 3: Retention Rates by Group ...................................................................................................... 11 3 The Role of Peer Tutoring and Mentoring in Enhancing Academic Success and Retention in Developmental Education Chapter 1: Introduction Problem Statement The study of peer tutoring and mentoring as an effective educational strategy has experienced growing interest for achieving better student achievement across different learning environments. The academic benefits of peer tutoring and mentoring on developmental education programs need further research attention. The programs dedicated to students with poor academic readiness often face difficulties enabling their participants to progress through classes and succeed in completing their degrees. This research study aims to address the current gap in understanding the strategic execution of peer support frameworks within developmental education, which promotes both academic achievement and student persistence. The following research questions will guide the study: a) What makes peer tutoring and mentoring effective as an educational tool in developmental education programs? b) How do peer support networks affect the retention of students enrolled in developmental education programs? c) What are the critical elements associated with practical peer tutoring and mentoring in developmental education? Background and Significance The educational support system in community colleges and universities, through developmental education programs, helps students address their insufficient preparation for higher education classes. The subpar test results and lack of important knowledge expose these students to various academic obstacles, including a lack of academic backing. 4 Specifically, since these academic challenges are being faced by vulnerable college student populations as well as minority populations, students experience increased dropping out. Peer tutoring and mentoring have become vital educational methods that provide personalized academic services and instill belongingness to the student body as they boost the school engagement rates. In peer tutoring formats, students help each other with course material while the peer mentors assist the mentees as they undertake academic assignments and deal with problems in college life. This approach shows up in research studies to have better academic results, stronger student confidence, and higher student retention numbers. Peer support networks do a lot to help development education programs as their students often feel frustrated and isolated. Finally, this study makes important contributions in providing original findings on peer tutoring and mentoring in support of developmental education students' teaching. This research explores the implementation of peer support networks, providing educators and administrators seeking to improve student outcomes on the most efficient use of educational spending with information about implementation methods. Developmental education is adopted in conjunction with peer tutoring and mentoring to improve academic achievement and reduce student dropout rates, benefiting both the educational institution and its learners in the future. Review of Related Literature According to existing empirical research, peer tutoring and mentoring nurture academic excellence and improve student persistence rates, particularly in programs at developmental education levels. Studies conducted over the last few years show that studentoriented support groups enhance educational outcomes and study retention in response to academic obstacles. The research by Sallah et al. (2023), for instance, analyzed how peer tutoring affects the mathematics academic achievement levels of pre-service teachers. The 5 research team measured academic performance growth at 15% through repeated measures of ANOVA, which produced a statistically significant F-value of 6.79 (p < 0.05). The results indicate peer tutoring proves an effective technique for bettering student comprehension of complex information, which supports the main educational goal of developmental education success. Similarly, Passion and Marcelo (2024) conducted research on mathematics peer tutoring and recorded that students who joined peer tutoring sessions improved their academic performance by 18%. Student participants who received peer mentoring achieved significant academic breakthroughs, according to the results obtained from a t-test analysis with a t-value of 2.96 and a p-value of 0.02. Through a comparison of these studies, it is evident that student learning outcomes improve through peer tutoring because it delivers specific peer-to-peer assistance particularly needed by developmental education students who need help with basic skills. Furthermore, student retention benefits from peer mentoring since this education approach incorporates emotional and social guidance alongside the academic development process. The impacts of specially designed mentorship services for minority students in STEM fields were the focus of Flores and Estudillo (2018). 63% of the participants reported that the mentoring programs influenced their decisions to remain in school, positively influencing their retention rates, These results are indicative that peer mentoring helps students achieve academic success through determination and perseverance to remain in school, which is especially important for developmentally educated students. In concurment with Flores and Estudillo (2018) study findings, graduate students who engaged in peer mentoring showed statistically significant improvement in skills development amounting to 40%, according to Lorenzetti et al.’s (2020) study, which provided proof with a p-value of 0.01. These scholarly results indicate that peer mentoring focused on skills acquisition and 6 academic resilience produces major beneficial outcomes for students, which makes it an essential tool in developmental education. In the synthesis of their findings, Carvalho and Santos (2022) established that technology-based peer learning programs resulted in a 20% growth in academic results, a finding that is consistent with previous results from Flores and Estudillo (2018) as well as Passion and Marcelo’s (2024) studies. Carvalho and Santos's (2022) study findings further indicated that academic success showed a moderate to strong connection with peer learning based on the positive correlation coefficient of r = 0.45 (p = 0.01). These findings suggest that students benefit the most from technology-enhanced peer mentoring and tutoring because these approaches improve accessibility and educational engagement. The research studies selected for this literature review demonstrate strong statistical proof about how peer tutoring and mentoring help students retain and enhance their academic results, which in turn bolsters potential educational achievements in developmental education programs. Operational Definition of Variables The study uses the following operational definitions for its research purposes: Peer Tutoring runs as a structured academic support framework that enables students to explain course material through a more adept student functioning as the tutor. Academic success measurements for peer tutoring depend on both student performance enhancements in academic subjects and student mastery of class materials. Peer Mentors help less experienced students, known as mentees, navigate their way through academic, social, and professional obstacles within a relationship-based support system. Peer mentoring success depends on the degree to which mentees stay involved while continuing their studies and achieving better educational outcomes. Students achieve their educational goals through Academic Success by earning grades and examination scores, as well as by completing their courses successfully. 7 The student enrollment pattern for educational programs extends across time; thus, retention is measured by the percentage of continuing students throughout semesters or yearly periods. The proposed definitions provide essential criteria for evaluating research and determining important concepts that appear in developmental education studies. Chapter 2: Methods Research Design The research employs quantitative methods to assess whether peer tutoring and mentoring programs boost academic achievements and minimize dropout rates among students in developmental education. The research design uses a quasi-experiment that analyses academic and enrollment results between students involved in peer support programs and those who did not participate. Academic skill assessment takes place through pre-testing, which provides information about academic progress, followed by post-testing. Data screening procedures verify that collected data remain both accurate and genuine. The main study benefits from initial pilot studies that test and enhance data collection instruments along with procedures to maintain reliability and validity. Population and Sample The study focuses on students taking developmental education classes at a public university. The research employs a stratified random sampling approach to recruit participants representing different student demographics, including age groups, gender categories, and academic areas of study. The designed study calculates the sample size with the aim to attain a power of 0.80, an alpha level of 0.05, and a medium effect size. Through this criterion, the study recruits 200 participants categorized as 100 experimental and 100 control participants. The research collects its data through publicly accessible institutional records and standardized tests, which undergo anonymization procedures to protect student 8 privacy. The files containing information are named using specific labels, such as 'Student_Performance_Data_2024.csv', to indicate the data origin. Instrumentation Students undergo two standardized tests for mathematics and reading comprehension to measure their academic performance during the academic term. The retention rate measurement tracks which students continue their enrollment into further semesters. The instruments maintain validity through their connection to curriculum standards as well as expert evaluation testing. Reliability is evaluated using Cronbach's alpha method with criteria of coefficients higher than 0.80 to determine acceptability. The research methodology requires both pre-tests and post-tests, as well as the retrieval of retention data from institutional records for the study. Procedures The study randomly divides study subjects into two cohorts: one receives peer tutoring combined with mentoring, and the other serves as the control group without receiving any intervention. The peer tutoring initiative connects students of different academic levels, enabling them to provide math and reading assistance to one another. The mentoring program helps participants develop both academic and personal abilities. Each initiative lasts 12 weeks while delivering program sessions twice each week. The null hypotheses take the following form: H01: There is no meaningful difference between the group that receives peer tutoring mentoring versus the group with no intervention. H02: The retention rates of the peer tutoring and mentoring group remain statistically similar to retention rates from the group without any intervention. Academic improvement assessment is conducted through paired t-tests, which analyze the results of pre-tests and post-tests. Research groups are evaluated through chi-square tests 9 to determine differences in student retention. The determined statistical significance level stands at p < 0.05. Necessary and Required Analysis Statistical descriptions, including mean values and standard deviations, are used to measure all variables. Tables 1 and 2 present demographic information about the sample, along with pre-post score differences. Figure 1 shows group retention rates. The research utilizes SPSS for data analysis. Characteristic Experimental Group Control Group (n=100) (n=100) Age (Mean ± SD) 20.5 ± 2.3 20.7 ± 2.1 Male 45 47 Female 55 53 Caucasian 40 42 Hispanic 35 33 African American 15 14 Other 10 11 Gender (%) Ethnicity (%) Figure 1: Demographic Characteristics of the Sample 10 Group Test Mean Score (SD) p-value Experimental Pre-test 55.2 (10.1) 0.001 Post-test 68.4 (9.5) Pre-test 54.8 (9.8) Post-test 58.9 (10.2) Control 0.05 Figure 2: Comparison of Pre and Post-Test Scores Chapter 3: Results and Discussion Interpretation of Results The research data from peer tutoring programs with mentoring is interpreted throughout this section. The implemented interventions were measured for their academic success and student retention effects by conducting both descriptive and inferential statistical analyses. Students who received peer tutoring with mentoring outperformed their counterparts who were part of the control group, along with maintaining higher retention rates. The research participants were evenly distributed in terms of age and gender and ethnic background throughout experimental and control groups according to the data shown in Table 1. Table 2 presents evaluation data that reveal how major progress was achieved by testtakers who underwent peer tutoring and mentoring compared to the control group. The experimental participants in the achievement tests scored a statistically meaningful increase (p = 0.001) from 55.2 to 68.4 in their post-test results. The participants in the control group achieved only a limited score rise from 54.8 points to 58.9 while attaining a significant 11 p-value at 0.05. This data demonstrates that students who received peer tutoring coupled with mentoring outperformed the control group. As indicated in Figure 1 below, student retention reached 92% within the experimental group and only 80% within the control group. Student persistence increased according to the retention data between groups, indicating that peer tutoring and mentoring positively affected retention for developmental education programs. Figure 3: Retention Rates by Group Conclusions The experimental findings from this study establish robust evidence that demonstrates how peer tutoring and mentoring programs support educational growth and the enrollment duration of students enrolled in developmental education programs. Students enrolled in peer support programs from the experimental group achieved greater academic improvement, along with better retention rates, compared to their counterparts in the control group. Based on the results, developmental education programs should incorporate peer tutoring and mentoring as essential components. Discussion and Recommendations 12 The successful outcomes among participants in the experimental group demonstrate that peer tutoring, combined with mentoring, proves effective in enhancing learning accomplishments in developmental education. The work that student programs do that results in academic success for students is to keep students in school and to provide emotional support alongside customized academic mentoring. Understanding the role of peer mentoring in terms of accommodating underrepresented populations to fight through academic challenges is explained in the literature (Flores & Estudillo, 2018). The research findings suggest that the universities should implement the structuring of peer tutoring and mentoring in their developmental education courses. Because of these strong achievements in academic goals and retention rates of the students in this study, peer tutoring and mentoring are shown to be vital to helping struggling undergraduate students. According to Carvalho and Santos (2022), technological tools for peer learning offer new economic advantages that enhance student access and support through the use of peer methods. The lasting academic and post-school achievements stemming from peer mentoring and tutoring interactions should be researched and accounted for. The elements to define the good peer tutoring and mentoring approaches must be researched and studied on how much the mentor is trained, what sessions are held, and concerning the use of technology in using peer support frameworks. When higher education institutions focus on these essential elements for developmental education student requirements, they will be able to develop optimal peer support programs. 13 References Carvalho, A. R., & Santos, C. (2022). Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program. Computers and Education Open, 3, 100070. https://doi.org/10.1016/j.caeo.2021.100070 Flores, G., & Estudillo, A. G. (2018). Effects of a peer-to-peer mentoring program: Supporting first-year college students’ academic and social integration on campus. Journal of Human Services: Training, Research, and Practice, 3(2), 3. https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1050&context=jhstrp Lorenzetti, D. L., Nowell, L., Jacobsen, M., Lorenzetti, L., Clancy, T., Freeman, G., & Oddone Paolucci, E. (2020). The role of peer mentors in promoting knowledge and skills development in graduate education. Education Research International, 2020(1), 8822289. https://doi.org/10.1155/2020/8822289 Passion, O. V., & Marcelo, P. (2024). Benefits of peer tutoring in enhancing students’ academic performance in mathematics. International Journal of Advanced Multidisciplinary Studies. Retrieved from https://www.ijams-bbp.net/wpcontent/uploads/2024/06/5-IJAMS-MAY-2024-754-765.pdf Sallah, E. K., Owusu, A., Narh-Kert, M., & Yawson, J. (2023). Peer tutoring strategy: A quantitative analysis of pre-service teachers’ academic achievement in mathematics. International Journal of Science and Management Research, 2023(6903). http://doi.org/10.37502/IJSMR.2023.6903 Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

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Description final paper plan, everything is attached below, any questions pleas ...

Description final paper plan, everything is attached below, any questions please ask. book: communication between cultures 10th edition by larry samovar, richard e porter, edwin r mcdaniel, and clementine fujimura UNFORMATTED ATTACHMENT PREVIEW Intercultural Sensitivity Bennett’s Stages of Cultural Sensitivity Stage 1 - Denial ? People in this stage are very unaware of cultural differences. We do not “see” the differences. ? The task at this first stage of intercultural sensitivity is to recognize cultural differences that are escaping notice. Stage 2 - Defense ? We begin to perceive cultural differences; however, differences from ourselves or the norms of our group are labeled negatively. They are experienced as a threat to the “rightness” of our own value system. ? The task in the second level of cultural sensitivity is recognize and to become more tolerant of differences and to see basic similarities among people of different cultures. Stage 3 - Minimization ? We try to avoid stereotypes and appreciate differences. However, we still view many of our own values as universal, rather than viewing them simply as part of our own ethnicity. ? The task at the third level of intercultural sensitivity is to learn more about our own culture and to avoid projecting that culture onto other people’s experience. Stage 4 - Acceptance ? The fourth stage requires us to shift our perspective, while maintaining our commitments to values. ? The task in this stage is to understand that the same behavior can have different meanings in different cultures. ? For collaboration to be successful, this stage of intercultural sensitivity must be reached by the participants of the collaborative process. Stage 5 - Adaptation ? People can function in a bicultural capacity. We take the perspective of another culture and operate successfully within that culture. ? This ability develops in a two-part sequence. It requires an evaluation of norms based on our culture of origin as well as the second culture. Two parts to adaptation ? “Cognitive adaptation” – we know enough about our own culture as well as the second culture, which allows a mental shift into the value scheme of the other culture ? “Behavioral adaptation” – we can produce behaviors appropriate to the norms of the second culture Stage 6 - Integration ? We can shift perspectives and frames of reference from one culture to another in a natural way and evaluate situations from multiple frames of reference. ? Ethnocentrism Polycentrism AT THE END OF THE DAY, DIVERSITY HAS JUMPED THE SHARK, HORRIFICALLY November 18, 2009 by Ann Coulter It cannot be said often enough that the chief of staff of the United States Army, Gen. George Casey, responded to a massacre of 13 Americans in which the suspect is a Muslim by saying: "Our diversity ... is a strength." As long as the general has brought it up: Never in recorded history has diversity been anything but a problem. Look at Ireland with its Protestant and Catholic populations, Canada with its French and English populations, Israel with its Jewish and Palestinian populations. Or consider the warring factions in India, Sri Lanka, China, Iraq, Czechoslovakia (until it happily split up), the Balkans and Chechnya. Also look at the festering hotbeds of tribal warfare -- I mean the “beautiful mosaic” -- in Third World hellholes like Afghanistan, Rwanda and South Central, L.A. "Diversity" is a difficulty to be overcome, not an advantage to be sought. True, America does a better job than most at accommodating a diverse population. We also do a better job at curing cancer and containing pollution. But no one goes around mindlessly exclaiming: "Cancer is a strength!" "Pollution is our greatest asset!" By contrast, the canard "diversity is a strength" has now replaced "at the end of the day," "skin in the game," "blood and treasure," "jumped the shark," "boots on the ground," "horrific" (whatever happened to the perfectly good word "horrible"?), "not so much," "I am shocked, shocked to find that gambling is going on here," and "that went well," as America's most irritating cliche. We should start making up other nonsense mantras along the lines of "diversity is a strength" and mindlessly repeating them until they catch on, too. Next time you're at a cocktail party, just start saying, "Chocolate pudding is dramatic irony" from time to time. Eventually other people will start saying it, without anyone bothering to consider whether it makes sense. Then we'll do another one: "Nicolas Cage is a two-cycle engine." Before you know it, liberals will react to news of a mass murder by muttering, "Well, you know what they say: Nicolas Cage is a two-cycle engine," while everyone nods in agreement. Except mere gibberish makes more sense than "diversity is a strength." If Gen. Casey's wildly inappropriate use of this cliche in the aftermath of the Fort Hood massacre doesn't kill it, nothing will. Among the worst aspects of America's "diversity" is that liberals' reaction to a heterogeneous population is to create a pecking order based on alleged victimhood -- as described in the electrifying new book, Guilty: Liberal "Victims" and Their Assault on America. In modern America, aggressors are sanctified, while the innocent never stop paying -- including with their lives, as they did at Fort Hood last week. Points are awarded to officially sanctified “victims” for angry self-righteousness, acts of violence and general unpleasantness. Liberals celebrate diversity only in the case of superficial characteristics like race, gender, sexual preference and country of origin. They reject diversity when we need it, such "diversity" of legal forums. After conferring with everyone at Zabar's, Obama decided that if a standard civilian trial is good enough for Martha Stewart, then it's good enough for the mastermind of the 9/11 attacks. So Khalid Sheikh Mohammed is coming to New York! Mohammed's military tribunal was already under way when Obama came into office, stopped the proceedings and, eight months later, announced that Mohammed would be tried in a federal court in New York. In a liberal's reckoning, diversity is good when we have both Muslim jihadists and honorable Americans serving in the U.S. military. But diversity is bad when Martha Stewart and Khalid Sheikh Mohammed are sent to different legal tribunals to adjudicate their crimes. Terrorists tried in civilian courts will be entitled to the whole panoply of legal protections accorded Stewart or any American charged with a crime, such as the presumption of innocence, the right to a fair trial, the right to exclude evidence obtained in violation of Miranda rights, the right to a speedy trial, the right to confront one's accusers, the right to a change of venue, the right to examine the evidence against you, and the right to subpoena witnesses. Members of Congress have it in their power to put an end to this lunacy right now. If they don't, they are as complicit in Mohammed's civilian trial as the president. Article I, Section 8, and Article III, Section 1 of the Constitution give Congress the power to establish the jurisdiction of the lower federal courts and to create exceptions to that jurisdiction. Congress could pass a statute limiting federal court jurisdiction to individuals not subject to trial before a military tribunal. Any legislator who votes "nay" on such a bill will be voting to give foreign terrorists the same legal rights as U.S. citizens -- and more legal rights than members of the U.S. military get. In the case of legal proceedings, diversity actually is a strength. COPYRIGHT 2009 ANN COULTER There is one final paper, which will focus on intercultural adaptation theory, an intercultural experience with a theoretical application, or a detailed plan for an intercultural seminar in a particular context (business, healthcare, education, etc.). You must submit your plan for the final project in advance. The final paper, including the plan, is worth 40 points. The assignment calendar indicates when the plan and the paper are due. A late paper will be dropped by 20 percent. Technical problems are not an excuse for a late paper. Plan for Final Paper – Intercultural Communication Read descriptions of the three options for the final paper under Course Content > Directions for Your Essays and the Final Paper. Then copy and paste the questions below into a Word document. Answer the questions. Save the file. Then upload the file with your answers into the Dropbox. Please check the course calendar for the due date. See the rubric for the final paper and note that completing the plan for the final paper counts toward your final paper grade. If you submit your plan late or change your plan without the permission of the course instructor, you will lose points on the final paper. NAME: Which final paper option will you complete – the adaptation theoretical paper, the experiential paper, or the intercultural seminar paper? IF you choose the adaptation theoretical paper, please answer the following… Have you read the description for the adaptation theoretical paper in Module 5? Do you understand that you will analyze Kim’s adaptation theory, a complex yet commonly utilized theory in intercultural communication, as the key component of your final paper? IF you choose the experiential paper, please answer the following… Have you read the description for the experiential paper in Module 5, including the requirement that you spend at least 5 hours interacting with members of a different cultural group? About which cultural group will you learn? Explain that you are NOT a member of the cultural group. Will you interview a member of the cultural group? If so, who? (Please give a name and contact information for your interviewee. Your interviewee CANNOT be a family member.) In which cultural activity (or activities) will you participate? When and where? Who are your contacts (with contact information) for the activities? (In other words, who in the cultural group can verify your participation in the activities? Your contacts CANNOT include family members.) IF you choose the intercultural seminar paper, please answer the following… Have you read the description for the intercultural seminar paper in Module 5? What is the context of your intercultural seminar? What is the target audience of your intercultural seminar? What is the goal of your intercultural seminar? Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

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Description Everyone communicates. It is like breathing for humans: it happens ...

Description Everyone communicates. It is like breathing for humans: it happens without you thinking about it. There is a whole field of study dedicated to communication that explores why people communicate, how they communicate, and what they are communicating. Think about the term miscommunication. Does a situation or memory immediately come to your mind? What caused it? Begin by reflecting on your current level of communication competence. resources Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES by day 7 Write at least three paragraphs in response to the following: Describe one situation where you believe you communicated effectively and another situation where you believe you communicated ineffectively. Explain why you believe the examples you selected demonstrate effective or ineffective communication. What do you think you might learn in this course or what you would like to learn about communication? Write one or two expectations you have for this course. Write at least 3 paragraphs and include at least two references to this week’s resources. Bold any concepts or terms from this week’s resources. Wikibooks. (2020, April 15). Survey of communication study/chapter 1– Foundations: Defining communication and communication studyLinks to an external site.. Wikibooks.org. https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_1_-_Foundations:_Defining_Communication_and_Communication_Study King, D. (2000). Four principles of interpersonal communication. Pellissippi State Community College. http://www.pstcc.edu/facstaff/dking/interpr.htm Mager, D. (2017, February 13). The 4 primary principles of communicationLinks to an external site.. Psychology Today. https://www.psychologytoday.com/us/blog/some-assembly-required/201702/the-4-primary-principles-communication Landin, M. (2017, November 16). Principles of interpersonal communicationLinks to an external site. [Interactive Presentation]. Prezi. https://prezi.com/view/DvZR62AKgrKvDOubGgncLinks to an external site. User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

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Description OK -- at this point, you're done with all of the tasks that make up ...

Description OK -- at this point, you're done with all of the tasks that make up Part 1 of the Diet Assignment :-)) Before you submit, read this checklist. Double check to see f you've done everything and done it according to the instructions. This is an important step to towards getting an A on the Diet Assignment. Checklist for Part 1 The correct password has been set for Cronometer You have made those 2 changes on Cronometer so that Added Sugar and TEF appear on your reports (as per the instructions) You have added Notes with your name and Day 1, Day 2 and Day 3 to identify each day IF you used the app version of Cronometer exclusively, (which does not include the meals and snack labels in grey) you have added Notes to label Breakfast, Lunch, Dinner and Snacks. You did not write WHAT you ate for breakfast (or lunch, dinner, or snacks) in any notes You DID NOT input water, spices, seasonings, dietary supplements (as per the instructions) You have not used "oz" incorrectly (as a weight when you mean a volume). 8 oz weight of the cereal Rice Crispies is 8 CUPS (1 cup weighs 1 oz weight) There are no big errors in your inputting CHECK your work! Look for numbers that might be incorrect - very big or very small numbers (for individual foods or for the whole day) are sometimes a red flag that there's an error. For example inputting: 3 grams of salmon instead of 3 ounces 1 whole pizza instead of 1 slice 1 cup of DRY lemonade mix instead of 1 cup of prepared lemonade 20 oz of cheese instead of 2 oz You have input foods that match what you ate and drank, including the required details For example, you did not input "turkey sandwich" for a sandwich you ate. You input the TYPE of bread, an estimation of the quantity of turkey, any condiments or other components of your sandwich you did not input "fruit smoothie" for a smoothie you made at home. You input the components in the quantities that was in your smoothie You have included Exercise if you exercised (and it IS intentional, dedicated exercise, not general activity) You have NOT created Custom Meals for any meals or snacks. The components of your meals and snacks appear on your Food Diary. You have Set as Complete each of your 3 days Your 3-Day Average Report has been created (pdf, taken directly from Cronometer) and uploaded: The file has been saved given the name outlined in the instructions The 7 day period includes your Day 1, 2 and 3 and no additional days are included All Days was NOT selected when generating your 3-day average (Completed Days was) You have answered all of the questions on the questionnaire Exploring your Eating Habits You have put thought into your answers, especially Q9, 10 & 11 When Part 1 is submitted, ALL of the required information was written in the COMMENT BOX The e-mail address you used to create your Cronometer account Your Cronometer password -- make sure it's correct Your 3 days on Cronometer are found on the day before, 2 days before and 3 days before the day you submitted. (if you input your foods before that, you copied and pasted those 3 days so they do appear on the calendar right before you submitted) A list of any foods you didn't input on Cronometer; a list of "problem" foods you had to be create in finding a way to input them, and what that way was When Part 1 is submitted 2 files have been submitted: The pdf file with the answers to your questions Exploring your Eating Habits The pdf file with the 3-Day Average Nutrition Report from Cronometer User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

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Description Instructions are uploaded below. Thank you for helping me. UNFORMA ...

Description Instructions are uploaded below. Thank you for helping me. UNFORMATTED ATTACHMENT PREVIEW Assignment 7 Business Communication 3330 BCom3330Asgn7emf.docx rev 8-19-23 Business Communications BCom3330 Assignment 7 Applying for an Internship with GameStop GameStop found a niche in the market several years ago when it realized that people were willing to sell or trade in old video games, and were happy to buy used games. Its mission is to “provide a wide array of gaming, accessories and collectibles products.” The company has been successful against lawsuits which claimed that only the original purchasers of game software were “licensed” to use the games, thus the games could not be re-sold. GameStop won that suit. The ups and downs of the market have caused the company’s stock to go wildly up then down. It’s modeled a little after stores that sell used DVDs of movies. GameStop has helped many get into video gaming at a far lower cost than buying new, and they have a loyal following. Their marketing department is aggressive and takes advantage of any social media opportunity possible to extend the brand, develop brand loyalty, and to find customers. The video gaming industry is huge, worldwide, and growing. The best and fastest computers are no longer designed for business, but for gamers. Even manufacturers of the main processing chips in computers now design their high-end products for gaming applications. Many universities now have degrees in gaming software development. Your task: You hope to be chosen to intern at GameStop, where you may be asked to help with a monthly eletter that Omar Escoria, who is in charge of retail advertising, sends to customers, prospects and any lists he can find where the people on the list like to play video games or have children or grandchildren who do. You would likely to be assigned to the Social Media Team. They write tweets, create photo captions, and short news items about new games, vintage games, new equipment, and the players themselves. To get this internship, you are to provide a one page writing sample that reflects your interest, your professional competency and your knowledge of the field of gaming. It should include your educational background, your career plans, and anything about you that could be relevant to video gaming or related computer skills. He wants you to explain why you wish to intern at GameStop, what you like about the company, and what you hope to learn. Margins per the syllabus. 11-point font, Times New Roman typeface. Headings and greetings single spaced 1.0 line spacing. Body line spacing 1.5. Keep it to one page. Sell yourself without bragging too much. Make an “ask.” No blank pages. Your name goes at the top left after your student header, and a signature line is at the bottom. Don’t forget to give your contact information! Good luck. Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

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Description For the mini-essays/mini-projects: students should expect to submit ...

Description For the mini-essays/mini-projects: students should expect to submit smaller written or creative projects throughout the semester. Mini-essays will consist of critical reflections or argument-focused responses on assigned course readings (10-12 pages, including at least 7-10 peer-reviewed citations each). Mini-projects may include a variety of more creative works that engage with course materials or concepts including (but not limited to): documentaries, infographics, podcasts, photography or other creative works. (Do not have to include class work as long as it revolves around nature and the environment). The topic I am thinking is "Reality Check: How Survival Shows Like Naked and Afraid Leave a Real Environmental Footprint" an example thesis could be "Although survival reality shows like Naked and Afraid appear to promote a raw and natural lifestyle, the behind-the-scenes production often causes environmental harm through ecosystem disruption, resource waste, and carbon-heavy logistics—raising questions about the true cost of so-called “natural” entertainment." please change the wording too if decide on that one. I will also attach some of my writings in the class so you can see the writing style I use. Another example could be how Dude Wipes are bad for the environment. UNFORMATTED ATTACHMENT PREVIEW Tate Jernigan Week 7 reading reflection The first chapter was focused on touring a toxic tour in California. The reading was also focused on breast cancer and how there is research for the cure to cancer, but how there needs to be more of a focus on the cause of breast cancer and how polluting the environment is a significant role in it. The last chapter was about border towns and how, since these factories are on the border, they can bypass environmental laws that hurt the people in the area. Then, I think he brings it all together pretty well and talks about time and space, which I would not mind going over again. He ends it by talking about Hurricane Katrina and how that event was more than just natural causes. “For approximately every citizen alive in the United States, one in three will contract cancer and one in five will die as a result of cancer. For women in the United States, breast cancer is the most frequently diagnosed form of cancer, accounting for approximately one third of all new cancer cases in women.” This quote scares me because I know cancer is something that many people get, but I never considered the numbers that 1 out of every three people get cancer. I know sometimes there is nothing you can do to prevent it from happening, but it really makes me want to take better care of myself to the best of my abilities. Plus, 1 out of 3 is outrageous. If there is 20 people in a room, that’s 6-7 people getting cancer. “In addition to the more than two million current breast cancer survivors nationally, the Y-ME National Breast Cancer Organization claims that every year, ''breast cancer will be newly diagnosed every three minutes, and a woman will die from breast cancer every 13 minutes." This quote is from the same chapter, I believe, but it also really hit me. It took me a couple of hours to do these readings, and every time I checked the clock, the first thing I thought of was, “Man, there have already been so many people that have been diagnosed and died from breast cancer.” It really is something scary to think about. No one in my family has had breast cancer before, at least to my knowledge, but I know friends who have been affected by it. “Life can be muddy, both literally and metaphorically. That is part of what makes me feel connected to humanity- knowing that life doesn't always happen as we plan it.” This doesn’t necessarily go with our class, but it made me think of my last few weeks. I originally came back to El Paso to play football for UTEP, but I have been struggling to get my waiver approved for another year of eligibility in time to participate in spring ball. Well, two weeks ago, I ran into the head cheer coach for UTEP on accident, and now if my waiver doesn’t go through, I’ll still be a college athlete, but I’ll be on scholarship to throw and catch the girls. I never would have imagined me doing that and it is totally new, but I am absolutely loving it and having fun with it. At least I know what I will do if the waiver is not approved in time. I enjoyed the book we read. I understood the readings for the most part but would love to go over the part where it talked about time vs space and how it ties into everything else. Starting at as early as four or five, my relationship with nature started to develop. Around that time, my father took my brother and me on our first hunting trip. I obviously did not shoot anything then, but it was around the age of eight when I shot my first deer. We would continue to go on hunting trips all through my life, and I learned many valuable lessons from them. The first two lessons I learned are how important gun safety is and how anything we hunt for, we eat. Waking up early in the morning and sitting in the deer stand for hours taught me patience. I also learned the importance of maintaining and controlling healthy populations of animals. When I was eight years old, my family purchased a houseboat in Truth or Consequences, New Mexico, at Elephant Butte Lake. My mother was on the UT at Austin waterski team when she was in college, so waterskiing was one of the first things I learned when we went to the lake. It became a family tradition to spend the weekends and holidays at the lake, and we always invited our friends and family. On top of waterskiing and tubing, we always bought minos to fish off the dock. We would keep the fish that were big enough to eat and throw back the baby fish, and then my dad would always make his fish tacos with what we caught for dinner. The lake has always been such a great place to go, but one of my favorite memories of the lake is getting up at about 7:00 am to water ski. The reason is that when you get up that early, no one else is on the lake, and the water is crystal clear when no one else is on the lake. That is always the best time to water ski, and there is nothing better than having the lake to yourself with the butte, dam, and scenery attached to it. When I would do this, it truly was one of the first times I appreciated nature for what it is. One year, for Christmas, Santa Claus decided to give my brother and me the best Christmas present of all time. He gave us a 4x4 red Polaris RZR, and that gift would forever change my appreciation for the desert and El Paso. I was in 6th grade when we got it, and I would take it out to the desert every day after school or whatever practice I had. I would not even know where I was headed when I would take it out. We would explore all over the desert; before we knew it, we knew the desert like the back of my hand. I love the desert, and there is so much you can do out there, way more than people think. The scenery is incredible, especially in areas where no one has been. Sadly, the areas that are not as far away can be filled with trash and waste. Many people do not appreciate the land and leave their trash out there, but it is home to many animals. Fast forward a couple of years into my early years in college, my family went on a family trip I will keep with me for the rest of my life. My parents surprised us with a two-week trip to South Africa, and it was an incredible experience. We went to the more popular cities of Johannesburg and Cape Town, but my favorite part of the trip was when we spent a week in a smaller area where I do not remember the name. It was spectacular because we would go on safaris twice a day where we were staying. We would go early in the morning before the sun was out and then in the afternoon and be done by nightfall. What made the safaris interesting was how it differed from other safaris you could go on. For example, they had to stay on the road when looking for animals at the safari place nearby. So, if the animals were off the road, you could not go off-roading to follow them. With the safari group we were at, we could go off the tracks and follow them wherever the animals went for the most part. This allowed us to get within one to two feet of wild animals such as hyenas, lions, leopards, hippopotamuses, rhinos, and wildebeests. The rooms were cool, too, because they were cabana-styled rooms with a shower that was outside, and the rooms were just out in the open with full windows so we would see wild animals, packs, and herds come up to our rooms. At night, you could only leave your room, restaurant, or any part of the hotel supervised. The reason is that they had to be careful with hungry lions looking for food. Thinking of this scenario reminded me of a quote from our week three readings, which was, “It can be very disturbing to realize that we’re not just a part of something so much bigger than ourselves, but we are immersed in it – embedded within a world wherein there are many other beings out and about that are bigger than us, that can eat us, and even beings who are much smaller than us (microbial organisms around and within us) who can, and ultimately will, take us down.” I think this quote completely ties into my safari experience because it reminds me that humans are not always the dominant figure in every setting. If we realize that large animals and small microorganisms can take us down, it will make us realize that we should respect nature instead of trying to dominate it. Experiencing the wildlife in their natural habitat also made me realize the importance of protecting the animals and preserving the ecosystem for them and us, too. I have been incredibly blessed to experience so many different places, from the desert of El Paso to the landscapes of South Africa. Yet, one constant has remained in my life since I was eight years old—my relationship with nature through football. Football has shaped me more than anything else for the past sixteen years, spanning two-thirds of my life. I have played the game of football in the dry, scorching heat in El Paso, and I have also played in the humidity in New Orleans and Florida. I have also played in the rain and the snow, and I have played on turf fields, grassy fields, and muddy fields. No matter how the weather looks, besides if there’s lightning or thunder, the practice and games continue. Playing through these conditions allowed me to build resilience, mental toughness, and discipline, especially when it is cold, because that’s when every hit hurts a little more. Football also taught me the importance of patience and persistence because just like a tree doesn’t grow overnight, so does not becoming an elite athlete. I also believe that just like nature reminds us we are bigger than ourselves, so does the game of football. I was not just playing the game for me, I was playing for something bigger than me that I believe it will continue influencing me for the rest of my journey. Tate Jernigan Week 7 reading reflection The first chapter was focused on touring a toxic tour in California. The reading was also focused on breast cancer and how there is research for the cure to cancer, but how there needs to be more of a focus on the cause of breast cancer and how polluting the environment is a significant role in it. The last chapter was about border towns and how, since these factories are on the border, they can bypass environmental laws that hurt the people in the area. Then, I think he brings it all together pretty well and talks about time and space, which I would not mind going over again. He ends it by talking about Hurricane Katrina and how that event was more than just natural causes. “For approximately every citizen alive in the United States, one in three will contract cancer and one in five will die as a result of cancer. For women in the United States, breast cancer is the most frequently diagnosed form of cancer, accounting for approximately one third of all new cancer cases in women.” This quote scares me because I know cancer is something that many people get, but I never considered the numbers that 1 out of every three people get cancer. I know sometimes there is nothing you can do to prevent it from happening, but it really makes me want to take better care of myself to the best of my abilities. Plus, 1 out of 3 is outrageous. If there is 20 people in a room, that’s 6-7 people getting cancer. “In addition to the more than two million current breast cancer survivors nationally, the Y-ME National Breast Cancer Organization claims that every year, ''breast cancer will be newly diagnosed every three minutes, and a woman will die from breast cancer every 13 minutes." This quote is from the same chapter, I believe, but it also really hit me. It took me a couple of hours to do these readings, and every time I checked the clock, the first thing I thought of was, “Man, there have already been so many people that have been diagnosed and died from breast cancer.” It really is something scary to think about. No one in my family has had breast cancer before, at least to my knowledge, but I know friends who have been affected by it. “Life can be muddy, both literally and metaphorically. That is part of what makes me feel connected to humanity- knowing that life doesn't always happen as we plan it.” This doesn’t necessarily go with our class, but it made me think of my last few weeks. I originally came back to El Paso to play football for UTEP, but I have been struggling to get my waiver approved for another year of eligibility in time to participate in spring ball. Well, two weeks ago, I ran into the head cheer coach for UTEP on accident, and now if my waiver doesn’t go through, I’ll still be a college athlete, but I’ll be on scholarship to throw and catch the girls. I never would have imagined me doing that and it is totally new, but I am absolutely loving it and having fun with it. At least I know what I will do if the waiver is not approved in time. I enjoyed the book we read. I understood the readings for the most part but would love to go over the part where it talked about time vs space and how it ties into everything else. In my opinion, the first reading was about how most Indigenous people find out about their environment through Facebook and social media. I think the second reading talks about how the US claims to help Indigenous countries; however, it is argued that with how much pollution they put into these areas and in the world, they aren’t really helping. I struggled reading the third reading, but I think it was about tying humans and nonhumans together and being in the present moment. The fourth reading also ties humans and nonhumans together while also focusing on the oppression of Indigenous people and the destruction of the world. After reading the first two readings, I thought the main focus was going to be on social media, but it is really on Indigenous people, humans and nonhumans, and the destruction of the world as we know it. "There is strong evidence to suggest that social media might play a critical role in the flow of environmental information to Indigenous people living in the diaspora." This statement stood out to me because it shows that social media is not just a tool to post memes and pictures but also a way to find important environmental information. It is also a way to raise awareness, a way for communities to make a stand, and to always be in the loop with environmental issues. It is also a way for Indigenous people to have a voice and to make sure that everyone is heard. ‘‘The environment that we experience and affect is largely a product of how we have come to talk about the world.’’ This quote really stood out to me because this doesn’t just apply to the world and the environment we live in; it also applies to us individually and the lives we live. The power of the tongue is so important, and it has shaped us into where we are now, and it will shape us into where we go. This applies to everything, such as the environment, nature, and the day-to-day lives that we live. Therefore we must be careful how we choose our words because it will shape the future. ‘‘People, animals, rocks and trees are actually co-present and co-participate’’ in the lived moment.” I love this quote, too, because it pushes the agenda that we, animals, and nature are all one and shape the world we live in, which is different than how the Westerns view life. The traditional Western view is that humans are above everything else, but if we take better care of nature, I think nature will take better care of us. It’s sort of like I scratch nature’s back, and nature will scratch my back, but I think it has been one-sided for the most part. I love the quote too because, recently, anytime I am outside, it’s sometimes all I can think about. We all share this planet, and it’s all our home. Overall, I enjoyed the readings, but I would love to go over TEK from the first reading. I would also like to go over the third reading as well. I thought there were some interesting things about the reading, but it was somewhat spotty for me when I was understanding it and not. Tate Jernigan Week 5 readings In my opinion, the three articles we covered this week focus on groups that have faced environmental injustice. The first article focuses on the native Americans and their land being waste lands such as Yucca Mountain, and the third discusses how Mexicans have seen injustice in our city of El Paso. I thought the second one, which focuses more on food, relates to the first and the third article because food can have a direct positive or negative impact on both communities. “According to this logic, if we store nuclear waste at Yucca Mountain, it serves the national interest; if we do not store nuclear waste at Yucca Mountain, it remains useless.” This quote spoke to me because the government may think it is useless not to use it, but the people there think the land is useful for what it is. The native Americans had used that land for generations, and the resources there are good for the environment and the people and animals who live there. "Food systems communication necessarily begins with the recognition that food (from cultivation to consumption and disposal) is a critical environmental justice issue" In my opinion, this quote serves as a reminder that environmental justice and food systems are closely related, impacting everything from waste management and sustainable agriculture to the availability of wholesome food. Therefore, it is important for fair food laws and communication tactics to advance social justice and sustainability. “At the request of FUDC, a research team from the University of Texas at El Paso studied the soil surrounding Douglass Elementary and found potentially harmful levels of heavy metal contamination (Sadasivam, 2019).” This third quote came from the third reading, and it spoke to me the most because this happened in my hometown. School is supposed to be a safe environment for everyone, and although I didn’t go to that school, it is worrisome because it is not a far drive from where I went to school and grew up. I couldn’t imagine having health problems and learning that the reason why they developed was because of the school I went to. I would be upset and my parents would be furious if that was the case. This article would not have hit the same if it happened anywhere else, but since it happed here, it really makes you think. In all, I am unsure why these readings were harder for me to keep up with, especially since they were shorter. I feel confident in knowing the main idea of the readings, but I would like to clarify a few things. From the first article, if we could go over the definition of polysemous and then go over loci of quality vs loci of quantity and how it all ties into the bigger theme, that would be great. Tate Jernigan Week 5 readings Tate Jernigan Week 2 readings After going through the readings, I can see that all three are tied to nature and culture dualism. The first reading argues why it is not good for the environment and how it arises. The first article also gives the history of nature and culture over time. After the first reading, I was curious to see some real examples, and that is exactly what the following two articles gave me. The second and third articles talked about nature and culture dualism, but they discussed it through working with orangutans and by looking at wolfdogs in homes as pets. “In the Judeo-Christian tradition, man was made in God’s image, and all items of creation had the purpose of serving human aims. This cultural pattern explains, according to White, the origin of systematic exploitation of nature in Europe and the Middle Ages: “Man’s relation to soil was profoundly changed. Formally, the man had been part of nature; now he was the exploiter of nature.” This passage from the first reading got to me because I feel that the environment was originally perfectly suited for us. The Middle Ages was when it began, according to the passage, but it has not slowed down at all. As a result, it has led to deforestation and industrialization, and it has had an overall negative effect on our planet. We used to treat our land with respect for what it was, but now there is an incentive for economic gain. "G. Kaplan and L. Rogers contend that "by recognizing that nature has its own laws and rules for survival, it is possible to live with nature and use it, but also put something back and allow it to be maintained." I thought this quote was good because it led to their study of orangutans and working with them. I knew orangutans were smart, but the part that really got me was when they said how one orangutan tried to paddle away on a boat. The reason why I selected it, too, is because by learning about them and how close they are to us, we can learn and figure out a way for both of us to prosper without hurting each other’s environment. My third quote comes from the third article. "The authors claim that while “wild” wolves do not tend to severely injure people, the nearly hundreds of thousands of wolf hybrids and captive-reared wolves in America do maim and kill humans." This struck me when I was reading because I know lots of people who have or want to have wolf hybrids. I did not realize the harm that could come with having a wolfdog as a pet, and I never thought of the behavioral changes that could occur. However, it makes sense when you think of it because they are meant to be in the wild, not as a family pet. I think it can be done, but as the article said, 99% of people do not have the resources or knowledge that comes with raising a wolfdog correctly, and this does not benefit the owner or the pet. Overall, I enjoyed the readings more than I thought I would. I did have some questions after reading the first article because I wanted to see examples of what exactly culture and dualism looked like, but the following two readings helped. In the third article, I was curious about what caused animal control to come and look at the dog in the first place after the family had him for ten years. One thing I would not mind discussing in class is talking about the last two articles and pinning points to the first one so we can see exactly where they tie in with the full picture. Tate Jernigan Week 2 readings Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

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and directly influences how you perceive and react to situations and communicat ...

and directly influences how you perceive and react to situations and communication with others. What you perceive in communication with others is also influenced by your culture

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Description Choose one of the following scenarios: Scenario A: You are part of ...

Description Choose one of the following scenarios: Scenario A: You are part of a remote team working on a project. A misunderstanding occurs during a group chat where one team member feels their ideas are being ignored, leading to a heated argument. Scenario B: During an email exchange with a client, a miscommunication regarding the project timeline arises. The client becomes frustrated and threatens to cancel the contract. Scenario C: In a virtual meeting, one participant constantly interrupts others, leading to frustration and a breakdown in communication among team members. Analysis: Identify the key issues that caused the conflict. Discuss how the online medium (e.g., email, chat, virtual meeting) contributed to the conflict. Analyze the communication styles and behaviors of the individuals involved. Conflict Resolution Proposal: Based on your analysis, propose a step-by-step strategy to resolve the conflict Your proposal should include: Techniques to de-escalate the situation. Communication methods to clarify misunderstandings. Suggestions for preventing future conflicts in similar online settings (2-3 pages) Essential Activities: Reading, watching, and completing the Business Communication for Success Interactive Textbook Chapter 3 will assist you in creating this assignment. Notes: This paper must be formatted in APA Style 7th edition. Please refer to the written assignment rubric on the start here tab for this paper. This paper is due Sunday at 11:59 PM EST. Include at least two (2) sources and corresponding in-text citations. Paper must be at least 500 words, double spaced. UNFORMATTED ATTACHMENT PREVIEW Contributors We are grateful to the authors whose dedication and expertise have made this interactive book possible. Current contributors include: Angela Vanderpool. License Business Communication for Success © 2024 Adapted by Trine University is licensed under CC BY-NC-SA 4.0 Table of Contents Chapter 1: Effective Business Communication o o o o o 1.1 Why Is It Important to Communicate Well? 1.2 What Is Communication? 1.3 Communication in Context 1.4 Your Responsibilities as a Communicator Why Communication Goes Wrong and How to Fix it | Tim Pollard, TEDxBillings (17:47 minutes) (LO2) Chapter 2: Research and Investigation o o o o o o 2.1 Research and Investigation: Getting Started 2.2 Ethics, Plagiarism, and Reliable Sources 2.3 Completing Your Research and Investigation 2.4 Reading and Analyzing 2.5 Additional Resources Evaluating Sources for Credibility| libncsu (3:14 minutes) (LO3) Chapter 3: Conflict in the Work Environment o Why There’s So Much Conflict at Work and What You Can Do to Fix It | Liz Kislik | TEDxBaylorSchool (15:44 minutes) (LO2) (LO4) Chapter 4: Negative News and Crisis Communication o o o o o o 4.1 Delivering a Negative News Message 4.2 Eliciting Negative News 4.3 Crisis Communication Plan 4.4 Press Conferences 4.5 Additional Resources The newscast from the night the world changed - March 11, 2020 | Eyewitness News ABC7NY (6:39 minutes) (LO4) (LO5) Chapter 5: Intercultural and International Business Communication o o o o 5.1 Intercultural Communication 5.2 How to Understand Intercultural Communication 5.3 Common Cultural Characteristics 5.4 Divergent Cultural Characteristics Chapter 1: Effective Business Communication "Communication leads to community, that is, to understanding, intimacy and mutual valuing." –Rollo May "I know that you believe that you understood what you think I said, but I am not sure you realize that what you heard is not what I meant." –Robert J. McCloskey, former State Department spokesman Communication is an activity, skill, and art that incorporates lessons learned across a wide spectrum of human knowledge. Perhaps the most time-honored form of communication is storytelling. We’ve told each other stories for ages to help make sense of our world, anticipate the future, and certainly to entertain ourselves. The art of storytelling draws on your understanding of yourself, your message, and how you communicate it to an audience that is simultaneously communicating back to you. Your anticipation, reaction, and adaptation to the process will determine how successfully you are able to communicate. You were not born knowing how to write or even how to talk—but in the process of growing up, you have undoubtedly learned how to tell, and how not tell, a story out loud and in writing. You didn’t learn to text in a day and didn’t learn all the codes—from LOL (laugh out loud) to BRB (be right back)—right away. In the same way, learning to communicate well requires you to read and study how others have expressed themselves, then adapt what you have learned to your present task—whether it is texting a brief message to a friend, presenting your qualifications in a job interview, or writing a business report. You come to this text with skills and an understanding that will provide a valuable foundation as we explore the communication process. Effective communication takes preparation, practice, and persistence. There are many ways to learn communication skills; the school of experience, or “hard knocks,” is one of them. But in the business environment, a “knock” (or lesson learned) may come at the expense of your credibility through a blown presentation to a client. The classroom environment, with a compilation of information and resources such as a text, can offer you a trial run where you get to try out new ideas and skills before you have to use them to communicate effectively to make a sale or form a new partnership. Listening to yourself, or perhaps the comments of others, may help you reflect on new ways to present, or perceive, thoughts, ideas and concepts. The net result is your growth; ultimately your ability to communicate in business will improve, opening more doors than you might anticipate. As you learn the material in this text, each part will contribute to the whole. The degree to which you attend to each part will ultimately help give you the skills, confidence, and preparation to use communication in furthering your career. The direct approach places the negative news at the beginning of the message, while the indirect approach packages the negative news between a positive introduction, sometimes called a “buffer” or cushion, and a conclusion. Your negative message may include the rationale or reasons for the decision. The direct approach is often associated with a message where the audience values brevity and the message needs to be concise. A positive introduction often introduces the topic but not the outcome. An effective negative news statement clearly states the message while limiting the possibility of misinterpretation. An effective closing statement may provide reasons, reference a policy, or indicate a procedure to follow for more information. 1.1 Why Is It Important to Communicate Well? Communication is key to your success—in relationships, in the workplace, as a citizen of your country, and across your lifetime. Your ability to communicate comes from experience, and experience can be an effective teacher, but this text and the related business communication course will offer you a wealth of experiences gathered from professional speakers across their lifetimes. You can learn from the lessons they’ve learned and be a more effective communicator right out of the gate. Business communication can be thought of as a problem solving activity in which individuals may address the following questions: o What is the situation? o What are some possible communication strategies? o What is the best course of action? o What is the best way to design the chosen message? What is the best way to deliver the message? In this book, we will examine this problem solving process and help you learn to apply it in the kinds of situations you are likely to encounter over the course of your career. o Communication Influences Your Thinking about Yourself and Others We all share a fundamental drive to communicate. Communication can be defined as the process of understanding and sharing meaning (Pearson & Nelson, 2000). You share meaning in what you say and how you say it, both in oral and written forms. If you could not communicate, what would life be like? A series of never-ending frustrations? Not being able to ask for what you need or even to understand the needs of others? Being unable to communicate might even mean losing a part of yourself, for you communicate your self-concept —your sense of self and awareness of who you are—in many ways. Do you like to write? Do you find it easy to make a phone call to a stranger or to speak to a room full of people? Perhaps someone told you that you don’t speak clearly or your grammar needs improvement. Does that make you more or less likely to want to communicate? For some, it may be a positive challenge, while for others it may be discouraging. But in all cases, your ability to communicate is central to your self-concept. Take a look at your clothes. What are the brands you are wearing? What do you think they say about you? Do you feel that certain styles of shoes, jewelry, tattoos, music, or even automobiles express who you are? Part of your self-concept may be that you express yourself through texting, or through writing longer documents like essays and research papers, or through the way you speak. On the other side of the coin, your communications skills help you to understand others—not just their words, but also their tone of voice, their nonverbal gestures, or the format of their written documents provide you with clues about who they are and what their values and priorities may be. Active listening and reading are also part of being a successful communicator. Communication Influences How You Learn When you were an infant, you learned to talk over a period of many months. When you got older, you didn’t learn to ride a bike, drive a car, or even text a message on your cell phone in one brief moment. You need to begin the process of improving your speaking and writing with the frame of mind that it will require effort, persistence, and self-correction. You learn to speak in public by first having conversations, then by answering questions and expressing your opinions in class, and finally by preparing and delivering a “stand-up” speech. Similarly, you learn to write by first learning to read, then by writing and learning to think critically. Your speaking and writing are reflections of your thoughts, experience, and education. Part of that combination is your level of experience listening to other speakers, reading documents and styles of writing, and studying formats similar to what you aim to produce. As you study business communication, you may receive suggestions for improvement and clarification from speakers and writers more experienced than yourself. Take their suggestions as challenges to improve; don’t give up when your first speech or first draft does not communicate the message you intend. Stick with it until you get it right. Your success in communicating is a skill that applies to almost every field of work, and it makes a difference in your relationships with others. Remember, luck is simply a combination of preparation and timing. You want to be prepared to communicate well when given the opportunity. Each time you do a good job, your success will bring more success. Communication Represents You and Your Employer You want to make a good first impression on your friends and family, instructors, and employer. They all want you to convey a positive image, as it reflects on them. In your career, you will represent your business or company in spoken and written form. Your professionalism and attention to detail will reflect positively on you and set you up for success. In both oral and written situations, you will benefit from having the ability to communicate clearly. These are skills you will use for the rest of your life. Positive improvements in these skills will have a positive impact on your relationships, your prospects for employment, and your ability to make a difference in the world. Communication Skills Are Desired by Business and Industry Oral and written communication proficiencies are consistently ranked in the top ten desirable skills by employer surveys year after year. In fact, high-powered business executives sometimes hire consultants to coach them in sharpening their communication skills. According to the National Association of Colleges and Employers, the following are the top five personal qualities or skills potential employers seek: 1. Communication skills (verbal and written) 2. Strong work ethic 3. Teamwork skills (works well with others, group communication) 4. Initiative 5. Analytical skills Knowing this, you can see that one way for you to be successful and increase your promotion potential is to increase your abilities to speak and write effectively. Figure 1.1 Effective communication skills are assets that will get you there. Creative Commons. In September 2004, the National Commission on Writing for America’s Families, Schools, and Colleges published a study on 120 human resource directors titled Writing: A Ticket to Work…Or a Ticket Out, A Survey of Business Leaders. The study found that “writing is both a ‘marker’ of high-skill, high-wage, professional work and a ‘gatekeeper’ with clear equity implications,” said Bob Kerrey, president of New School University in New York and chair of the commission. “People unable to express themselves clearly in writing limit their opportunities for professional, salaried employment.” (The College Board, 2004) On the other end of the spectrum, it is estimated that over forty million Americans are illiterate, or unable to functionally read or write. If you are reading this book, you may not be part of an at-risk group in need of basic skill development, but you still may need additional training and practice as you raise your skill level. An individual with excellent communication skills is an asset to every organization. No matter what career you plan to pursue, learning to express yourself professionally in speech and in writing will help you get there. 1.2 What Is Communication? Many theories have been proposed to describe, predict, and understand the behaviours and phenomena of which communication consists. When it comes to communicating in business, we are often less interested in theory than in making sure our communications generate the desired results. But in order to achieve results, it can be valuable to understand what communication is and how it works. Defining Communication The root of the word “communication” in Latin is communicare, which means to share, or to make common (Weekley, 1967). Communication is defined as the process of understanding and sharing meaning (Pearson & Nelson, 2000). At the center of our study of communication is the relationship that involves interaction between participants. This definition serves us well with its emphasis on the process, which we’ll examine in depth across this text, of coming to understand and share another’s point of view effectively. The first key word in this definition is process. A process is a dynamic activity that is hard to describe because it changes (Pearson & Nelson, 2000). Imagine you are alone in your kitchen thinking. Someone you know (say, your mother) enters the kitchen and you talk briefly. What has changed? Now, imagine that your mother is joined by someone else, someone you haven’t met before—and this stranger listens intently as you speak, almost as if you were giving a speech. What has changed? Your perspective might change, and you might watch your words more closely. The feedback or response from your mother and the stranger (who are, in essence, your audience) may cause you to reevaluate what you are saying. When we interact, all these factors—and many more—influence the process of communication. The second key word is understanding: “To understand is to perceive, to interpret, and to relate our perception and interpretation to what we already know.” (McLean, 2003) If a friend tells you a story about falling off a bike, what image comes to mind? Now your friend points out the window and you see a motorcycle lying on the ground. Understanding the words and the concepts or objects they refer to is an important part of the communication process. Next comes the word sharing. Sharing means doing something together with one or more people. You may share a joint activity, as when you share in compiling a report; or you may benefit jointly from a resource, as when you and several coworkers share a pizza. In communication, sharing occurs when you convey thoughts, feelings, ideas, or insights to others. You can also share with yourself (a process called intrapersonal communication) when you bring ideas to consciousness, ponder how you feel about something, or figure out the solution to a problem and have a classic “Aha!” moment when something becomes clear. Finally, meaning is what we share through communication. The word “bike” represents both a bicycle and a short name for a motorcycle. By looking at the context the word is used in and by asking questions, we can discover the shared meaning of the word and understand the message. Eight Essential Components of Communication In order to better understand the communication process, we can break it down into a series of eight essential components: 1. 2. 3. 4. 5. 6. 7. 8. Source Message Channel Receiver Feedback Environment Context Interference Each of these eight components serves an integral function in the overall process. Let’s explore them one by one. Source The source imagines, creates, and sends the message. In a public speaking situation, the source is the person giving the speech. He or she conveys the message by sharing new information with the audience. The speaker also conveys a message through his or her tone of voice, body language, and choice of clothing. The speaker begins by first determining the message—what to say and how to say it. The second step involves encoding the message by choosing just the right order or the perfect words to convey the intended meaning. The third step is to present or send the information to the receiver or audience. Finally, by watching for the audience’s reaction, the source perceives how well they received the message and responds with clarification or supporting information. Message “The message is the stimulus or meaning produced by the source for the receiver or audience.” (McLean, 2005) When you plan to give a speech or write a report, your message may seem to be only the words you choose that will convey your meaning. But that is just the beginning. The words are brought together with grammar and organization. You may choose to save your most important point for last. The message also consists of the way you say it—in a speech, with your tone of voice, your body language, and your appearance—and in a report, with your writing style, punctuation, and the headings and formatting you choose. In addition, part of the message may be the environment or context you present it in and the noise that might make your message hard to hear or see. Imagine, for example, that you are addressing a large audience of sales reps and are aware there is a World Series game tonight. Your audience might have a hard time settling down, but you may choose to open with, “I understand there is an important game tonight.” In this way, by expressing verbally something that most people in your audience are aware of and interested in, you might grasp and focus their attention. Channel “The channel is the way in which a message or messages travel between source and receiver.” (McLean, 2005) For example, think of your television. How many channels do you have on your television? Each channel takes up some space, even in a digital world, in the cable or in the signal that brings the message of each channel to your home. Television combines an audio signal you hear with a visual signal you see. Together they convey the message to the receiver or audience. Turn off the volume on your television. Can you still understand what is happening? Many times you can, because the body language conveys part of the message of the show. Now turn up the volume but turn around so that you cannot see the television. You can still hear the dialogue and follow the story line. Similarly, when you speak or write, you are using a channel to convey your message. Spoken channels include face-to-face conversations, speeches, telephone conversations and voice mail messages, radio, public address systems, and voice over Internet protocol (VoIP). Written channels include letters, memorandums, purchase orders, invoices, newspaper and magazine articles, blogs, e-mail, text messages, tweets, and so forth. Receiver “The receiver receives the message from the source, analyzing and interpreting the message in ways both intended and unintended by the source.” (McLean, 2005) To better understand this component, think of a receiver on a football team. The quarterback throws the football (message) to a receiver, who must see and interpret where to catch the ball. The quarterback may intend for the receiver to “catch” his message in one way, but the receiver may see things differently and miss the football (the intended meaning) altogether. As a receiver you listen, see, touch, smell, and/or taste to receive a message. Your audience “sizes you up,” much as you might check them out long before you take the stage or open your mouth. The nonverbal responses of your listeners can serve as clues on how to adjust your opening. By imagining yourself in their place, you anticipate what you would look for if you were them. Just as a quarterback plans where the receiver will be in order to place the ball correctly, you too can recognize the interaction between source and receiver in a business communication context. All of this happens at the same time, illustrating why and how communication is always changing. Feedback When you respond to the source, intentionally or unintentionally, you are giving feedback. Feedback is composed of messages the receiver sends back to the source. Verbal or nonverbal, all these feedback signals allow the source to see how well, how accurately (or how poorly and inaccurately) the message was received. Feedback also provides an opportunity for the receiver or audience to ask for clarification, to agree or disagree, or to indicate that the source could make the message more interesting. As the amount of feedback increases, the accuracy of communication also increases (Leavitt & Mueller, 1951). For example, suppose you are a sales manager participating in a conference call with four sales reps. As the source, you want to tell the reps to take advantage of the fact that it is World Series season to close sales on baseball-related sports gear. You state your message, but you hear no replies from your listeners. You might assume that this means they understood and agreed with you, but later in the month you might be disappointed to find that very few sales were made. If you followed up your message with a request for feedback (“Does this make sense? Do any of you have any questions?”) you might have an opportunity to clarify your message, and to find out whether any of the sales reps believed your suggestion would not work with their customers. Environment “The environment is the atmosphere, physical and psychological, where you send and receive messages.” (McLean, 2005) The environment can include the tables, chairs, lighting, and sound equipment that are in the room. The room itself is an example of the environment. The environment can also include factors like formal dress, that may indicate whether a discussion is open and caring or more professional and formal. People may be more likely to have an intimate conversation when they are physically close to each other, and less likely when they can only see each other from across the room. In that case, they may text each other, itself an intimate form of communication. The choice to text is influenced by the environment. As a speaker, your environment will impact and play a role in your speech. It’s always a good idea to go check out where you’ll be speaking before the day of the actual presentation. Context “The context of the communication interaction involves the setting, scene, and expectations of the individuals involved.” (McLean, 2005) A professional communication context may involve business suits (environmental cues) that directly or indirectly influence expectations of language and behaviour among the participants. A presentation or discussion does not take place as an isolated event. When you came to class, you came from somewhere. So did the person seated next to you, as did the instructor. The degree to which the environment is formal or informal depends on the contextual expectations for communication held by the participants. The person sitting next to you may be used to informal communication with instructors, but this particular instructor may be used to verbal and nonverbal displays of respect in the academic environment. You may be used to formal interactions with instructors as well, and find your classmate’s question of “Hey Teacher, do we have homework today?” as rude and inconsiderate when they see it as normal. The nonverbal response from the instructor will certainly give you a clue about how they perceive the interaction, both the word choices and how they were said. Context is all about what people expect from each other, and we often create those expectations out of environmental cues. Traditional gatherings like weddings or quinceañeras are often formal events. There is a time for quiet social greetings, a time for silence as the bride walks down the aisle, or the father may have the first dance with his daughter as she is transformed from a girl to womanhood in the eyes of her community. In either celebration there may come a time for rambunctious celebration and dancing. You may be called upon to give a toast, and the wedding or quinceañera context will influence your presentation, timing, and effectiveness. Figure 1.2 In a business meeting, who speaks first? That probably has some relation to the position and role each person has outside the meeting. Context plays a very important role in communication, particularly across cultures. Interference Interference, also called noise, can come from any source. “Interference is anything that blocks or changes the source’s intended meaning of the message.”(McLean, 2005) For example, if you drove a car to work or school, chances are you were surrounded by noise. Car horns, billboards, or perhaps the radio in your car interrupted your thoughts, or your conversation with a passenger. Psychological noise is what happens when your thoughts occupy your attention while you are hearing, or reading, a message. Imagine that it is 4:45 p.m. and your boss, who is at a meeting in another city, e-mails you asking for last month’s sales figures, an analysis of current sales projections, and the sales figures from the same month for the past five years. You may open the e-mail, start to read, and think, “Great—no problem—I have those figures and that analysis right here in my computer.” You fire off a reply with last month’s sales figures and the current projections attached. Then, at five o’clock, you turn off your computer and go home. The next morning, your boss calls on the phone to tell you he was inconvenienced because you neglected to include the sales figures from the previous years. What was the problem? Interference: by thinking about how you wanted to respond to your boss’s message, you prevented yourself from reading attentively enough to understand the whole message. Interference can come from other sources, too. Perhaps you are hungry, and your attention to your current situation interferes with your ability to listen. Maybe the office is hot and stuffy. If you were a member of an audience listening to an executive speech, how could this impact your ability to listen and participate? Noise interferes with normal encoding and decoding of the message carried by the channel between source and receiver. Not all noise is bad, but noise interferes with the communication process. For example, your cell phone ringtone may be a welcome noise to you, but it may interrupt the communication process in class and bother your classmates. Two Models of Communication Researchers have observed that when communication takes place, the source and the receiver may send messages at the same time, often overlapping. You, as the speaker, will often play both roles, as source and receiver. You’ll focus on the communication and the reception of your messages to the audience. The audience will respond in the form of feedback that will give you important clues. While there are many models of communication, here we will focus on two that offer perspectives and lessons for business communicators. Rather than looking at the source sending a message and someone receiving it as two distinct acts, researchers often view communication as a transactional process (Figure 1.3 “Transactional Model of Communication”), with actions often happening at the same time. The distinction between source and receiver is blurred in conversational turn-taking, for example, where both participants play both roles simultaneously. Figure 1.3 Transactional Model of Communication Researchers have also examined the idea that we all construct our own interpretations of the message. As the State Department quote at the beginning of this chapter indicates, what I said and what you heard may be different. In the constructivist model (Figure 1.4 “Constructivist Model of Communication”), we focus on the negotiated meaning, or common ground, when trying to describe communication (Pearce & Cronen, 1980), Imagine that you are visiting Atlanta, Georgia, and go to a restaurant for dinner. When asked if you want a “Coke,” you may reply, “sure.” The waiter may then ask you again, “what kind?” and you may reply, “Coke is fine.” The waiter then may ask a third time, “what kind of soft drink would you like?” The misunderstanding in this example is that in Atlanta, the home of the Coca-Cola Company, most soft drinks are generically referred to as “Coke.” When you order a soft drink, you need to specify what type, even if you wish to order a beverage that is not a cola or not even made by the Coca-Cola Company. To someone from other regions of the United States, the words “pop,” “soda pop,” or “soda” may be the familiar way to refer to a soft drink; not necessarily the brand “Coke.” In this example, both you and the waiter understand the word “Coke,” but you each understand it to mean something different. In order to communicate, you must each realize what the term means to the other person, and establish common ground, in order to fully understand the request and provide an answer. 1.3 Communication in Context Now that we have examined the eight components of communication, let’s examine this in context. Is a quiet dinner conversation with someone you care about the same experience as a discussion in class or giving a speech? Is sending a text message to a friend the same experience as writing a professional project proposal or a purchase order? Each context has an influence on the communication process. Contexts can overlap, creating an even more dynamic process. You have been communicating in many of these contexts across your lifetime, and you’ll be able to apply what you’ve learned through experience in each context to business communication. Intrapersonal Communication Have you ever listened to a speech or lecture and gotten caught up in your thoughts so that, while the speaker continued, you were no longer listening? During a phone conversation, have you ever been thinking about what you are going to say, or what question you might ask, instead of listening to the other person? Finally, have you ever told yourself how you did after you wrote a document or gave a presentation? As you “talk with yourself” you are engaged in intrapersonal communication. Intrapersonal communication involves one person; it is often called “self-talk.” (Wood, 1997) Donna Vocate’s book on intrapersonal communication explains how, as we use language to reflect on our own experiences, we talk ourselves through situations. For example, the voice within you that tells you, “Keep on Going! I can DO IT!” when you are putting your all into completing a five-mile race; or that says, “This report I’ve writ

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Description Objective This assignment is designed to help you: (a) engage wit ...

Description Objective This assignment is designed to help you: (a) engage with current scholarship in organizational communication by exploring recent research in Management Communication Quarterly (MCQ) and International Journal of Business Communication (IJBC) and (b) develop your skills in critically reading and reflecting on academic research. Overview You will choose one article from the eight most recent issues of MCQ or IJBC, read it closely, and reflect on how it connects to your own thinking and learning. You will also document your reading process. Instructions Access the journals Visit the journal websites: MCQ: https://journals.sagepub.com/home/mcqLinks to an external site. IJBC: https://journals.sagepub.com/home/jobLinks to an external site. On each site, click “All issues” (located in the right-hand sidebar under “Browse journal”). Browse the eight most recent issues of each journal. Select an article and justify your choice Skim through titles and abstracts to find an article that genuinely interest you. Choose one research article (not a book review, editorial or commentary). Write a short justification paragraph (100 - 150 words), explaining why you chose this article (tip: try to ask yourself questions like “What drew your attention to it?”, “How does it connect to your interests in organizational communication?”). Obtain a full-text copy of the article To complete this assignment, you’ll need to access the full article, not just the abstract. If the article is open access, you can download the pdf directly from the journal’s website. If the article is not open access, try one of the following options: Library Go to the library website: https://www.library.ucsb.edu/Links to an external site. Enter the article title in the search bar. If available, click “Access online”. Google Scholar Go to Google Scholar: https://scholar.google.com/Links to an external site. Click the three horizontal bars (top left), then go to Settings > Library links. Search for “University of California, Santa Barbara” and check the box. Click Save. Return to the main page and enter the article title in the search bar. If available, a pdf link will appear on the right side of the article listing. Document your reading process (400 - 500 words) As you read the chosen article, keep a reading log with the following entries: Before reading: What do you expect to learn from the article based on its title and abstract? During reading: What’s surprising, confusing, or particularly interesting as you go? What are your top 3 favorite quotes and why? After reading: What is the main takeaway of this article in your own words? Reflect on your learning (200 - 250 words) How did reading this article shape, challenge, or expand your thinking about organizational communication? GenAI disclosure statement Because this assignment is designed to support your personal engagement with scholarly work, the use of GenAI is discouraged. If you used GenAI for some part of this assignment, include the following details at the end of your submission: (1) the name of the tool; (2) the tasks for which the tool was used (i.e., idea generation, proofreading, paraphrasing); (3) the components of the assignment that was contributed without AI assistance; and (4) a brief (~ 100 words) reflection on the effectiveness (or non-effectiveness) of the tool. Submit the following in one document Full APA citation of the selected article including DOI Justification paragraph Reading log (three entries) Reflection GenAI disclosure statement (if applicable) Format & Style Typed, double-spaced, with 12-point font and 1-inch margins. In a .doc, .docx, or .pdf file type. Citing additional sources is not required. But if you do cite, follow APA 7th. User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

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