COM 252 Interpersonal Communication Application Exercises (100 points)
|
|
- Amanda Dean
- 5 years ago
- Views:
Transcription
1 COM 252 Interpersonal Communication Application Exercises (100 points) Riley The concepts discussed in interpersonal communication are things that impact us in our relationships and in our everyday lives. By improving our interpersonal skills, we can become better friends, coworkers, and partners. The following exercises will allow you to explore a variety of interpersonal concepts. Some activities ask you to complete instruments and reflect on them or to observe the behavior of others. Please write your papers in correct essay format. (In other words, do NOT put 1. Answer, use regular paragraph and sentence format instead. Each response should have an introduction & conclusion, thesis statement, etc.) They should be typed and double-spaced with 1-inch margins all around. Use 12-point Times New Roman with regular character spacing. Any references you make to your text should be properly attributed and cited in APA 5 th edition style. Grades will be assigned based upon how well/fully you addressed the questions posed by the prompt. Your discussions should be thoughtful and need to demonstrate a mastery of the material. You should strive to connect the concepts discussed and that have appeared in your text with the things you experience in your everyday life. In addition to examining how well you met the content requirements for these assignments, your paper will also be evaluated based on good sentence structure, clarity, organization, appropriate punctuation, and general readability.
2 Personality Assessment Due: 1/28/09 25 points For this assignment, you will need to go online and take two personality indicators. (Note: These are abbreviated versions of both indicators.) Myers-Briggs Inventory o Go to o Click on the link for the Jung Typology Test o Take the test (it is free and does not require any form of registration) Big Five Personality Indicator o Go to o Take the test (it is free and does not require any form of registration, but does ask you for some basic demographic information) After you complete the tests, you should write a 1-2 page response to this activity. Briefly report your results. Do you agree or disagree with these assessments? (In other words, do you feel that your results accurately reflected the real you?) How does your personality impact your communication style? You should provide specific examples to support your assertions as well as drawing on your readings about the self and class discussions. (Your response must include at least one clear reference to the constructs/concepts from the course.)
3 Nonverbal Norms Assignment Due: 2/18/09 25 points Every day we follow unwritten nonverbal rules and norms. We may not think about these norms until someone violates them. For this assignment, you are being asked to step outside of your comfort zone and violate a nonverbal norm. Without putting yourself in harm s way, violate a nonverbal norm. Do so blatantly, repeatedly, and unapologetically. You can do this with someone you know or a complete strange, but the behavior should be unexpected/inappropriate. Some examples of actions you could take include: Standing next to someone on an empty elevator Wearing an outfit all day that you would never ordinarily wear (i.e. wear an evening gown to class all day, exemplify a fashion trend from a past generation, wear something completely opposite of the way you usually dress, etc.) Invade the personal space of people who talk to you Leave your hand on the shoulder of the person you are having a conversation with for an extended period of time, wear sunglasses inside all day long Sitting at the same table as someone when the library is not crowded There are obviously more possibilities, so please feel free to come up with ideas that are not on the list. Remember that you should do this with a mind to good taste, not deliberately offending any person or group, or getting yourself into trouble. Don t do anything that is going to get you into personal or legal trouble or that s going to land you on the 6 o clock news. If you have a question as to the appropriateness of violating a nonverbal norm, please see me. It is your responsibility to use good judgment when engaging in this activity. After you have violated your norm, write a 1-2 page response. Describe the nonverbal norm you violated and briefly discuss how you did this (no more than ¼ page). How did violating the norm make you feel? Why do you believe you felt the way you did? How did those around you react to your violation of this norm? You should provide specific examples to support your assertions as well as drawing on your readings and class discussions. (Your response must include at least one clear reference to the constructs/concepts from the course.)
4 Movie Analysis & Response Due: 3/25/09 35 points The goal of this paper is to relate interpersonal concepts discussed in class and in your textbook to a motion picture. Specifically, we will be watching a film in class and you will be asked to analyze 3 separate concepts (each concept must come from a different chapter) as they relate to the movie. What qualifies as a concept? Any theory, guidelines, or major idea discussed in class or the text. Some concepts are in the form of lists (i.e. steps to change a self-concept, etc.). These lists combined only count as one concept. If you have questions about concepts, please feel free to ask. Your paper should be 2-3 pages in length and include the following: 1. A BRIEF synopsis of the movie (no more than ¼ page citing the movie) 2. An analysis of the concepts (broken down into sections by chapter citing the text and/or lecture) 3. A discussion of how the concepts are applied in the movie (making sure to discuss specific scenes or storylines). Please note that numbers 2 & 3 do not have to be in separate sections. You may discuss the concepts and then immediately apply them to the movie in the same section rather than at the end.
5 Conflict Styles Assignment Due: 4/14/09 15 points As a part of our discussion of conflict, you will be asked to complete a conflict style inventory. This instrument allows you to see how you might be inclined to manage conflict. 1. Complete the Thomas-Kilmann Conflict Mode Instrument. 2. Calculate your conflict styles by following the printed directions provided to you. 3. Once you have determined your style, read more closely about your style using the descriptions provided in the handout as well as the chapter on conflict. 4. Write a 1-page response paper to this activity. Your response paper should draw on your readings about conflict communication as well as the results of the instrument. Do you see these results as accurate? How does your conflict style(s) influence your day to day communication? (Provide specific examples to support your assertions.) Turn in your response paper and completed instrument (stapled together).
6 THOMAS-KILMANN CONFLICT MODE INSTRUMENT By: Kenneth W. Thomas and Ralph H. Kilmann Instructions Consider situations in which you find your wishes differing from those of another person. How do you usually respond to such situation? On the following pages are several pairs of statements describing possible behavioral responses. For each pair, please circle the A or B statement, which is most characteristic of your own behavior. In many case, neither the A nor the B statement may be very typical of your behavior; but please select the response which you would be more likely to use.
7 1. A There are times when I let others take responsibility for solving the problem. B Rather than negotiate the things on which we disagree, I try to stress those things upon which we both agree. 2. A I try to find a compromise solution. B I attempt to deal with all of his/her and my concerns. 3. A I am usually firm in pursuing my goals. B I might try to soothe the other s feelings and preserve our relationship. 4. A I try to find a compromise solution. B I sometimes sacrifice my own wishes for the wishes of the other person. 5. A I consistently seek the other s help in working out a solution. B I try to do what is necessary to avoid useless tensions. 6. A I try to avoid creating unpleasantness for myself. B I try to win my position. 7. A I try to postpone the issue until I have had some time to think it over. B I give up some points in exchange for others. 8. A I am usually firm in pursuing my goals. B I attempt to get all concerns and issues immediately out in the open. 9. A I feel that differences are not always worth worrying about. B I make some effort to get my way. 10. A I am firm in pursuing my goals. B I try to find a compromise solution. 11. A I attempt to get all concerns and issues immediately out in the open. B I might try to soothe the other s feelings and preserve our relationship. 12. A I sometimes avoid taking positions, which would create controversy. B I will let the other person have some of his/her positions if s/he lets me have some of mine. 13. A I propose a middle ground. B I press to get my points made. 14. A I tell the other person my ideas and ask for his/hers. B I try to show the other person the logic and benefits of my position. 15. A I might try to soothe the other s feelings and preserve our relationship. B I try to do what is necessary to avoid tensions. 16. A I try not to hurt the other s feelings. B I try to convince the other person of the merits of my position.
8 17. A I am usually firm in pursuing my goals. B I try to do what is necessary to avoid useless tensions. 18. A If it makes other people happy, I might let them maintain their views. B I will let other people have some of their positions if they let me have some of mine. 19. A I attempt to get all concerns and issues immediately out in the open. B I try to postpone the issue until I have had some time to think it over. 20. A I attempt to immediately work through our differences. B I try to find a fair combination of gains and losses for both of us. 21. A In approaching negotiations, I try to be considerate of the other person s wishes. B I always lean toward a direct discussion of the problem. 22. A I try to find a position that is intermediate between his/hers and mine. B I assert my wishes. 23. A I am very often concerned with satisfying all our wishes. B There are times when I let others take responsibility for solving the problem. 24. A If the other s position seems very important to him/her, I would try to meet his/her wishes. B I try to get the other person to settle for a compromise. 25. A I try to show the other person the logic and benefits of my position. B In approaching negotiations, I try to be considerate of the other person s wishes. 26. A I propose a middle ground. B I am nearly always concerned with satisfying all our wishes. 27. A I sometimes avoid taking positions that would create controversy. B If it makes other people happy, I might let them maintain their views. 28. A I am usually firm in pursuing my goals. B I usually seek the other s help in working out a solution. 29. A I propose a middle ground. B I feel that differences are not always worth worrying about. 30. A I try not to hurt the other s feelings. B I always share the problem with the other person so that we can work it out.
9 Scoring and Interpreting the Thomas-Kilmann Conflict Mode Instrument (9/1) (9/9) (5/5) (1/1) (1/9) 1. A B 2. B A 3. A B 4. A B 5. A B 6. B A 7. B A 8. A B 9. B A 10. A B 11. A B 12. B A 13. B A 14. B A 15. B A 16. B A 17. A B 18. B A 19. A B 20. A B 21. B A 22. B A 23. A B 24. B A 25. A B 26. B A 27. A B 28. A B 29. A B 30. B A Total the number of items circled in each column: (9/1) (9/9) (5/5) (1/1) (1/9)
10 9/1 = Competing 9/9 = Collaborating 5/5 = Compromising 1/1 = Avoiding 1/9 = Accommodating Record the results of the Test in the graph below by circling the style with the highest score and then drawing an arrow to the style with the next highest score, and so on until you finish all five styles. Next, subtract the difference of scores between succeeding styles and mark the difference close to the arrow separating the two styles. 9 Accommodating (1/9) Collaborating (9/9) Compromising (5/5) 1 Avoiding (1/1) Competing (9/1) 1 9 How to Interpret Your Results Your dominant conflict management style is predicted by the style with the highest score. The strength of your preference (that is, your willingness to stay or move from one style to the next) is predicted by the difference between the scores of the styles. If the difference is high, resistance is high. If the difference is low, you may move from one style to the other with ease. Accommodating (1/9) Win/Lose Assumption If your dominant style is accommodating, you dislike the impact that differences between people may have on their relationships and believe that self-sacrifice and placing the importance of continued relationship above one s own goals is necessary for solving conflict. From this point of view, it is better to ignore differences than to risk open combat by being over-sensitive. If your accommodating score is HIGH compared with other styles, it reflects a need for affiliation and acceptance, interest in appeasing others. Since personal objectives are set aside by the user, the cost of this style lends itself to exploitation and can become incredibly burdensome in the long term. If accommodation is followed or follows avoidance as your two top scores, you should consider your dominant style one of avoidance-accommodation (see avoidance). Competing (9/1) Win/Lose Assumption If your dominant style is competing, you see differences among people as reflecting their skills: some people have skills, others have none, and some are right and some are wrong. Ultimately, right prevails and this is the central issue in conflict. We owe it to ourselves and those who rely on our judgment to prevail in conflicts with others whose opinions and goals are in doubt. If your competing score is HIGH compared with others, you believe that persuasion, power and force are acceptable tools for achieving conflict resolution and most people expect them to be employed. You believe that conflict is a competition for status that will be won by the person demonstrating more competence. This style places prime importance on personal goals to the exclusion of any concerns for the relationship.
11 Avoiding (1/1) Win/Lose Assumption If your dominant style is avoidance, it is likely that you had bad experiences with either accommodation or competing or you see conflict as the results of people s preferences and aspirations and as such, beyond anybody s influence. So, conflict is seen as a necessary evil that we must either accept or withdraw from human contact. If your avoidance score is HIGH, it shows a sense of hopelessness and withdrawal since conflict is perceived as a no-win alternative, leaving open the option of leaving it either psychologically and physically. Compromising (5/5) Win/Lose Assumption If your dominant style is compromising, you believe that differences between people should be treated in light of the common good and that party s need to win a little, lose a little. This style tries to soften and make more tolerable the effects of losing by limiting the gains. Both ends are played against the middle in an attempt to serve the common good. If your accommodating score is HIGH, you believe that, although everyone should have an opportunity to air personal views and feelings, these should not be allowed to block progress. It is never realistic for everyone to be satisfied and those who insist in such unrealistic goals should be shown their error. Collaborating (9/9) Win/Win Assumption If your dominant style is collaborating, you believe that conflict itself is neither good nor bad, but usually a symptom of tensions in relationships and should be treated accordingly. When properly interpreted, differences may be resolved and serve to strengthen relationships rather than divide. Conflict cannot be ignored and requires problem-solving often of the type that goes beyond the superficial issues. Trust is the result of solving conflicts successfully and to the satisfaction of people. In this respect, past successes in finding creative solutions to conflict serve to promote future successes, creating a win-win cycle. A HIGH collaboration score shows implicit faith in the process of conflict resolution and the assumption that working through differences will lead to creative and effective solutions that everyone will support. Order of Styles All five styles and their variations are equally available responses to conflict. The fact that a person prefers a given style does not mean he or she will not use other styles. Indeed, this model assumes that we use each style at one point or another. Nevertheless, our dominant style reflects our particular beliefs about conflict, our preferences and comfort zone. Secondary choices constitute backups preferences when we find it necessary to abandon our preference, creating a response hierarchy. It is important to emphasize that we have the ability to change our dominant style and our response hierarchy. If a person genuinely desires to have a more constructive approach to conflict management, change is entirely possible and it is a personal option. To change our style, we must become aware of the available options and then undertake a conscious program of building skills where we need them. With some discipline and commitment, it is possible to change or improve our skills and to provide a response that is appropriate to each individual conflict, either as a party to, or as a third-party (mediator or facilitator).
Behaviors: team learns more about its assigned task and each other; individual roles are not known; guidelines and ground rules are established
Stages of Team Development Each team will experience all four stages of development. Not all teams will choose a leader. In that situation, the team must establish a collaborative process for getting through
More informationCognitive Thinking Style Sample Report
Cognitive Thinking Style Sample Report Goldisc Limited Authorised Agent for IML, PeopleKeys & StudentKeys DISC Profiles Online Reports Training Courses Consultations sales@goldisc.co.uk Telephone: +44
More informationBusiness 712 Managerial Negotiations Fall 2011 Course Outline. Human Resources and Management Area DeGroote School of Business McMaster University
B712 - Fall 2011-1 of 10 COURSE OBJECTIVE Business 712 Managerial Negotiations Fall 2011 Course Outline Human Resources and Management Area DeGroote School of Business McMaster University The purpose of
More informationIntroduction 1 MBTI Basics 2 Decision-Making Applications 44 How to Get the Most out of This Booklet 6
Contents Introduction 1 Using Type to Make Better Decisions 1 Objectives 1 MBTI Basics 2 Preferences and Type 2 Moving from Preferences to Type: Understanding the Type Table 2 Moving from Type to Type
More informationCritical Thinking in Everyday Life: 9 Strategies
Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like
More informationPreReading. Lateral Leadership. provided by MDI Management Development International
PreReading Lateral Leadership NEW STRUCTURES REQUIRE A NEW ATTITUDE In an increasing number of organizations hierarchies lose their importance and instead companies focus on more network-like structures.
More informationClassroom Assessment Techniques (CATs; Angelo & Cross, 1993)
Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) From: http://warrington.ufl.edu/itsp/docs/instructor/assessmenttechniques.pdf Assessing Prior Knowledge, Recall, and Understanding 1. Background
More informationIntroduction TO CONFLICT Management
Introduction TO CONFLICT Management I M P R O V I N G P E R F O R M A N C E U S I N G T H E T K I KENNETH W. THOMAS INTRODUCTION If you recently took the Thomas-Kilmann Conflict Mode Instrument (TKI),
More informationACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING
ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING Action learning is a development process. Over several months people working in a small group, tackle important organisational
More informationProviding student writers with pre-text feedback
Providing student writers with pre-text feedback Ana Frankenberg-Garcia This paper argues that the best moment for responding to student writing is before any draft is completed. It analyses ways in which
More informationThe Success Principles How to Get from Where You Are to Where You Want to Be
The Success Principles How to Get from Where You Are to Where You Want to Be Life is like a combination lock. If you know the combination to the lock... it doesn t matter who you are, the lock has to open.
More informationRed Flags of Conflict
CONFLICT MANAGEMENT Introduction Webster s Dictionary defines conflict as a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or
More informationWhy Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationwriting good objectives lesson plans writing plan objective. lesson. writings good. plan plan good lesson writing writing. plan plan objective
Writing good objectives lesson plans. Write only what you think, writing good objectives lesson plans. Become lesson to our custom essay good writing and plan Free Samples to check the quality of papers
More informationRESOLVING CONFLICTS IN THE OFFICE
ERI Safety Videos Videos for Safety Meetings 2707 RESOLVING CONFLICTS IN THE OFFICE Leader s Guide 2007 Marcom Group Ltd. Background Conflict in the workplace is inevitable. Anytime two or more individuals
More informationWest s Paralegal Today The Legal Team at Work Third Edition
Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.
More informationStudy Group Handbook
Study Group Handbook Table of Contents Starting out... 2 Publicizing the benefits of collaborative work.... 2 Planning ahead... 4 Creating a comfortable, cohesive, and trusting environment.... 4 Setting
More informationBEST OFFICIAL WORLD SCHOOLS DEBATE RULES
BEST OFFICIAL WORLD SCHOOLS DEBATE RULES Adapted from official World Schools Debate Championship Rules *Please read this entire document thoroughly. CONTENTS I. Vocabulary II. Acceptable Team Structure
More informationExplorer Promoter. Controller Inspector. The Margerison-McCann Team Management Wheel. Andre Anonymous
Explorer Promoter Creator Innovator Assessor Developer Reporter Adviser Thruster Organizer Upholder Maintainer Concluder Producer Controller Inspector Ä The Margerison-McCann Team Management Wheel Andre
More informationAPA Basics. APA Formatting. Title Page. APA Sections. Title Page. Title Page
APA Formatting APA Basics Abstract, Introduction & Formatting/Style Tips Psychology 280 Lecture Notes Basic word processing format Double spaced All margins 1 Manuscript page header on all pages except
More informationStrategic Practice: Career Practitioner Case Study
Strategic Practice: Career Practitioner Case Study heidi Lund 1 Interpersonal conflict has one of the most negative impacts on today s workplaces. It reduces productivity, increases gossip, and I believe
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationWriting the Personal Statement
Writing the Personal Statement For Graduate School Applications ZIA ISOLA, PHD RESEARCH MENTORING INSTITUTE OFFICE OF DIVERSITY, GENOMICS INSTITUTE Overview: The Parts of a Graduate School Application!
More informationRESOLVING CONFLICT. The Leadership Excellence Series WHERE LEADERS ARE MADE
RESOLVING CONFLICT The Leadership Excellence Series WHERE LEADERS ARE MADE RESOLVING CONFLICT The Leadership Excellence Series TOASTMASTERS INTERNATIONAL P.O. Box 9052 Mission Viejo, CA 92690 USA Phone:
More informationInternational Business BADM 455, Section 2 Spring 2008
International Business BADM 455, Section 2 Spring 2008 Call #: 11947 Class Meetings: 12:00 12:50 pm, Monday, Wednesday & Friday Credits Hrs.: 3 Room: May Hall, room 309 Instruct or: Rolf Butz Office Hours:
More informationVIEW: An Assessment of Problem Solving Style
1 VIEW: An Assessment of Problem Solving Style Edwin C. Selby, Donald J. Treffinger, Scott G. Isaksen, and Kenneth Lauer This document is a working paper, the purposes of which are to describe the three
More informationessays personal admission college college personal admission
Personal essay for admission to college. to meet the individual essays for your paper and to adhere to personal academic standards 038; provide admission writing college. No for what the purpose of your
More informationLaw Professor's Proposal for Reporting Sexual Violence Funded in Virginia, The Hatchet
Law Professor John Banzhaf s Novel Approach for Investigating and Adjudicating Allegations of Rapes and Other Sexual Assaults at Colleges About to be Tested in Virginia Law Professor's Proposal for Reporting
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationWho s on First. A Session Starter on Interpersonal Communication With an introduction to Interpersonal Conflict by Dr. Frank Wagner.
Who s on First A Session Starter on Interpersonal Communication With an introduction to Interpersonal Conflict by Dr. Frank Wagner Leader s Guide 1 Film Synopsis WHO S ON FIRST, featuring Abbot and Costello,
More informationTutoring First-Year Writing Students at UNM
Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students
More informationShould a business have the right to ban teenagers?
practice the task Image Credits: Photodisc/Getty Images Should a business have the right to ban teenagers? You will read: You will write: a newspaper ad An Argumentative Essay Munchy s Promise a business
More informationAssessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
More informationTHE CONSENSUS PROCESS
THE CONSENSUS PROCESS OR CREATIVE JOINT PROBLEM SOLVING Consensus: Collective opinion or agreement, harmony, cooperation, sympathy and group solidarity. Advantages of Using a Consensus Process 1. Education
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationModern Fantasy CTY Course Syllabus
Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationAlbright College Reading, PA Tentative Syllabus
Welcome to cj 900: social problems Albright College Reading, PA Tentative Syllabus Instructor: Charles M. Brown Office: Teel 302 Mailbox: in the main sociology office located in 116 Teel Hall Office Phone:
More informationMENTORING. Tips, Techniques, and Best Practices
MENTORING Tips, Techniques, and Best Practices This paper reflects the experiences shared by many mentor mediators and those who have been mentees. The points are displayed for before, during, and after
More informationTU-E2090 Research Assignment in Operations Management and Services
Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara
More informationMASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE
MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl
More informationThank you letters to teachers >>>CLICK HERE<<<
Thank you letters to teachers >>>CLICK HERE
More informationTo the Student: ABOUT THE EXAM
CMAP Communication Applications #6496 (v.2.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for CMAP, Communication Applications.
More informationThe Short Essay: Week 6
The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationPhotography: Photojournalism and Digital Media Jim Lang/B , extension 3069 Course Descriptions
Course Descriptions Photography: Photojournalism and Digital Media Jim Lang/B105-107 812-542-8504, extension 3069 jlang@nafcs.k12.in.us http://fcmediamatters.wordpress.com Journalism I: Journalism I is
More informationEssay on importance of good friends. It can cause flooding of the countries or even continents..
Essay on importance of good friends. It can cause flooding of the countries or even continents.. Essay on importance of good friends >>>CLICK HERE
More informationQuiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis
Quiz for Teachers by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Directions: Read the question and choose one response that aligns as closely to what you think you might do in that situation, and
More informationLEADERSHIP AND COMMUNICATION SKILLS
LEADERSHIP AND COMMUNICATION SKILLS DEGREE: BACHELOR IN BUSINESS ADMINISTRATION DEGREE COURSE YEAR: 1 ST 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 3 LANGUAGE: ENGLISH
More informationUsing Motivational Interviewing for Coaching
Using Motivational Interviewing for Coaching IM WOOD, PBIS FACILITATOR LUKE ANDERSON, SCHOOL PSYCHOLOGIST SAN UAN UNIFIED SCHOOL DISTRICT Outcomes For Groups Understand the Importance of Coaching Gain
More information10.2. Behavior models
User behavior research 10.2. Behavior models Overview Why do users seek information? How do they seek information? How do they search for information? How do they use libraries? These questions are addressed
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationMyers-Briggs Type Indicator Team Report
Myers-Briggs Type Indicator Team Report Developed by Allen L. Hammer Sample Team 9112 Report prepared for JOHN SAMPLE October 9, 212 CPP, Inc. 8-624-1765 www.cpp.com Myers-Briggs Type Indicator Team Report
More informationTeaching a Discussion Section
Teaching a Discussion Section Sample Active Learning Techniques: Clarification Pauses: This simple technique fosters active listening. Throughout a lecture, pause to allow students time to think about
More informationLucy Calkins Units of Study 3-5 Heinemann Books Support Document. Designed to support the implementation of the Lucy Calkins Curriculum
Lucy Calkins Units of Study 3-5 Heinemann Books 2006 Support Document Designed to support the implementation of the Lucy Calkins Curriculum Lesson Plans Written by Browand, Gallagher, Shipman and Shultz-Bartlett
More informationSPM 5309: SPORT MARKETING Fall 2017 (SEC. 8695; 3 credits)
SPM 5309: SPORT MARKETING Fall 2017 (SEC. 8695; 3 credits) Department of Tourism, Recreation and Sport Management College of Health and Human Performance University of Florida Professor: Dr. Yong Jae Ko
More informationReading Project. Happy reading and have an excellent summer!
Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different
More informationMultiple Intelligences 1
Multiple Intelligences 1 Reflections on an ASCD Multiple Intelligences Online Course Bo Green Plymouth State University ED 5500 Multiple Intelligences: Strengthening Your Teaching July 2010 Multiple Intelligences
More informationThe Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen
The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding
More informationCopyright Corwin 2015
2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about
More informationPERSONAL STATEMENTS and STATEMENTS OF PURPOSE
PERSONAL STATEMENTS and STATEMENTS OF PURPOSE Personal statements and statements of purpose are ways for graduate admissions committees (usually made up of program faculty and current graduate students)
More informationACCT 3400, BUSN 3400-H01, ECON 3400, FINN COURSE SYLLABUS Internship for Academic Credit Fall 2017
ACCT 3400, BUSN 3400-H01, ECON 3400, FINN 3400 - COURSE SYLLABUS Internship for Academic Credit Fall 2017 Instructor Email Telephone Office Office Hours Sarah Haley, M.Ed. smitch47@uncc.edu 704.687.7568
More informationTypes of environmental pollution and their causes >>>CLICK HERE<<<
Types of environmental pollution and their causes >>>CLICK HERE
More informationWhat to Do When Conflict Happens
PREVIEW GUIDE What to Do When Conflict Happens Table of Contents: Sample Pages from Leader s Guide and Workbook..pgs. 2-15 Program Information and Pricing.. pgs. 16-17 BACKGROUND INTRODUCTION Workplace
More informationThe Common European Framework of Reference for Languages p. 58 to p. 82
The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production
More informationBest website to write my essay >>>CLICK HERE<<<
Best website to write my essay >>>CLICK HERE
More informationJOURNALISM 250 Visual Communication Spring 2014
JOURNALISM 250 Visual Communication Spring 2014 8:00-9:40am Friday MZ361 Professor David Blumenkrantz Office hours T12-2 & F10-12 MZ326 david.blumenkrantz@csun.edu COURSE DESCRIPTION Visual Communication
More informationENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11: OLSC
Fleitz/ENG 111 1 Contact Information ENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11:20 227 OLSC Instructor: Elizabeth Fleitz Email: efleitz@bgsu.edu AIM: bluetea26 (I m usually available
More informationCarolina Course Evaluation Item Bank Last Revised Fall 2009
Carolina Course Evaluation Item Bank Last Revised Fall 2009 Items Appearing on the Standard Carolina Course Evaluation Instrument Core Items Instructor and Course Characteristics Results are intended for
More informationPHILOSOPHY & CULTURE Syllabus
PHILOSOPHY & CULTURE Syllabus PHIL 1050 FALL 2013 MWF 10:00-10:50 ADM 218 Dr. Seth Holtzman office: 308 Administration Bldg phones: 637-4229 office; 636-8626 home hours: MWF 3-5; T 11-12 if no meeting;
More informationCustom essay writing services 1 aa >>>CLICK HERE<<<
Custom essay writing services 1 aa >>>CLICK HERE
More informationHIGH SCHOOL SPECIAL NEEDS STUDENTS ATTITUDES ABOUT INCLUSION. By LaRue A. Pierce. A Research Paper
HIGH SCHOOL SPECIAL NEEDS STUDENTS ATTITUDES ABOUT INCLUSION By LaRue A. Pierce A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Education Degree Approved: 2 Semester
More informationMastering Team Skills and Interpersonal Communication. Copyright 2012 Pearson Education, Inc. publishing as Prentice Hall.
Chapter 2 Mastering Team Skills and Interpersonal Communication Chapter 2-1 Communicating Effectively in Teams Chapter 2-2 Communicating Effectively in Teams Collaboration involves working together to
More informationPSYCHOLOGY 353: SOCIAL AND PERSONALITY DEVELOPMENT IN CHILDREN SPRING 2006
PSYCHOLOGY 353: SOCIAL AND PERSONALITY DEVELOPMENT IN CHILDREN SPRING 2006 INSTRUCTOR: OFFICE: Dr. Elaine Blakemore Neff 388A TELEPHONE: 481-6400 E-MAIL: OFFICE HOURS: TEXTBOOK: READINGS: WEB PAGE: blakemor@ipfw.edu
More informationMGMT 3280: Strategic Management
MGMT 3280: Strategic Management Professor Nicholas J. Bailey Office: Friday 290B Sec 02: TR 9:30-10:45am Denny 120 Tel: (801) 628-8648 Sec 03: TR 11:00am-12:15pm Storrs 155 Email: nicholas.bailey@grad.moore.sc.edu
More information1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change.
TOOLS INDEX TOOL TITLE PURPOSE 1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change. 1.2 Uncovering assumptions Identify
More informationACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus
HEALTH CARE ADMINISTRATION MBA ACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus Winter 2010 P LYMOUTH S TATE U NIVERSITY, C OLLEGE OF B USINESS A DMINISTRATION 1 Page 2 PLYMOUTH STATE UNIVERSITY College of
More informationTeaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?
Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has
More informationLesson Plan: Uncle Tom s Cabin
StudySync Lesson Plan Uncle Tom s Cabin Objectives Time 1. Engage students in the history, language and themes of Harriet Beecher Stowe s Uncle Tom s Cabin, so that they are prepared to discuss the excerpt
More informationParallel Evaluation in Stratal OT * Adam Baker University of Arizona
Parallel Evaluation in Stratal OT * Adam Baker University of Arizona tabaker@u.arizona.edu 1.0. Introduction The model of Stratal OT presented by Kiparsky (forthcoming), has not and will not prove uncontroversial
More informationSTRATEGIC LEADERSHIP PROCESSES
STRATEGIC LEADERSHIP PROCESSES COURSE: MANA 5345.060, Fall 2016 (Online Class) DURATION: Start Date: 08/29/2016 End Date: 12/17/2016 FACULTY: TEXTBOOK: Dr. Marina Astakhova, PhD Office: BUS 123 Phone:
More information+ Restorative Justice: An Anthology
+ Restorative Justice: An Anthology NASPA Regional Conference, San Diego Nov. 2011 Presented by: Justine Darling Sean Horrigan Dayanne Izmirian Ph.D. + Agenda: 1. Principles of Restorative Justice 2. RJ
More informationNumber of Items and Test Administration Times IDEA English Language Proficiency Tests/ North Carolina Testing Program.
IDEA English Language Proficiency Tests/ North Carolina Testing Program IPT Kindergarten Subtest Tasks Number of Items Testing Time Answer Questions about Yourself & Follow Directions Give Directions Understand
More informationessays. for good college write write good how write college college for application
How to write good essays for college application. ws apart from other application writing essays. Essay Writer for a whole collection of articles written solely to provide good essay tips - Colege essay
More informationWriting an essay about sports >>>CLICK HERE<<<
Writing an essay about sports >>>CLICK HERE
More informationWhat s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1
COMMUNICATION TOOLBOX Lisa Hunter, LSW, and Jane R. Shaw, DVM, PhD www.argusinstitute.colostate.edu What s in Your Communication Toolbox? Throughout this communication series, we have built a toolbox of
More informationGeorge Mason University Graduate School of Education Education Leadership Program. Course Syllabus Spring 2006
George Mason University Graduate School of Education Education Leadership Program Course Syllabus Spring 2006 COURSE NUMBER AND TITLE: EDLE 610: Leading Schools and Communities (3 credits) INSTRUCTOR:
More informationED 294 EDUCATIONAL PSYCHOLOGY
ED 294 EDUCATIONAL PSYCHOLOGY Readings and Website Information Required Text: Moreno, R. (2010). Educational Psychology. Hoboken, NJ: John Wiley & Sons Inc. Course Materials/Grades: Syllabus, Daily Outlines,
More informationACCOUNTING FOR MANAGERS BU-5190-OL Syllabus
MASTER IN BUSINESS ADMINISTRATION ACCOUNTING FOR MANAGERS BU-5190-OL Syllabus Fall 2011 P LYMOUTH S TATE U NIVERSITY, C OLLEGE OF B USINESS A DMINISTRATION 1 Page 2 PLYMOUTH STATE UNIVERSITY College of
More informationThe Good Judgment Project: A large scale test of different methods of combining expert predictions
The Good Judgment Project: A large scale test of different methods of combining expert predictions Lyle Ungar, Barb Mellors, Jon Baron, Phil Tetlock, Jaime Ramos, Sam Swift The University of Pennsylvania
More informationMGMT 479 (Hybrid) Strategic Management
Columbia College Online Campus P a g e 1 MGMT 479 (Hybrid) Strategic Management Late Fall 15/12 October 26, 2015 December 19, 2015 Course Description Culminating experience/capstone course for majors in
More informationPlaywriting KICK- START. Sample Pages. by Lindsay Price
Playwriting KICK- START by Lindsay Price Playwriting Kick-Start Copyright 2013 Lindsay Price & Theatrefolk CAUTION: This book is fully protected under the copyright laws of Canada and all other countries
More informationSyllabus: Introduction to Philosophy
Syllabus: Introduction to Philosophy Course number: PHI 2010 Meeting Times: Tuesdays and Thursdays days from 11:30-2:50 p.m. Location: Building 1, Room 115 Instructor: William Butchard, Ph.D. Email: Please
More informationClient Psychology and Motivation for Personal Trainers
Client Psychology and Motivation for Personal Trainers Unit 4 Communication and interpersonal skills Lesson 4 Active listening: part 2 Step 1 Lesson aims In this lesson, we will: Define and describe the
More informationMeriam Library LibQUAL+ Executive Summary
Meriam Library LibQUAL+ Executive Summary Meriam Library LibQUAL+ Executive Summary Page 2 ABOUT THE SURVEY LibQUAL+ is a survey designed to measure users perceptions and expectations of library service
More informationTwo heads can be better than one
MODULE 21 MODULE GUIDE 21.1 Two heads can be better than one Why is an understanding of teams so important? What are the foundations of successful teamwork? Formal and informal groups are building blocks
More informationShockwheat. Statistics 1, Activity 1
Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal
More informationChange Mastery. The Persuasion Paradigm
CHANGE 23 Change Mastery The Persuasion Paradigm Success as a change agent of any description is based on your ability to influence others. Using authority and rank is a poor tool for persuading others
More informationEffectively Resolving Conflict in the Workplace
Effectively Resolving Conflict in the Workplace Presented by: Jordan Rodney June 2016 What Do You See in This Picture? What Do You See in This Picture? What Do You See in This Picture? What Do You See
More information