...websites and tools that can assist you in completing assignments, connecting to other students, and searching for careers. Instructions Complete the following Scavenger Hunt Matrix regarding student resources provided by the university. In the first column, list the steps used to locate each resource. In the second column, explain how each resource might contribute to your success. Scavenger Hunt Matrix |Student resource |List the specific steps you used to locate |Explain how you can use each resource to support your | | |each resource. |academic, career, or personal success. | |Course syllabus |The course syllabus is located in the |The class syllabus is useful because it is a listing of| | |classroom. 1st location is on class home |all of the required study materials, tasks to complete,| | |and from the current class list on your |and exercises. It lists your assignments and their due | | |ecampus home page |dates. You can check off completed items. | |Academic policies |These are found on the class home page on |The academic policy has a wide range of very important | | |the right hand side of the screen above the|information. It...
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...LISTENING REACTION PAPER [pic] Speech 100 – all sections. Assignment Instructions: The Listening Exercise takes place in class. You must be in class doing the exercise to be able to write this short paper. Type a double-spaced, two page paper (see ”Format” in the class syllabus for instructions on margins, etc.) Type full pages – don’t skimp! It’s worth points to fill the page. NUMBER your answers and answer the following: 1. As you listened to a classmate in a “duo” or a “trio” in class, were you “empathically” listening? Explain. 2. Discuss your personal “barriers” to listening (p. 29-31 in the workbook “Communicate.”) How well did you listen? Discuss difficulties you may have experienced during the exercise. 3. Consider page 31 in the workbook – what steps did you take while listening to another person? 4. Do page 37-38 in the Communicate workbook, “Analysis of my listening effectiveness” – and tell me what your results were. What did your results tell you? 5. Finally, when it was YOUR turn to talk and have another person listen to you: (a) Discuss how it felt to have someone listen to you – really listen, without judging, without offering advice, or without trying to ”fix” it. (b) How could you tell they were listening to you? 6. What did you think of this exercise? ** This paper is worth 20 points – points are awarded on the QUALITY and also the required length of the paper, as well as...
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...Syllabus Page 1 of 6 GE347—Group Dynamics Note: The course syllabus describes how the course will be taught and how the materials and activities are planned. Please print the syllabus for your reference. Course Description In this course, students examine elements of successful teams and small decision-making groups. Emphasis is on communication, critical thinking and group process techniques. Quarter Credits 4 Instructional Contact Hours 40 Instructional Methods Prerequisite Courses Co-requisite Courses 40 hours theory 0 hour lab GE117 Composition I or equivalent None Objectives 1. 2. 3. 4. 5. 6. Explain the importance of group dynamics. Critique the performance of groups/teams in a variety of scenarios. Evaluate the use of problem-solving and decision-making techniques for virtual groups/teams. Apply theories of small group communication during small group activities. Apply ethical standards while participating in groups/teams. Apply critical-thinking and analysis skills to overcome obstacles and improvise solutions as a leader within small groups. 7. Use the ITT Tech Virtual Library for research and information necessary to complete assignments and projects. SCANS Objectives SCANS is an acronym for Secretary's Commission on Achieving Necessary Skills. The committee, created by the National Secretary of Labor in the early 1990's, created a list of skills and competencies that the committee feels are necessary for employees to function in a high technology...
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...COMM 150 Introduction to Information Literacy and Research| This course syllabus is a contract between you and Bryant & Stratton College. It represents the minimum expected learning outcomes for this course. Your instructor will also provide a supplemental syllabus describing the approach to the course, instructional methods, tracking calendar, assignments, assessments and grading scheme, plus guidelines for your success. | Semester Credit Hours: 3|Instructional Hours: 4|Term: Fall 2012| Proficiency Available: Yes|Prerequisite(s):None|Co-requisite(s):|Date of Last Revision: 7/2012| COURSE CATALOG DESCRIPTION:Students study the evolution of information and the impact of technology on research, and learn how to access, evaluate, synthesize and communicate research findings. The research process and papers required of each student include inquiry into each student’s chosen career field along with assignments on how changes in technology have impacted the communication process in the career field.| LEARNING OUTCOMESBryant & Stratton College seeks to develop lifelong learning competencies in all students through the development of information literacy skills that assist students to formulate essential questions, research and apply the answers, and communicate the results within the dynamic communities of college, career, and life.Course Outcomes: Upon completion of this course, students will be able to:1. Examine the history of information, and identify the evolution of technology...
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...|COURSE : COMM 100: Introduction to Communication |INSTRUCTOR: Mark Kazemzadeh | | |EMAIL: mark.kazemzadeh@umb.edu | |SCHEDULE: |OFFICE: W/6/86 | |Room #: |Mailbox: W/06/37 | |SEMESTER: Fall 2015 |OFFICE HRS: TTh 1-2p, MW 12-1p | | |and by appointment | Course Description: This course is designed to provide an introductory survey of the study of communication. The course begins with a general history of human communication and goes on to examine such areas as definitions, models, and basic concepts in communication; the range of verbal and non-verbal codes, and their complex inter-relations in modern message systems; and various communication contexts, with emphasis on the structure and function of intercultural communication, interpersonal communication, and organizational communication. Required Text: O’Hair, D., & Wiemann, M. (2012). Real Communication: An Introduction (2nd or 3rd Ed.). Boston: Bedford/St. Martin’s...
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...however, customize the communication so the document does not appear as a form letter. Resources: Writing Different Kinds of Messages, Week Three CheckPoint, Model Documents Gallery, and Writing for Your Reader Checklist Due Date: Day 7 [Individual] forum • Use the information in your Week Three CheckPoint to determine how to communicate with the manager, teammates, and travel agent in the scenario. Consider how much information and what type of communication (email, memo, or letter) is appropriate for each party, based on information in the Week Three reading Writing Different Kinds of Messages. Review the sample emails, memos, and letters in the Model Documents Gallery at http://www.bedfordstmartins.com/modeldocs/business.htm Write a letter to one party, a memo to one party, and an email to one party. Each communication must be a maximum of 250 words. Use appropriate grammar, spelling, style, and format for each type of communication. • Review the Writing for Your Reader Checklist at http://bcs.bedfordstmartins.com/axia/write_audience.html to ensure you have followed the guidelines for communicating effectively with an audience. If you cannot answer yes to every question, revise your messages before submitting them. Post the messages as attachments.Assignment: Negative Messages Using templates or sample documents to help you write emails, memos, and letters can be helpful for inexperienced writers; however, customize the communication so the document does not...
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...BS (4 Years) for Affiliated Colleges Course Contents for Subjects with Code: ENG This document only contains details of courses having code ENG. Center for Undergraduate Studies, University of the Punjab 1 BS (4 Years) for Affiliated Colleges Code ENG‐101 Year 1 Subject Title Introduction to Literature‐I (History of English Literature‐I) Discipline English Cr. Hrs 3 Semester I Aims: One of the objectives of this course is to inform the readers about the influence of historical and socio-cultural events upon the production of literature. Although the scope of the course is quite expansive, the readers shall focus on early 14th to 19th century Romantic Movement. Histories of literature written by some British literary historians will be consulted to form some socio-cultural and political cross connections. In its broader spectrum, the course covers a reference to the multiple factors from economic theories to religious, philosophical and metaphysical debates that overlap in these literary works of diverse nature and time periods under multiple contexts. The reading of literature in this way i.e. within the sociocultural context will help the readers become aware of the fact that literary works are basically a referential product of the practice that goes back to continuous interdisciplinary interaction. Contents: • Medieval Period • Renaissance and Reformation • Elizabethan Period • Milton, the Metaphysical...
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...VIETNAM NATIONAL UNIVERSITY IN HO CHI MINH CITY HCMC International University School of Business Administration Course Syllabus BUSINESS COMMUNICATION Fall 2013 1. Faculty information: 1.1. Instructor: Loc Do, PgD, MBA, PhD 1.2. Office: N.A. 1.3. Office Hours: upon request. * Contact: the best way to contact me is by email. Please give me at least 24 hours to respond to your email. * Cell phone: 0909260385 * Email: locbusiness@yahoo.com 2. Course Information 3.1. Course Title: Business Communication 3.2. Credits: 3 3.3. Prerequisite: N.A. 3. Course Objectives and Learning Outcomes 4.4. Objectives This course is designed to give students a comprehensive view of communication, its scope and importance in business, and the role of communication in establishing a favorable outside the firm environment, as well as an effective internal communications program. The various types of business communication media are covered. This course also develops an awareness of the importance of succinct written expression to modern business communication. Many of the assignments are to be keyboarded. 4.5. Learning Outcomes * Understand and demonstrate the use of basic and advanced proper writing techniques that today's technology demands, including anticipating audience reaction * Write effective and concise letters and memos * Prepare informal and formal reports * Proofread and edit copies...
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...[pic] Course Syllabus BCOM230 Business Communications for Accountants Course Start Date: 01/31/2012 Course End Date: 03/06/2012 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2011 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Ed Seibert eseibert@email.phoenix.edu (University of Phoenix) edwardbseibert@gmail.com (Personal) 302-853-2571 (EST) Where to Go to Class Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone...
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...context. 2) Interaction Skills-involves making decisions about what and how to say things in specific communicative situations to convey the right intentions to maintain relationships. More research on language awareness suggest s that the teaching sequence does not have to be structured before the communication of meanings, but content –based activities can help learners to experience and and respond to meanings.Arguably, speaking skills are best developed when learners learn eventually to take control of their own performance from an insider persperctive rather than constantly dictated to by an outsider manipulation. As viewed by Tomlinson, second language teaching materials can be treated not only by writers, but also by teachers and learners. In other words, the act of developing materials should be understood beyond the act of writing scripts for coursebooks, and in fact can bedynamic, creative process which stretches from the writers desk to real classroom. Tomlinson’s perecption coincides with Nunan’s vision that communication should be seen as process rather than a set of products. It is also closely related calls the “process syllabuss”. According to this syllabus, when materials are scripted by a writer, they appear in the form of a predesigned plan, which should not be final production yet but be open to reinterpretation by the users of that plan. In other words, the happening of task implementation in the classroom can serve as a poweful tool for relevant materials...
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...LEARNING TEAM CHARTER – TEAM “D” |Course Title |FIN 300 – Finance for Business | | | | | | | | | | | Team Members/Contact Information |Name | |Phone | |Time zone and | |Email | | | | | |Availability During the Week | | | |Bobby Chancey | |(509)554-2559 | |5pm CST-7am CST | |Bobby.chancey2@yahoo.com | |Paul Coleby | |252-474-2555 | |E.S.T available anytime text or email | |Wayjay1963@gmail.com | | | | | | | |Coleby33@gmail.com | |Shawn Shafer | |(817) 905- 1847 | |Currently S. Korean Time Zone; but on 24 Feb I | |Shawn.j.shafer@gmail.com | | | | | |will be CST ...
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...the formal structures. However, critics believe that there needs to be some sort of "bridge" between the two in order for effective language learning. Example Practising question forms by asking learners to find out personal information about their colleagues are an example of the communicative approach, as it involves meaningful communication. The communicative approach to learning a new language makes the teacher the facilitator. The interaction between student and teacher is paramount as well as collaborative learning. This type of learning uses techniques that help to convey the ideas, thoughts, feelings and information to reach others. The most critical aspect of this approach is the negotiation for meaning. The Task-based approach is carrying out certain task using the target language. An example would be to have students shop for a specific item. The teacher would first instruct them in the target language how to do this and then have them essentially do it. Notions and Functions The idea of communicative learning is broken up in notions and functions called Notional Functional Syllabus. A notion is a specific framework of communication and function is a particular purpose for a speaker in a precise context. As an example, the notion of shopping would require a variety of language functions that relate to asking the price or an item, being able to bargain for the product and identifying the...
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...complete all work on time to communicate with each other. Ami - Good communications with participants as team members and individuals, consider each team member's ideas as valuable, participation, planning and then protecting the planned time Lydia- Learning Team B members are expected to comply with the University of Phoenix Academic Policies and Procedures. All team member participation and assignment contributions will be in compliance with the assignment requirements as described in the course syllabus or as requested by the instructor/facilitator. All team members will contribute equally to the assignments. All team member general expectation is for everyone will feel part of the team. All team work will be checked through the plagiarism check program. Everyone will post their assignments by the deadline agreed upon by the team. Any questions or concerns will be addressed as soon as possible. All team member should communicate daily, either email or by phone at there earliest convenience. Team D feels communication is the key and if emergencies arise that is important then notify the team about there situation. Expectations for Time Management and Involvement (Participation, communication with the team, accessibility, etc.) Michelle-Make sure all parts are in on time and all projects are completed before the allotted time. Ami - Check student discussion daily, know team members availability for communication, assign team leader who checks team’s progress on time to time...
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...Week One Student Guide In week one, you study team and organizational communications, as well as review the connection between culture and communication. In addition, students examine virtual communication methods, group communication competencies, and team skills, Students discuss dealing with difficult team members and the role of conflict in group communication. This foundation is critical for students’ understanding of the concepts to be discussed in later weeks. This week, you discuss and define communications. Why might you communicate in teams or groups? Why might you communicate internally in your organization, or externally with vendors and customers or other external stakeholders? When might you communicate informally and formally? How does conflict affect communication? You begin to discuss how conflict affects communication and why you might adapt the form of communication to the recipient. Organizational Culture and Communication OBJECTIVE: Use the tools available to University of Phoenix students. Resources: Student website Content • E-Book Collection • Center for Writing Excellence located on the Materials section of your student website o Plagiarism Checker o WritePoint o Tutorials and Guides • Sample Paper • Writing and Style Guides • University of Phoenix Writing and Style Guidelines • Learning Team Toolkit o Learning Team Charter o Toolkit Essentials • University...
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...Learning Team D's Reflection Paper for Weeks 1 & 2 The focus of discussion for Team ‘D’ was centered on the objectives outlined in our syllabus. The objectives for week one included evaluating individual characteristics of employees, analyzing the impact of individual employee characteristics on organizational performance, and determining management methods based on individual employee characteristics. The objectives for week two were to determine strategies to motivate employees, and also to create effective organizational communication. Employee motivation is an important factor in the success of an organization. If employees are not motivated then the risk of productivity not reflecting positive numbers and positivity in the work environment is greater. Team Assessment for Week 1 For week one objectives, we found that self-assessments can be very useful aids in determining the skill level of an employee and also determining what the employee thinks of oneself. We were asked to determine whether general attitude, job satisfaction emotion and mood, personalities, values and perception had an impact on the organization as a whole. As well as if we were in a manager’s role, how would we use our employee’s characteristics to make improvements to the organization? Our team discovered many things as a result of evaluating these assessments. Some team members found it interesting that it helped them look at themselves as an employee and see what obstacles their manager might...
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