...Midterm Ex #2 Mgmt 443 Study Guide Chapter 4 1. Define the Principles of Supportive Communication (Explain Advising, Deflecting, Probing, Reflecting) Page Ref: 257 1. An advising response provides direction, evaluation, personal opinion, or instructions. Such a response imposes on the communicator the point of view of the listener, and it creates listener control over the topic of conversation. 2. A deflecting response switches the focus from the communicator’s problem to one select by the listener. 3. A probing response asks a question about what the communicator just said or about a topic selected by the listener. 2. What impact does culture have on interpersonal problem solving? Page Ref: 264 3. Idenitfy problems associated with electronic communication?. Page Ref: 239 3 problems 1. People are bombarded with an overabundance of information, often poorly presented, so they are less willing to consume all the messages aimed at them; 2. No one puts all these rapid-fire messages in context, so much of the information lacks significance or meaning. 3. Effective interpretation and use of the information still depends on the relationship the recipient has with the sender 4. Define the benefits of supportive communication? Page Ref: 242-243 5. Define Coaching? What are the key elements? Page Ref: 245 6. Define Counseling – What are the key elements? Page Ref: 244-245 ...
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...Play is of an enormous importance in a young child’s life. Through play the child’s social and motor skills develop greatly. Three forms of social play have been identified as parallel play, associative play, and cooperative play (Belkin & Faw, 1980, p. 340). The child starts out at a young age enjoying their play with themselves rather than people (Gibson, J.T., 1978, p. 300). Toddlers then play house with their dolls and stuffed animals. When the child engages human peers instead of toy objects in play this is the start of social play (Gibson, J.T., 1978, p. 300). Through this development comes aspect of parallel play. Here this child may play alongside a fellow peer, but they may be engaging in two completely different activities (Belkin & Faw, 1980, p. 340). Side by side the children play, observing each other and enjoying the fact that they are present with that peer, while not directly interacting with them. At two years of age a child with participate in parallel play (Gibson, J.T., 1978, p. 300). Associative play proceeds parallel play starting at age three. The children play in groups with the same toys as their peers, but each child uses the materials in very different ways (Belkin & Faw, 1980, p. 340). When asking a child engaged in associative play to describe his activity, he often times describes a totally different activity then the other children (Belkin & Faw, 1980, p. 341). A major part of associative play is imitation. A younger...
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...680,000 0.05 0.55 0.32 0.08 0.45 October November December January February March April May June July August September October November December January February March Sales 55,000 56,000 57,000 34,000 34,000 54,400 68,000 88,400 88,400 68,000 61,200 54,400 47,600 40,800 40,800 Collected in month of sale (5%) 2,750 2,800 2,850 1,700 1,700 2,720 3,400 4,420 4,420 3,400 3,060 2,720 2,380 2,040 2,040 - - - 2nd month of sale(55%) 30,250 30,800 31,350 18,700 18,700 29,920 37,400 48,620 48,620 37,400 33,660 29,920 26,180 22,440 22,440 - - 3rd month of sale (32%) 17,600 17,920 18,240 10,880 10,880 17,408 21,760 28,288 28,288 21,760 19,584 17,408 15,232 13,056 13,056 - 4th month of sale(8%) 4,400 4,480 4,560 2,720 2,720 4,352 5,440 7,072 7,072 5,440 4,896 4,352 3,808 3,264 3,264 Total collections 2,750 33,050 51,250 55,370 43,120 36,860 46,920 61,948 79,152 85,748 75,820 65,212 57,324 50,524 44,064 39,304 16,320 3,264 Accounts Receivable 58,888 Material Purchases & payments October November December January February March April May June July August September October November...
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...#1 State whether the following statements are true or false by writing true if it’s true and false if it’s false in the space provided. 1pts each. Total ___/5 1) In the number 198; the value of the underlined digit is 900. ___________ 2) In the number 934; the value of the underlined digit is 3. ___________ 3) In the number 646; the value of the underlined digit is 600. __________ 4) In the number 164; the value of the underline digit is 40. __________ 5) The number 981; is expressed in expanded form as 900+80+10. __________ Circle the correct answer. 3 pts each Total ______/10 6. The expanded form of the number 475 is B) 400+50+7 C) 400+70+5 D) 400+75 7 three hundred twenty is written as A) 300 B) 333 C) 320 8. 952 expressed in expanded notation form is A) 500+90+4 B) 900+20+5 C) 900+50+2 9 .three hundred thirty three is written as A) 333 B) 3300 C) 33 10. 700+60+9 expressed in standard form is B) 706 C) 796 D) 769 Using the place value chart below, enter the following numbers in their correct place value. 3 pts each. Total _____/10 Hundreds | Tens | Ones | | | | | | | | | | | | | | | | 11) 94 12) 105 13) 404 14) 90 15) 909 State the value of the underlined digit. 2 points each. Total ____/10 16) 213 __________ 17) 823 ___________ 18) 48 __________ 19) 796 __________ 20) 349 ___________ Write these numbers is words...
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...Services BS COMMUNITY HEALTH—GLOBAL HEALTH 2015-2016 Catalog Year Date_______________ G#__________________________ Student____________________________________________________ Daytime Phone___________________________ E-mail_____________________________________________________________ Pending AP scores Course recommendations made without copies of transcripts/transfer equivalency worksheet. FALL SEMESTER Fall Course COMM 100 Public Speaking (F,S,#) or COMM 101Interpersonal & Group Interaction ENGH 101 Composition (F,S,#) HIST 100 History of Western Civilization or HIST 101 Foundations of Western Civilization (F,S,#) Natural Science (lab) Fall Course SPRING SEMESTER Credit Grade 3 3 3 Credit Grade 4 GCH 300 Introduction to Public Health Elective 3 3 ENGH 302 Advanced Composition (F,S,#) GCH 310 Health Behavior Theories GCH 332 Health and Disease GCH 360 Health and Environment GCH 335 Applied Health Statistics Fall Course GCH 411 Health Program Planning and Eval GCH 412 Fundamentals of Epidemiology GCH 405 Global Hlth Interv: History and Systems Elective ANTH 381 or PHIL 344 or SOCI 390 or COMM 304 Credit GCH 205 International Health (F,S,#) Natural Science (lab or non-lab) Social Science Information Technology GGS 101 Major World Regions Grade 3 3-4 3 3 3 4 BIOL 124 Hum Anatomy and Physiology I (F,#) or RBHS 270 Hum Anatomy and Physiology I Arts Literature Fall Course Spring Course ...
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...2422-4.7507=19.4915 g | Volume added to calorimeter (mL) | 20.0 mL | 20.0 mL | 1 | Time (s) | 0 | 30 | 60 | 90 | 120 | 150 | 180 | 210 | 240 | 270 | 300 | 330 | 360 | 390 | 420 | 1 | Temp(°C) | 26.1 | 26.2 | 26.3 | 26.3 | 26.2 | 26.2 | 26.2 | 26.9 | 27.1 | 27.4 | 27.2 | 27.2 | 27.1 | 27.1 | 27.1 | | | | | | | | | | | | | | | | | | 2 | Time (s) | 0 | 30 | 60 | 90 | 120 | 150 | 180 | 210 | 240 | 270 | 300 | 330 | 360 | 390 | 420 | 2 | Temp(°C) | 24.0 | 24.1 | 24.2 | 24.2 | 24.2 | 24.2 | 24.2 | 28.0 | 27.9 | 27.8 | 27.7 | 27.7 | 27.7 | 27.6 | 27.6 | Change in temperature of the water (°C) | 1.0°C | 3.6°C | Energy gained by the water (J) | 81.552J | 293.59J | Change in temperature of the metal (°C) | -72.9°C | -72.4°C | Calculated specific heat capacity (J/g°C) | 0.0958 J/g°C | 0.335 J/g°C | Molar mass approximation (g/mol) | 261.02g/mol | 74.73g/mol | Percent error of specific heat capacity (%) | 75.1% | 13.0% | Percent error of molar mass (%) | -310.76% | -17.60% | Enthalpy of Neutralization (Nitric Acid) | Trial 1 | Trial 2 | Volume of acid (mL) | 50.0 mL | 50.0 mL | Concentration of acid (M) | 1.1 M | 1.1 M | Volume of NaOH (mL) | 50.0 mL | 50.0 mL | Concentration of NaOH (M) | 1.0 M | 1.0 M | 1 | Time(s) | 0 | 30 | 60 | 90 | 120 | 150 | 180 | 200 | 220 | 240 | 260 | 280 | 300 | 320 | 340 | 360 | 380 | 400 | 420 | 1 | Temp(°C) | 23.5 | 23.4 | 23.4 | 23.4 | 23.4 | 23.4 | 23.5 | 30.5 | 30.4 | 30.4 | 30.4 | 30.4 | 30.3 | 30...
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...Cov(x,y) -19230.75 Stdev(x) 103.8829469 y=-100-1.782*x Stdev(y) 185.1194115 Corr(x,y) -1.00000 x y x y x-xbar y-ybar (x-xbar)^2 (y-ybar)^2 (x-xbar)*(y-ybar) 1 50 -189.1 Cov(x,y)/Var(x) -1.782 1 50 -189.1 -175.00 311.85 30625.00 97250.42 -54573.75 2 60 -206.92 2 60 -206.92 -165.00 294.03 27225.00 86453.64 -48514.95 3 70 -224.74 3 70 -224.74 -155.00 276.21 24025.00 76291.96 -42812.55 4 80 -242.56 4 80 -242.56 -145.00 258.39 21025.00 66765.39 -37466.55 5 90 -260.38 5 90 -260.38 -135.00 240.57 18225.00 57873.92 -32476.95 6 100 -278.2 6 100 -278.2 -125.00 222.75 15625.00 49617.56 -27843.75 7 110 -296.02 7 110 -296.02 -115.00 204.93 13225.00 41996.30 -23566.95 8 120 -313.84 8 120 -313.84 -105.00 187.11 11025.00 35010.15 -19646.55 9 130 -331.66 9 130 -331.66 -95.00 169.29 9025.00 28659.10 -16082.55 10 140 -349.48 10 140 -349.48 -85.00 151.47 7225.00 22943.16 -12874.95 11 150 -367.3 11 150 -367.3 -75.00 133.65 5625.00 17862.32 -10023.75 12 160 -385.12 12 160 -385.12 -65.00 115.83 4225.00 13416.59 -7528.95 13 170 -402.94 13 170 -402.94 -55.00 98.01 3025.00 9605.96 -5390.55 14 180 -420.76 14 180 -420.76 -45.00 80.19 2025.00 6430.44 -3608.55 15 190 -438.58 15 190 -438.58 -35.00 62.37 1225.00 3890.02 -2182.95 16 200 -456.4 16 200 -456.4 -25.00 44.55 625.00 1984.70 -1113.75 17 210 -474.22 ...
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...250 - 299 | | 5 | 274.5 | 1372.5 | 300 - 349 | | 3 | 324.5 | 973.5 | 350 - 399 | | 2 | 374.4 | 749 | 400 - 449 | | 1 | 424.5 | 424.5 | 450 - 499 | | 1 | 474.5 | 474.5 | 500 - 549 | | 1 | 524.5 | 524.5 | 550 - 599 | | 4 | 574.5 | 2298 | 600 - 649 | | 2 | 624.5 | 1249 | Year 7 – Numeracy Cumulative Frequency Table TIME | FREQ | Cumulative | 50 – 99 | 1 | 1 | 100 – 149 | 2 | 3 | 150 - 199 | 3 | 6 | 200 - 249 | 5 | 11 | 250 - 299 | 5 | 16 | 300 - 349 | 3 | 19 | 350 - 399 | 2 | 21 | 400 - 449 | 1 | 22 | 450 - 499 | 1 | 23 | 500 - 549 | 1 | 24 | 550 - 599 | 4 | 28 | 600 - 649 | 2 | 30 | Year 7 Literacy TIME | TALLY | FREQ | MIDPOINT | F× | 50 - 99 | | 2 | 74.5 | 149 | 100 - 149 | | 10 | 124.5 | 1245 | 150 - 199 | | 3 | 174.5 | 523.5 | 200 - 249 | | 5 | 224.5 | 1122.5 | 250 - 299 | | 2 | 274.5 | 549 | 300 - 349 | | 7 | 324.5 | 2271.5 | 350 - 399 | | 0 | 0 | 0 | 400 - 449 | | 1 | 424.5 | 424.5 | Year 7 Literacy Cumulative Frequency Table TIME | FREQ | Cumulative | 50 – 99 | 2 | 2 | 100 – 149 | 10 | 12 | 150 - 199 | 3 | 15 | 200 - 249 | 5 | 20 | 250 - 299 | 2 | 22 | 300 - 349 | 7 | 29 | 350 - 399 | 0 | 29 | 400 - 449 | 1 | 30 | Year 9 Literacy Table TIME | TALLY | FREQ | MIDPOINT | F× | 100 - 149 | | 8 | 124.5 | 996 | 150 - 199 | | 9 | 174.5 | 1570.5 | 200 - 249 | | 6 | 224.5 | 1347 | 250 - 299 | | 5 | 274.5 | 1372.5 | 300 - 349 | | 1 | 324.5 | 324.5 | 350 -...
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...King Leonidus It was a warm August day in the year 480 B.C, when I went out to meet Xerxes' legion at Thermopylae. My force consisted of 7,000 Greek men, which was nothing at all compared to the 200,000 Persians that awaited us on our path. My Spartans and I marched on the front lines toward the fight hoping that we would spark the spirits of our Greek allies by knowing they had the battle-hardened Spartans leading them. As we marched into the pass, our eyes perceived the Persian immortals, these soldiers were Persia's exclusive fighting force and they feared nothing. They wore a type of formidable mask which was all white with obsidian indentations where their eyes were supposed to be. We formed a tenacious line with our spears pointed out in front of our shields and the rocky pass covering both of our sides. We sat there in our imperishable pack waiting for the immortals to start their advance, we knew if we broke our formation it would create an inadequate spot in our line which could be penetrated and eventually over ran by the immortals. Every man was ready for this day, our Spartans were bred for war, it's all they had ever known, and now they would get to show the true meaning of what it is to be a Spartan. The immortals grew impatient and started in a full sprint at our front lines, as they came closer I gave the order for my men to hold out their spears and stand their ground at all costs. The first wave of immortals were cut down by our lengthy spears without any...
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...Tyler Faldet Extra Credit: Film Review Assignment Professor Debauche 11/12/2012 300 Review Over the weekend I happened to rent a few movies to watch with friends at my home back in Iola Wisconsin. I also had hopes that one of them would give me a lot of information, along with motivation, to write a review on using the different concepts that we have talked about in class. So way back in 2007 the American film 300, directed by Zack Snyder, and staring popular film stars such as Gerald Butler, and Lena Headey, brought millions and millions of mainly young and old men to the theaters. I personally remembered when it came out because everyone at school was talking about how amazing it was and quoting some of the lines from the film. And even with its popularity, I never did get the opportunity to watch the film, until this weekend. The General Plot of the movie is narrated by a Spartan soldier Dillios, who narrates the story from king leonidas's boy hood through the sacrifice of the 300 Greek Spartan soldiers, which sparked the war against the advancing Persian "immortals". Previous knowledge of the movie from what I had heard from others who had seen it was that it is a war movie based on a true Greek story many hundreds of years ago. Soon into the movie I realized it was completely different from what I had envisioned it would be in my mind going in. This difference was definitely for the better and my expectations were completely blown away. The whole style of...
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...Westminster International University in Tashkent, Academic year 2013-14, Semester 1 Module name Personal Development CW weighting 40% Submission deadline TW12-13 Sem.One CW format (individual/group) Individual CW number and title CW 2 Oral presentation CW checks the learning outcomes 1- prepare documents about themselves, reflecting the personal development of a student (such as a portfolio, an action plan); 2- set goals for further improvement based on individual reflective learning; 4- communicate in writing and orally; 6- deliver a presentation Oral Presentation You will need to prepare an individual oral presentation. The Oral Presentation task will test your ability to communicate information in oral form supporting it with visual aids such as Power Point slides, posters, etc. The presentations will take place in TW 12-13 of semester one. Each presentation will last 5-6 minutes. It will consist of an introduction, the main body and a conclusion and will be followed by questions from the audience. You will be assessed on 1. quality of the content, 2. ability to structure the material, 3. interaction with the audience using body language and eye contact and dealing with questions appropriately 4. quality of visual aids. Prepare a presentation which is based on the topic “My personal learning from research on Mass Media in Uzbekistan” You need to follow the steps below: 1 Westminster International University in Tashkent, Academic year 2013-14, Semester...
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...results to be attained, not how they are to achieve them. CDRs use orders to provide direction and guidance that focus the forces activities on the achievement of the main objective, set priorities, allocate resources, and influence the situation. 6. Accept prudent risk – a deliberate exposure to potential injury or loss when the commander judges the outcome in terms of mission accomplishment as worth the cost. PRESENTATION OUTLINE / SLIDES A. Intro, purpose, references, procedure/outline 1. Greeting (poised and confident) 2. Purpose (BLUF) – relevant, focused, clear, concise, stating thesis 3. References (current and meaningful) 4. Procedure and outline, logical, posted or embedded throughout the brief B. Quick summary of events leading to battle. C. Analysis of mission command from one side of the battle – four of the 6 principles of mission command D. Quick description of the battles outcome on how the mission affected that outcome. E. Significance of this analysis. 1. Para B-E body of Mission Analysis paper 2....
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...4/11/2016 Purdue OWL Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (https://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Contributors:Elyssa Tardiff, Allen Brizee. Summary: This resource describes why outlines are useful, what types of outlines exist, suggestions for developing effective outlines, and how outlines can be used as an invention strategy for writing. Four Main Components for Effective Outlines Ideally, you should follow the four suggestions presented here to create an effective outline. When creating a topic outline, follow these two rules for capitalization: For firstlevel heads, present the information using all uppercase letters; and for secondary and tertiary items, use upper and lowercase letters. The examples are taken from the Sample Outline handout. Parallelism—How do I accomplish this? Each heading and subheading should preserve parallel structure. If the first heading is a verb, the second heading should be a verb. Example: I. CHOOSE DESIRED COLLEGES II. PREPARE APPLICATION ("Choose" and "Prepare" are both verbs. The present tense of the verb is usually the preferred form for an outline.) Coordination—How do I accomplish this? All the information contained in Heading 1 should have the same significance as the information contained in Heading 2. The same goes for the subheadings (which should be less significant than the headings)...
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.... Introduction – You need to outline to your CEO the aim of report, the issue in focus (a quick summary from your brief), what management functions /theories are going to be covered, and how the issue is going to be addressed. 2. Defining and framing the Issue –You need to identify the underlying reasons why the issue has arisen in the first place (the ‘why’? question). As part of this, you will need to frame the issue in relation to the current practices with management functions (including supporting theory/theories) that may have contributed to the issue. You should include some consideration of any relevant environmental factors (internal/external) that may have influenced the issue. 3. Addressing the Issue – You need to show how you will address the underlying reasons that have contributed to the issue by outlining changes to the existing practices with the identified management functions (the ‘how’? question). Your arguments need to be supported with reference to theory/theories that endorse the new approach. 4. Conclusion – You need to provide a summary and evaluation of the key findings of the report. You may choose to identify some limitations and/or assumptions associated with the findings that reader of the report should be aware of. 5. Recommendations – You need to provide no less than two and no more than three recommendations on the courses of action that the business ‘should’ undertake. These recommendations should clearly and succinctly outline a suggested...
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...The audio summary is a new product for the market. These is no direct competitor because we are the only audio summary in the market currently. However, the competitions are still existed since there are substitutes for our product. The substitutes include document summary and video review for textbooks. It is obvious that there are many different documental summary for textbooks in the market right now. For example, Koofers Notes is a website that allowed students to upload these course materials for others students, but the materials are delayed and unorganized. It has hundreds relative files for one course, and many of them are insignificant. It will take a great amount of time for students to find the information they want. In addition,...
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