What did you do that you feel most proud of? What parts of your presentation were most powerful? What parts of the presentation do you feel least confident about?

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 Self-assessment memo

After your presentation, write a self-assessment memo that addresses the following questions:

  • What did you do that you feel most proud of? What parts of your presentation were most powerful?
  • What parts of the presentation do you feel least confident about?
  • If you had the opportunity to prepare and deliver this message again, what would you do differently to improve your presentation?

How are eye contact, facial expression, gestures, and posture measured in the culture? What are some of the vocal aspects (i.e., pitch, rate, dialect, and volume) of the culture?

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Informative (Non–Verbal) Speech

Overview and purpose: To make you aware of the importance and place of the non–verbal in the communication cycle. Further, to see that the nature of non–verbal communication is culturally defined.
Assignment: Deliver a 5 to 7–minute informative speech during which you may use one 3x5 note card. You will identify and illustrate your awareness of non–verbal communication through the examination of a different culture. In order to complete this assignment, select a country other than the United States or your country of origin. Discuss the culture in terms of three (3) of the five characteristics of non– verbal communication.
• Kinesics – How are eye contact, facial expression, gestures, and posture measured in the culture?
• Paralanguage – What are some of the vocal aspects (i.e., pitch, rate, dialect, and volume) of the culture?
• Self–presentation – How does the culture dress? What about grooming? How do they feel about touch and time?
• Proxemics – How does the culture treat space, distance, lighting, color, and temperature?
• Other cultural considerations – How does gift giving, religious observations, appropriate title use, etc. affect non–verbal communication?

You must use a minimum of five (5) references other than dictionaries and encyclopedias. You must use at least one book and one database article. Do NOT use all websites. References must be documented using APA style. Place references at the end of your outline.

Think about different key words that will help you find information about your topic. Find seven high-quality, credible sources. For each source, write the full bibliographic entry, including author, title, journal/publication name, date, editor, etc. in the correct format for APA or MLA style.

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Speech 3 – Process Assignment 2 – Source Research

For this assignment, you will begin a record of your sources.

This week you will:

1. Think about different key words that will help you find information about your topic. Remember that you need sources for the need, satisfaction, and visualization sections. Type those at the top.
2. Find seven high-quality, credible sources.
3. For each source, write the full bibliographic entry, including author, title, journal/publication name, date, editor, etc. in the correct format for APA or MLA style.
4. For each source, fill out at least one type of supporting material you found under the correct heading: examples, narrative, fact/statistics, or testimony.
5. Turn this form in when you have that minimum information (bibliography and at least one type of supporting material) for each source.
6. You can continue to use this form to gather information for your speech and to help write your bibliography at the end of the speech.

 

Respond to the two classmates posts. Demonstrate a creative and original thought. Provides reasons for a perspective—e.g. if it is agreeing or disagreeing with the assessment, it explains why.

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COM 220 Discussion #7 Classmates response

Respond to the two classmates posts. This is the post that you completed in order # 776485. Below are some guidelines as stated by the instructor. They only need to be about a paragraph or so for each classmate. In this assignment, the writer needs to respond to each classmate, about a paragraph each. For example, something along the lines of……. Annabelle, great post…..I agree with, or I dont agree with and why etc

A substantive response to your peer does the following…
Advances the discussion of a topic—says something new
Demonstrates creative and original thought.
Provides reasons for a perspective—e.g. if it is agreeing or disagreeing with the assessment, it explains why.
Cites evidence (e.g., from the text, lecture, personal experience)
Is courteous (e.g., demonstrates respectful disagreement)
Is professional (you do not need to be excessively formal, but avoid spelling and grammar errors)

Classmate #1 (Connor McCarthy)

1. The factors that led to my closest friendship were proximity, mere exposure and similarities. Our friendship began when we were 7 years old, and proximity was a factor because he lived on the street next to me. We met when he was in the car with his mom looking for his lost dog and he recognized me from a hockey camp. Mere exposure allowed the friendship to further develop as we began having playdates and spending a lot of time together. Our similarities and mutual interest in hockey grew our friendship even more. We attended hockey camps, played on the same youth hockey team and always played street hockey together since we lived so close to one another. I agree that friendships do change between stages because our initial meeting was just recognition and mutual interest, but we set playdates and got to know one another better and realized how much more we had in common. In my case, our friendship continued to grow stronger between each of the phases. We spent more time together which led to the fledgling stage in which our moms got to know one another through visits and days by our pool. As both of us and our parents got more comfortable, we began sleepovers, and we were so comfortable just talking and laughing about anything. This friendship has been going strong for 15 years and has stood the test of time, competing demands with work and school and geography as he lives and attends college in Arizona. We don’t talk as often as we used to but when we do, it’s as if we have not missed a beat and we also schedule FaceTime calls and trips to visit one another. I have been fortunate to maintain this friendship but have also experienced cases in which friendships have waned and deteriorated especially those with some high school friendships that never advanced to a nascent level, and we have grown apart through distance and interests as we have less in common. There is also one case, in which there was a deterioration in the friendship as a result of a violation of trust. Through personal experience I understand growing apart; when I went to college and came home for Thanksgiving break my freshman year, I realized that while some of my friends were the same, others changed and I saw the shift in our relationship as we all have made new friends in college, changed locations and did not share as many common interests.
The article I chose to write about is the Hall 2018 study called “How many hours does it take to make a friend?”. There were two questions in which answers were sought: How many hours does it take to distinguish different levels of friendship: acquaintance from causal friend, casual friend from friend and friend from good/best friend and will small talk predict change in friendship closeness over time? The procedure for this study was to gather the hours spent together, shared activities, and everyday talk of the people(variable) to see how many hours it would take to make a friend. The first study dealt with geographic relocation (geography being an external relationship stressor) in which the samples had relocated 50 miles from their prior residence in the last six months for a new job or a partner’s new job. Important to note is that the participants had to meet a new person and that person could not be an old friend, family member or romantic partner. The results of this study indicated that friendship closeness is a function of the amount of time spent together and the type of activity. Time spent hanging out or watching television associated more closeness while time spent at work/school associated less closeness. Probably a result of the prior being more of a choice to be together than the latter since the participants are coworkers or students. The second study dealt with longitudinal friendship in first-year college students in which the samples in this social experiment had to be enrolled in their first semester (freshmen or transfers) who moved to the city within 2 weeks prior to classes starting. The procedure was measured in 3 waves with 3-week intervals. The findings indicated that across all three waves hours spent predicted closeness and consistently demonstrated that when relationships become categorically closer (friend to best friend) the number of hours increased in between waves and conversely, a decrease in categorical closeness was associated with a decrease in time together. To maintain a good friendship, student participants added days and days of time together in a few weeks. The findings were just as I expected, the longer time that these individuals spent together resulted in a stronger friendship/bond as in both studies, hours together was a strong predictor of friendship closeness. These findings matter because they illustrated that investing time with someone results in the development of lasting relationships that satisfy one’s need to belong and ease loneliness. These findings also indicate that these participants chose to invest in one friend versus dividing their time amongst many people creating a quality versus quantity relationship. This is important because quantity does not necessarily help with loneliness as illustrated in the “Marilyn Monroe effect” which is when someone has numerous friendships which are fine in terms of quantity but are lacking in quality of friendships since they are superficial. Ms. Monroe was notorious for being a lonely person.
a. Your best friend has just broken up with their long-term romantic partner.
I understand you have invested a lot of time and energy into this relationship and that you may be sad; however, you are a strong person with many amazing qualities and will see that many new opportunities await you. Know that I am always here for you.

b. A good friend tells you they have been fired from their job.
I understand you are upset right now, and you are justified to feel this way. I can imagine that this is upsetting and overwhelming as you put in a lot of time and effort, but while one door closes a better door might be opening. You are a bright person who is capable of great things so please know that this situation does not define you and that you have a network of friends here to help you.
c. Your best friend from high school calls and says they think about you often even though the two of you no longer maintain much contact.
It’s great to hear from you! I know we have not been in touch in a while due to relocation, family and work, but I would like to remain in touch and if you are ever in the area, please reach out so we can grab a drink or something.

d. A close friend stops you on campus and excitedly says, “I just found out I’ve been accepted into the law school here! Can you believe it?”
I can believe it; you have worked so hard, and I am so happy to see your efforts pay off. Congratulations, and I look forward to hearing about all your success going forward!

Classmate #2 (Molly Glus)

1. One friendship that immediately comes to mind is with my roommate Ava, who I have lived with since freshman year and have continued to live with throughout my four years of college. Proximity was a large factor that affected our friendship development. Living together and sharing a bathroom led us to being around each other even during our personal time, from brushing our teeth to watching television before we went to bed. The proximity of our living situation led us to slowly start going on errands together like grocery shopping, or even tasks like walking to class. Mere exposure was another factor that developed our friendship considerably. As I mentioned before, we have been around each other constantly from the moment we began our college journies as freshman. We have gone through a lot of emotional and personal growth in that time, and because of our consistent closeness, have grown to lean on each other consistently for support.
I agree with the book in the idea that friendships change between stages. Relating that statement back to my example with my roommate, we began with polite interactions that involved no intimacy or deep emotional sharing. After a few weeks of living together, we slowly started revealing our commonalities on values and interests, which led our relationship to begin to slowly deepen. We launched a fledgling relationship about a month into school, slowly sharing moments of self-disclosure to personalize the relationship. While our proximity and exposure affected this relationship development and definitely expedited its growth, we definitely operated through these stages of friendship.
2. The 2018 study by Hall researched the topic of “how many hours does it take to make a friend?” Hall examined this question through hours together, shared activities and everyday talk. Hall hypothesized five statements. First, Hall predicted that hours of time spent together will be positively associated with friendship closeness. Second, the association between time and friendship closeness will be moderate for closed system relationships. Third, as the portion of time spent in joint leisure activities increases, friendship closeness will increase. Fourth, the portion of time spent engaged in conversation will be positively associated with friendship closeness. Lastly, Hall stated that striving communication episodes will be positively associated with increases in friendship closeness.
In his study of adult geographic location and friendship, Hall used people who had relocated from 50 miles from their old place of residence. Those people then had to identify someone who they had met since moving and their gender, as well as where they met them. They were then asked to report when they met the person and how many hours they spent with that person last week. Participants also had to report how they spent time with that person, whether it was talking, relaxing, eating or drinking, etc. Participants were then asked to measure closeness and uniqueness. Time together and close system relationship both were predictors of relationship closeness. Time spent at work or school was associated with less closeness, while time spent hanging out or gaming was associated with more closeness. Time spent talking was not associated with relationship closeness.
These findings are incredibly impactful in terms of recognizing what types of situations have the most impact on relationship development and intimacy. Individuals that have adequate time to prioritize one another and spend time together find themselves in more intimate relationships. As we discussed in our lecture and readings, geographic distance can be an incredibly challenging external tension to overcome to maintain a friendship. These findings confirm this struggle and emphasize that, regardless of our increasing abilities to stay connected with mobile devices, quality time is crucial to friendship development.
3.
a.Your best friend has just broken up with their long-term romantic partner. — Response: You put so much time and energy into your partner over the last few years. I can understand how sad and anxious you are to have to navigate life without this person by your side.

b. A good friend tells you they have been fired from their job. — Response: This job doesn’t define you. You’re still so capable and smart, and you’re able to do anything you set your mind to. Your friends and I are here for you to help you navigate this setback, but remember it doesn’t mean you won’t succeed.

c. Your best friend from high school calls and says they think about you often even though the two of you no longer maintain much contact. — Response: I think about you as well! We both have moved to different cities and have been incredibly busy with work. Just know I will always be here for you regardless of our schedules and separate lives.

d. A close friend stops you on campus and excitedly says, “I just found out I’ve been accepted into the law school here! Can you believe it?” — Response: Congratulations! You must be so excited and proud! This is such a huge accomplishment, and you’ve worked so hard for this moment.

What is the central idea of the speech you viewed? What type of presentation aids were used during the speech? Were they effective? Why or why not? What type of informative speech topic is this speech?

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L5 spch

Watch the Link below. login: HL201920 Password: HL201920

https://fod-infobase-com.ezproxy.ctcd.edu/p_ViewVideo.aspx?xtid=49189&loid=164017&tScript=0

Complete Analysis
Once you’ve viewed “Informative Speech: Caring Place” which is Segement 3 :, answer the four questions listed below:
What is the central idea of the speech you viewed?
What type of presentation aids were used during the speech? Were they effective? Why or why not?
What type of informative speech topic is this speech?
What strategies did the speaker use to help the audience recall his/her information?

Is there currently a problem in the military with important positions going unfilled? Can the military lower the standards needed for the unfilled positions so more men can qualify without decreasing military readiness?

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Sample Argument

Argument being made involves women’s involvement in the military.

Claim: “The United States Military should allow women to serve in all the military duties they are qualified to perform.”

Issues:

  • Is there currently a problem in the military with important positions going unfilled?
  • Can the military lower the standards needed for the unfilled positions so more men can qualify without decreasing military readiness?
  • Would the increase in women in military positions weaken the readiness of the military?

Contentions

  • There is currently a problem in the military with important positions going unfilled.
  • The military cannot lower the standards needed for the unfilled positions without decreasing military readiness.
  • An increase in women in military positions would not weaken the readiness of the military.

Argument  — This example will just show the argument of one contention. Yours will use all three of your contentions.

There is currently a problem in the military with important positions going unfilled. According to Major General Turgidson, “The military is facing a crisis in that key positions are going unfulfilled because we simply do not have the manpower to staff them.”1 This crisis described by the general is only going to get worse as more and more members of the armed forces are deciding to leave the military. Navel Commander, Admiral Nemo explains, “In the last years we have seen an increase number of quality service men leaving the military instead of continuing their careers in the service as they had done in previous years.”2  One possible solution to this problem would be to recruit more manpower into the military, but this approach does not appear to be feasible. As recruiter Major Hummel observes,

“We are seeing fewer and fewer qualified recruits enlisting in the military. as their ranks decrease, we have a smaller and smaller pool of qualified servicemen to place in important military occupations.”3

Important positions in the military are not only going unfilled, but the problem will increase in severity as time goes on unless something is done.

Describe the three types of dialectical tensions: novelty vs predictability, autonomy vs connection, and openness vs closeness. Come up with another dialectical tension in the family context or workplace that you have experienced. Specify strategies to cope with these tensions.

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COM 220 Discussion #6: Communication Climate (Chapter 8)

Use as a source: Interpersonal Communication, Everyday Encounters by Julia Wood 9th edition IBSN: 0013581473 Publisher: Cengage

Q1: Describe the three types of dialectical tensions: novelty vs predictability, autonomy vs connection, and openness vs closeness. Come up with another dialectical tension in the family context or workplace that you have experienced. Specify strategies to cope with these tensions. (3 points)

Q2: What responsibility, if any, does one person have to inform another of his or her level of commitment to a relationship? If you perceive someone as falling for you when you do not feel the same way, do you owe it to the other person to disclose your feelings? (2 points)

Q3: Using descriptive language to develop skill in supportive communication, translate the following evaluative statements into descriptive ones (3 points)
Example: Evaluative: This report is poorly done.

Descriptive: This report doesn’t include relevant background information. < Note adjectives about the report are excluded, but it shares what the report does not have. Avoid evaluative adjectives.

a. Evaluative: You’re lazy.
. Descriptive: ___________

b. Evaluative: I hate the way you dominate conversations with me.
Descriptive:____________

c. Evaluative: Stop obsessing about the problem.
Descriptive:__________

d. Evaluative: You’re too involved.
Descriptive: ______________

Analyze the Travel sites in Germany chart included. Which principles from this chapter does the author miss? Considering the audience and communication objectives of the data, how effective is this chart?

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Analyze a Line Chart

When Google faced antitrust allegations from the European Union, the company responded with a blog post and several line charts. Read more about the situation at bit.ly/1yHwDXJ (https://www.bizcominthenews.com/bizcom_in_the_news/2015/04/google-responds-to-anti-trust-suit.html) and analyze the Travel sites in Germany chart included. Which principles from this chapter does the author miss? Considering the audience and communication objectives of the data, how effective is this chart?

Did the news report capture the strengths and weaknesses of the original research? Did the news report properly contextualize the original research in the literature?

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Study Gauges Americans’ Views on Military Intervention

In this paper assignment you will be writing a double-spaced 5-to-6-page memo (12 pt. font, 1 in margins) to the reporter, Minerva Baumann, about her article.

The premise: you and Baumann (the author of the news article) are part of a guild of writers who are working to improve the accuracy and clarity of their social science reporting. As part of this project. you periodically review each other’s stories and you’ve been assigned to write a review of “Study Gauges Americans’ Views on Military Intervention” by Minerva Baumann.

Because other members of the Social Science Writing Guild will not have time to read the original research, your job is to evaluate the original research as well as Baumann’s newspaper article. You should define and/or explain any social science terms you use so that everyone in the guild can learn from your knowledge.

  • Download the following:
  • Original Research Article
  • Journalist’s Story

Submit your completed paper via Canvas before midnight on October 24th, 2022. Late papers will be penalized.

You will be evaluated on:

–The overall strength of your writing. Remember: clarity is key!

–Your ability to identify and explain the purpose, strengths, and weaknesses of the original research.

–Your accurate assessment of the quality of Baumann’s article, and ability to explain what was done right and wrong.

 

The Social Science Writing Guild generally uses the following structure in these memos:

A general introduction with a thesis about how well the newspaper article represents the original research.
A few pages in which you describe the original research and state your general opinion about the strength of the original research. What were the researchers trying to establish? How strong were their methods? What were their conclusions? Typical areas of focus: hypothesis, method, conceptualization, measurement quality, ethics, and sampling.
Then, you should evaluate (in a page or two) the quality of Baumann’s news article. Did Baumannaccurately portray the research? Was she critical of potential weaknesses and admiring of the strengths? And how well did she describe the fit between the paper and other related literature (HW3)?
Wrap up with a restatement of your overall opinion about the strength of the research and the news article and give some constructive advice about how reporters in the guild might deal with these kinds of stories in the future.
Some notes to help you on your way:

Although it is fine to use terms such as “I” and “you”, try to make sure that your writing is professional in tone.
You should use citations when referencing both the original research article and the newspaper write-up. Although we will not be grading you on the style of citations you use for this paper, we will be requiring APA-formatting in the final paper. For an example of APA formatting, see http://owl.english.purdue.edu/owl/resource/560/01/Links to an external site..
Organize your paper into clear subsections (with labels).
You do NOT need to address every possible area of the research. In addition to identifying what the basic methods were, make sure that you focus on the biggest strengths and weaknesses of the research and writeup.

Questions to address in your write-up:

What was the researchers’ theory?
What were their hypotheses?
What was their sample? What does that mean in terms of whom they can generalize to?
What method(s) did they use? What does that mean in terms of limitations?
How did they conceptualize and operationalize their variables? Were those conceptualizations and operationalizations valid and/or reliable?
What were the strengths and weaknesses of the original research?
What kind of evidence does the study provide?
What do we still need to know from the study?

Did the news report capture the strengths and weaknesses of the original research?
Did the news report properly contextualize the original research in the literature?
Did Baumann run into typical problems of journalistic writing about science?
Is the language used in Baumann’s article appropriate given what was established in the original article?

How do we avoid any problems encountered in this case in future science journalism?
What was successful in the write-up that might be a good model for the future?

What is the central idea of the speech you viewed? How did the speaker act ethically during the delivery of the speech? Which listening barrier can you most closely identify with while watching this speech?

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Persuasive Speech: Illiteracy

  • https://fod-infobase-com.ezproxy.ctcd.edu/p_ViewVideo.aspx?xtid=49189&loid=164023&tScript=0

Now that you’ve viewed the speech, answer the four questions listed below:

  • What is the central idea of the speech you viewed?
  • How did the speaker act ethically during the delivery of the speech?
  • Which listening barrier can you most closely identify with while watching this speech (review “Barriers to Listening” under section 2.5 in the textbook)?
  • How could you work to overcome that listening barrier?
  • How did you display critical listening skills while watching this speech?