...22091 COM 450 Module 1 Assignment 1: Introduction to Classmates and This Course Begin this assignment by introducing yourself to your classmates—giving your name, current occupation, and areas of interest that might be covered by this course. If you would like, post a picture of yourself, your family or significant other, a pet, or your favorite place to visit. Write your responses in one to two paragraphs. COM 450 Module 1 Assignment 2: Personal Effectiveness in Communication In this assignment, you will evaluate the strengths and weaknesses of your communication based on your personal perceptions and the perceptions others have of you. Personal effectiveness begins with you and also includes views others may have of you as an individual. You will go beyond your personal viewpoint and seek feedback from others in order to achieve a more accurate understanding of self. To prepare for this discussion, research effective communication using your textbook readings and the Argosy University online library resources. Reflect on your personal effectiveness as a communicator, and then interview two to four people to find out how others perceive your communication. Be ready for a discussion based on the following questions. * Define what you consider to be your strengths as a communicator. Consider talking, listening, empathy, and so on. * Discuss what you consider to be some important areas for improvement in your communication. * Explain how different your personal perceptions...
Words: 2527 - Pages: 11
...Poetry of Love Love is a very popular topic of poetry throughout many cultures and time. Love poetry can be very similar but also very different in many ways as I will illustrate in this paper. I will be comparing and contrasting Ibn Faraj’s “Chastity” with Garcilaso De La Vega’s “While There is Still the Color of a Rose.” I plan on illustrating how love is not a concept that is universally agreed upon throughout time and cultures. In these two poems, the idea of love is not exactly the same because of cultural differences that influenced the authors’ perspective of love. In order to understand how these cultural differences affected the poets, I must first compare and contrast the poems to illustrate the similarities and differences. Ibn Faraj takes on the persona of a man who is in a tempting situation with a woman from which he must refrain in “Chastity.” It is easy to interpret the persona as being a religious man from clues in the poem. For example, his reference to temptation as being Satan’s offer is a huge clue. Furthermore, the object of the speaker’s love seems to be a god. Although he is tempted by this beautiful woman, his love of God keeps him chaste. On the other hand, Garcilaso does not take on a persona in “While There is Still the Color of a Rose.” The speaker in the poem seems to be the poet himself giving advice to a young lady. This young lady is also the object of the speaker’s love which can be seen through the imagery used to describe her beauty. Imagery...
Words: 1476 - Pages: 6
...Essay #1 Compare and contrast the perspectives of diverse peoples/populations. Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organization or community. A community that is diverse is a community that values different types of people. It is aware that people with different types of backgrounds, skills, attitudes and experiences bring different ideas and perceptions to the table. Most people view diversity as a good thing because it gives the chance to experience different things outside of what they normally accustomed to. Diversity in this country is openly viewed as a beneficial bacterium, so many backgrounds and not knowing which ones are good and which ones are bad. Studies show that the lack of unity between races, sexes and cultures is due to mistrust, stereotyping, are more within culture conversation and language problems. Being cultural aware provides an opportunity to stand back and consider that there are certain backgrounds, personal values, beliefs and upbringing that shape the things we all do. Something that is considered inappropriate behavior in one culture may be perfectly appropriate in another. The first thing to acknowledge about diversity is that it can be difficult and the key to understand the positive influence of diversity is the concept of informational diversity. When we as human are brought together to solve problems in groups, diversity plays a big part because we would...
Words: 1056 - Pages: 5
...on what morality itself is. Just as two people may disagree about the ethics of, for example, physician-assisted suicide, while nonetheless agreeing at the more abstract level of a general normative theory such as Utilitarianism, so too may people who disagree at the level of a general normative theory nonetheless agree about the fundamental existence and status of morality itself, or vice versa. In this way, metaethics may be thought of as a highly abstract way of thinking philosophically about morality. For this reason, metaethics is also occasionally referred to as “second-order” moral theorizing, to distinguish it from the “first-order” level of normative theory. Metaethical positions may be divided according to how they respond to questions such as the following: * Ÿ What exactly are people doing when they use moral words such as “good” and “right”? * Ÿ What precisely is a moral value in the first place, and are such values similar to other familiar sorts of entities, such as objects and properties? * Ÿ Where do moral values come from—what is their source and foundation? * Ÿ Are some things morally right or wrong for all people at all times, or does morality instead vary from person to person, context to context, or culture to culture? Metaethical positions respond to such questions by examining the semantics of moral discourse, the ontology of moral properties, the significance of anthropological disagreement about moral values and practices, the psychology...
Words: 21310 - Pages: 86
...Unit Guide MGW2230 Organisational behaviour Semester 1, 2016 Handbook link: http://www.monash.edu.au/pubs/2016handbooks/units/index-byfaculty-bus.html The information contained in this unit guide is correct at time of publication. The University has the right to change any of the elements contained in this document at any time. Last updated: 19 Feb 2016 Table of contents 1 Table of contents Unit handbook information 4 Synopsis 4 Mode of delivery 4 Workload requirements 4 Unit relationships 4 Prerequisites 4 Prohibitions 4 Co-requisites 4 Chief Examiner 4 Unit Coordinator(s) 5 Tutor(s) 5 Academic overview 5 Learning outcomes 5 Teaching approach 5 Unit schedule Assessment summary 7 8 Second marking 8 Return of final marks 8 Exam viewing 8 Assessment criteria 9 Assessment requirements 9 Hurdle requirements 9 Participation 9 Assessment tasks 9 Examination(s) 13 Extension and penalties 13 Returning assignments 14 Resubmission of assignments 14 Referencing requirements 14 Assignment submission 14 Feedback 15 Learning resources 16 Required resources 16 Technological requirements 16 Q Manual 17 2 Recommended resources Other information 17 17 Policies 17 Graduate Attributes Policy 18 Student Charter 18 Student Services ...
Words: 7977 - Pages: 32
... | Copyright © 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course studies the major religions of the world. Topical areas include Buddhism, Christianity, Confucianism, Hinduism, Indigenous Cultures, Islam, Judaism, and Taoism. Students will be objectively studying the origins and major figures and comparing and contrasting each of the major religions. During this course each student will visit a religious site and interview a person of an unfamiliar faith. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view...
Words: 2195 - Pages: 9
...ENGL032 Part 1: In this section of the final exam, you will be asked questions about Active Reading Strategies. You will need to know the definitions of each one in order to answer the questions on the final exam. As a way of preparing, test your knowledge of each strategy by defining or describing each one in the space below. Prediction Questioning/Wondering Summarizing Visualizing Making Connections Part 2: Read the following passage in the left column. In the right column, read the thoughts of someone who has already read this passage. Then, in each blank, identify the reading strategy this reader activated while reading the passage “Chicago and Cleveland.” Chicago and Cleveland (1) Chicago, at the southern tip of Lake Michigan, is a port city.(2) It is also an important commercial (3) and industrial center of the Midwest. It is well known for its educational, cultural, and recreational centers. Chicago draws thousands to its concert halls, art museums, and sports arenas.(4) Cleveland, on the south shore of Lake Erie, is also a port city and a commercial and industrial center important to its area (5). Like Chicago, it has several important educational, cultural, and recreational centers. It has colleges and universities, and a distinguished (6) symphony orchestra. It has one of the finest art museums of the world, and many recreational centers. The location of the two cities contributed to their growth, but this similarity is not enough to explain...
Words: 2210 - Pages: 9
...1 Student: ___________________________________________________________________________ 1. Scholars have been studying behaviour in organisations at least since the time of Greek and Chinese philosophers. True False In order for something to be called an organisation it must have buildings and equipment. True False All organisations have a collective sense of purpose, even though this purpose might not be fully understood or agreed upon. True False Collective entities are called organisations only when their members have complete agreement on the goals they want to achieve. True False Evidence indicates that applying organisational behaviour knowledge tends to improve the organisation's financial performance. True False Globalisation may have both positive and negative implications for people working in organisations. True False Reduced job security and increased work intensification in Australia are partly caused by globalisation. True False 2. 3. 4. 5. 6. 7. 8. 9. Education is a primary category of surface-level diversity. True False Australian employees are more diverse today than a few decades ago on many deep-level categories but have actually reduced their diversity on most surface categories. True False 10. Research indicates that baby boomers and Generation-X employees bring the same values and expectations to the workplace. True False 11. Workforce diversity potentially improves decision making and team performance on complex tasks. True False...
Words: 11961 - Pages: 48
...[pic] FACULTY OF BUSINESS AND ECONOMICS DEPARTMENT OF BUSINESS ADMINISTRATION Fall 2014 |COURSE CODE AND TITLE |: |MGMT 101 – Introduction to Business I | | | | | |COURSE LEVEL |: |First Semester/First Year | | | | | |COURSE TYPE |: |Area Core | |LECTURERS | | | |Group: 1 | |Turhan Kaymak Office: BE 322 (Business, 3rd floor) | | | |Tel: 630 2745 e-mail: turhan.kaymak@emu.edu.tr | | | | | |Groups: 4, 5 | |Semi Bora Office BE 315 ...
Words: 1446 - Pages: 6
... | | |Axia College/College of Humanities | | |ETH/125 Version 6 | | |Cultural Diversity | Copyright © 2010, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course is designed to educate students about issues of race and ethnicity by presenting historical and modern perspectives on diversity in the United States, and by providing tools necessary to promote a respectful and inclusive society. Students will complete several activities that allow them to examine their own values in relation to the values of various other racial and ethnic communities. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If...
Words: 3070 - Pages: 13
...management at the board level and they are looking at how they can improve employee engagement over the next few years. The new Board have noticed that employee satisfaction feedback scores have consistently been decreasing over the last year and would like you to carry out an analysis as to the reasons and provide recommendations. Task 1 (this task provides evidence for LO 1.1, 1.2, 1.3) Section 1: Culture at FacileAvion Discuss the role of culture by focussing on the following areas: Compare and contrast different organizational cultures and structures (1.1) Explain how the relationship between organisation structure and culture can affect performance (1.2) Discuss the factors which affect individual behaviour at work, specifically in the context of a company that is similar to FacileAvion (1.3) Required: Write section 1 of the report (max: 1,250 words) Task 2 (this task provides evidence for LO 2.1, 2.2, 2.3) Section 2: Management and leadership at FacileAvion Explain and contrast the...
Words: 1925 - Pages: 8
... Course Design Guide College of Humanities HUM/130 Version 5 Religions of the World | Copyright © 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course studies the major religions of the world. Topical areas include Buddhism, Christianity, Confucianism, Hinduism, Indigenous Cultures, Islam, Judaism, and Taoism. Students will be objectively studying the origins and major figures and comparing and contrasting each of the major religions. During this course each student will visit a religious site and interview a person of an unfamiliar faith. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Note: All assignments (not discussions) must be submitted along with a Certificate of Originality (COO). The COO is in the Course Materials and is an Attachment to the COO post in the Main section. Course Materials Fisher, M. P. (2005). Living religions (6th ed.)...
Words: 1786 - Pages: 8
...psychology Course Description Effective Fall 2013 AP Course Descriptions are updated regularly. Please visit AP Central ® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should ...
Words: 8273 - Pages: 34
...Final Essay How does the examination of your particular topic (not the group’s theme as a whole, but your particular topic) relate to our broader study of Spanish Culture this semester? King Carlos Juan I of Spain This essay hopes to shed light on King Carlos Juan I of Spain and his attitude towards gaining public image and instilling a sense of nationalism in the Spanish people through peaceful transition to democracy and compare it with the monocracy of Francisco Franco. At the same time the essay tries to relate the similarities between King Carlos’s political freedom to that of Franco. Nationalism and Public Image Francisco Franco formed the fascist political party Falange Española de las JONS or commonly called as the Falange as part of institutionalizing his dictatorship rule over Spain. He was considered Head of State, the chief authority and his party was the only lawful entity in the country for about 37 years. Franco’s rule was highly conservative and the Catholic Church has strong influence over the regime. Franco tried to convince Spaniards, forcefully through his measures, to envision Spain just like he did. To him, Spain was united and its people were devoted nationalists. However, his measures like abolishing regional governments, as he favored central governance over the country, and discouraging regional languages of Basque country and Catalonia only made Spaniards more furious. Perhaps, one could say that his policies made people more anxious that...
Words: 1466 - Pages: 6
...revolution. After moving to Moscow in 1924, Vygotsky set out to create what he hoped would become a new way to understand and solve the social and educational problems of his time. At the core of Vygotsky's theory, called the Sociocultural Theory, is the idea that child development is the result of the interactions between children and their social environment. These interactions include those with parents and teachers, playmates and classmates, and brothers and sisters. They also involve relationships with significant objects, such as books or toys, and culturally specific practices that children engage in the classroom, at home, and on the playground. Children are active partners in these interactions, constructing knowledge, skills, and attitudes and not just mirroring the world around them. Vygotsky opposed the psychologists who believed that children's development occurs spontaneously and cannot be affected by education. He also differed with those who claimed that teaching had the power to alter development at any time regardless of the child's age or capacities. Instead, Vygotsky felt that learning could lead development if it occurs within the child's Zone of Proximal Development (ZPD). The ZPD contains skills and concepts that are not yet fully developed but are "on the edge of emergence" emerging only if the child is given appropriate support. For the skills and concepts that lie outside a child's ZPD, even significant instructional efforts may fail to produce...
Words: 3057 - Pages: 13
