...|[pic] |Syllabus | | |College of Humanities | | |COMM/400 Version 5 | | |Management Communication Skills | Copyright © 2010, 2008, 2006, 2004 by University of Phoenix. All rights reserved. Course Description This course focuses on identifying and developing the communications skills necessary to manage individuals and groups successfully within business and work organizations. Students will identify their management communication styles and will assess and improve their effectiveness in the areas of interpersonal communications, group dynamics, diversity, motivation, team building, and conflict resolution. 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...
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...Rome with its own set of rules and guidelines. Melammed argues that it functioned to protect a distinctive form of Spanish Christian culture . To protect this culture, the Inquisition originated with the idea of allowing a grace period for Converso’s who had relapsed back into Jewish practice; they could confess and be reconciled to the Church. The first confession would result in reconciliation, but a second relapse and attempted confession would normally result in the death penalty. During this time, witnesses also had the obligation to come forward and testify if they suspected Converso’s of transpiring with the Jews. The personal narratives of confessions from Converso’s and testimony from witnesses make up the majority of this...
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...Mark Z. Danielewski’s House of Leaves” by Natalie Hamilton is a scholarly journal entry which has an interesting take on the novel House of Leaves written by Mark Z. Danielewski. The article’s main focus is on labyrinths and the examination of the use of them as the theme and form in House of Leaves. In order to examine the theme and form, the mode of approach Hamilton takes is to “provide partial blueprints for [the] house by examining the foundations for which it is built”(3) as well as exploring the Danielewski’s use of labyrinths throughout the novel. The thesis in this paper is the idea that House of Leaves is all about labyrinths and that everyone involved in the novel, including the reader, is faced with their own personal labyrinth which they must overcome. Hamilton is able to support this argument by pointing out that the novel is a “four level split”(4) by saying that Will and Karen, Zampano, Truant, and the editors are all on different level and that “Each level of Danielewski’s text involves characters attempting to navigate the maze of self.”(5) To bolster her argument that everyone involved with the novel on all levels faces their own labyrinth, she quotes Wendy B. Faris who says: The labyrinth is no longer a special dwelling constructed for a particular monster, but rather a house where everyone lives.” (Faris p. 181, 1998) Once it is made clear that each person has their own personal labyrinths they must face, Hamilton then goes into great detail and gives...
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...count as ONE piece of writing) and focus on what kinds of revisions you made and why. 2) Favorite Piece of Writing Choose one piece of your writing from this class that you really like. Include the paper, along with a paragraph answering these two questions: • How does this paper represent your strengths as a writer? • Why is this your favorite piece of writing from ELI 100? 3) Evaluation Write a one-paragraph response for each of the following questions: • Which class activities (small group discussions, peer review, conferencing, journaling, lectures/class discussion, brainstorming, individual writing, freewriting) specifically helped you to improve your writing? How did these activities help? • Which assignments (personal narrative essay, readings, article outline/summary/critique, research paper, worksheets/handouts, summarizing/paraphrasing/quoting activities, responses to readings, self-assessment) specifically helped you to improve your writing? How did these activities help? In reading (and grading) your portfolio, I will be looking for: • thorough, complete, and detailed answers to all of the above...
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...what you learned about yourself as a writer working through the inventory exercise. Discuss two ways you want to improve as a writer and why. (1 paragraph, 5 sentences) REQUIRED JOURNAL ENTRY 2: PREWRITING Brainstorming: Brainstorm about specific positive and negative effects computers have had on your personal, professional, and academic life. Create a one-page list of your ideas. Thesis: Based on your brainstorming, write a one-sentence working thesis statement that focuses on the impact of computers related to a single area of your life (personal, professional, or academic). The thesis should be one you could develop into an essay of about one page (250-300 words), directed to readers of your local newspaper. Don't draft the essay in your journal, however. You need only your list from brainstorming and your working thesis statement. REQUIRED JOURNAL ENTRY 3: DRAFTING This entry builds on the brainstorming and thesis you developed for Journal Entry 2. Evidence: Identify three different types of evidence you could use to develop your working thesis from Entry 2. Use specific information from your brainstorming list, as well as any other ideas that come to you. (Length open) REQUIRED JOURNAL ENTRY 4: REVISING This journal entry requires you to review the rough draft of the essay below. Analyze the draft according to each of the areas listed, identifying what needs revision. For each area, explain why and...
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...University of Glasgow Adam Smith Business School International Business & Entrepreneurship Research Method MGT 5174 A Comparative Study of Entry Modes Adopted by Sainsbury’s and M&S in China Based on Resource-based View Theory Yuyu Xiong 2203873 07/24/2016 Word Account: 3013 Table of Contents 1. Introduction……………………………………………………………………..…3 1.1 Background ………………………………………………………………..…3 1.2 Research Questions …………………………………………………………..3 1.3 Research aim and objectives………………………………………………… 4 2. Literature Review ……………………………………………………………..….4 2.1 Timing ………………………………………………..…..4 2.2 Scale of Entry ………………………………..…..……5 2.3 Steps taken before choosing entry modes………………………………..…. 2.4 Entry Modes……………………………….……………………………..…. 2.5 Factors that influence the choice of entry mode…………………………..…. 3. Methodology…………………………………………………………………..….6 3.1 Research philosophy………………………………………………….………6 3.2 Research approach……………………………………………………………7 ...
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...Journaling for Yourself 1. 1 Find something that can become your journal. You can use a notebook, legal pad, blank book, word processor or whatever you like for your journal. Just make sure that it contains blank pages you can write on, and that the pages are bound up so they won't scatter and get lost. Ads by Google One Man's Story Life was good but then it started falling apart. Then dad died. www.thoughts-about-god.com 2. 2 Find a writing tool. If you chose to use a word processor in Step 1, you can skip this step. If you're using an actual book, locate a pen you like. (You can use pencil to write in your journal, but it will fade dramatically over time.) Some journal-keepers have a particular brand of pens that they prefer, or they favor a certain style (such as gel pen over ballpoint). Either way, your writing implement should feel comfortable in your hand and help you write at a pace you enjoy. 3. 3 Set up a routine. You might want to carry your journal with you wherever you go, so that you can write down your thoughts as they strike you. Or you might choose a particular time each day to sit down and clear your head. Whatever you decide, make it a habit. Journaling as part of a routine will make you more likely to stick with it. 4. 4 Chose a setting that's conducive to writing. Place yourself in an environment that makes you feel like writing, whether it's the privacy of your own room or a busy coffee shop. If you're not sure where you like to...
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...Brice Family Assessment/Treatment Plan Christina Blair CMHC/581 June 12, 2012 Shannon Anderson Brice Family Assessment/Treatment Plan Assessment The writre interviewed the Brice family of 5. The family consisted of a father, a mother, 2 girls and 1 boy. David, the father, is mid to late 60 year old Caucasian male. He is tall with square shoulders wearing glasses. He metacommunication Presenting Problem History of Problem- BRIEF Family History Assessment Summary: Another important quality of the co-research position is that of valuing emotional experiences and reflections. Our understanding of the preceding conversation is that in the state of being oppressed by violence, a person is defined by the violence. The concept of choice in that state is a mirage; a woman would not choose violence, but inside of a war zone there is no violence free territory. If the person and the context of violence are separated (deconstructed through externalization) the person's preferred story of their lives outside the "war zone" context can become visible. This distinction became available in the training conversation due to the process of allowing for correction and respecting the trainees feelings of being emotionally connected or disconnected to the unique accounts of those persons oppressed by the problem. Doherty (1991) has described negotiating meanings versus dictating a theme (p. 134). From our reflections about the interviewing process, we have...
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...Other materials Referencing Intellectual honesty and plagiarism About the APA style In-text citation: Referencing sources within the text Reference list Electronic items Referencing secondary sources Different works of the same author and same year Audio recording Australian Bureau of Statistics (AusStats) Brochure Government report (online) Image on the Internet Lecture (unpublished)/ personal communication Podcast (from the Internet) Thesis Video recording, television broadcast or episode in a series Video (from the Internet) Web page / document on the Internet Books and book chapters Single author Two authors Three to six authors More than six authors No author (inc dictionaries/encyclopaedias) Edited book Chapter, article or section in a book Chapter or article in an edited book E-book Journal articles, newspaper articles and conference papers Journal article (print version) Journal article (full-text from electronic database) Non-English journal article translated into English Newspaper article (available in print) Newspaper article (from electronic database) Article (from the Internet, not available in print version) Proceedings of meetings and symposiums, conference papers Systematic reviews University of Western Sydney Library APA Referencing Style Guide Referencing Referencing acknowledges the sources that you use to write your essay or assignment paper. In-text...
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...Through narrative therapy a counselor can help clients gain access to preferred story lines about their lives and identities taking the place of previous negative and self-defeating narratives that destroy the self. Presented in this paper, is an overview of the Narrative therapy and the Social Construction Model and several facets of this approach including poststrucuralism, deconstructionism, self-narratives, cultural narratives, therapeutic conversations, ceremonies, letters and leagues. A personal integration of faith in this family counseling approach is presented and discussed also in this paper. NARUMI AMADOR’S FAMILY CONSELING APPROACH Introduction Narrative therapy is found under the Social Construction Model. Using the Narrative approach, the therapist will not be the central figure in the therapeutic process, instead he will be influential to the client, helping him/her internalize and create new stories within themselves to draw new and healthier assumptions about who they are. This process enables clients to distract from focusing on the negative narratives which defined their past, redefining their lives into future positive stories. Narrative therapists define the problem as the problem instead of defining the client as the problem. The therapy process begins redefining the problem, externalizing it and getting it out in the open. The narrative therapist uses the questioning technique and creates alternative narratives to connect...
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...items Referencing secondary sources Different works of the same author and same year Acts of Parliament (includes bills) Audio recording Australian Bureau of Statistics (AusStats) Australian Bureau of Statistics (Census information) Brochure Government report (print) Government report (online) Image on the Internet Lecture (unpublished)/ personal communication Legal cases Microfiche/microfilm document Patent/ Trademark (electronic database) Podcast (from the Internet) Study guide Thesis Tutorial/ lecture handout Video recording, television broadcast or episode in a series Video (from the Internet) Web page / document on the Internet Books and book chapters Single author Two authors Three to six authors More than six authors No author Edited book Chapter, article or section in a book Chapter or article in an edited book E-book Reference materials Journal articles, newspaper articles and conference papers Journal article (print version) Journal article (full-text from electronic database) Non-English journal article translated into English Newspaper article (available in print) Newspaper article (from electronic database) Article (from the Internet, not available in print version) Proceedings of meetings and symposiums, conference papers Systematic reviews University of Western Sydney Library APA Referencing Style Guide Referencing Referencing acknowledges the sources that...
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...Phone: Email: Course Objectives: • • • • • • • • To examine movies as art, business, entertainment, and a cultural expression. To display the difference between narrative, documentary, and avant-garde films. To explore various genres, film theories, and cinematic styles. To illustrate a variety of filmmaking techniques, conventions, and icons. To gain knowledge of international cinema. To study the works of prominent filmmakers and their cinematic impact. To provide a critical methodology and practical application to facilitate a greater critical understanding and appreciation of all aspects of film. To gain experience in writing critical academic essays in relation to film analysis. Students should gain a solid foundational knowledge and understanding of different film genres, forms, and techniques of film making and be able to analyze and communicate how those concepts are used in films to 1) tell a story effectively, 2) communicate meaning in a visual medium, and 3) persuade audiences towards different or particular ways of feeling about or seeing themselves and the world. As a result of taking this course, I hope that students will 1) understand...
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...DESCRIPTION is one of four rhetorical modes (also known as modes of discourse), along with exposition, argumentation, and narration. Each of the rhetorical modes is present in a variety of forms and each has its own purpose and conventions. Description is also the fiction-writing mode for transmitting a mental image of the particulars of a story. Description as a fiction-writing mode Fiction is a form of narrative, one of the four rhetorical modes of discourse. Fiction-writing also has distinct forms of expression, or modes, each with its own purposes and conventions. Agent and author Evan Marshall (agent) identifies five fiction-writing modes: action, summary, dialogue, feelings/thoughts, and background (Marshall 1988, pp. 143–165). Author and writing-instructor Jessica Page Morrell lists six delivery modes for fiction-writing: action, exposition, description, dialogue, summary, and transition (Morrell 2006, p. 127). Author Peter Selgin refers to methods, including action, dialogue, thoughts, summary, scene, and description (Selgin 2007, p. 38). Currently, there is no consensus within the writing community regarding the number and composition of fiction-writing modes and their uses. Description is the fiction-writing mode for transmitting a mental image of the particulars of a story. Together with dialogue, narration, exposition, and summarization, description is one of the most widely recognized of the fiction-writing modes. As stated in Writing from A to Z, edited by Kirk...
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...someone’s work. This establishes the authority of your work and acknowledges the researchers and writers you have drawn upon in your paper. It is necessary to cite your sources each time you: • reproduce an author’s exact words (quote); that is, copy word for word directly from a text. Page numbers must be included in the in-text citation when quoting directly. • use your own wording (summarise or paraphrase) to explain or discuss what someone has said. Page numbers should be provided if the summarised or paraphrased material appears in specific pages or sections of a work. If you copy an entire table, chart, diagram or graph or if you take only some of the data contained in such sources, you must provide a reference. Sources such as journals, books, encyclopedias, computer programs and software, information from the internet, reports, newspapers, interviews, radio and television must be cited in the body of your paper and detailed in a reference list at the end. Information from Deakin study guides and readers must also be acknowledged. The author–date (Harvard) style consists of two elements: 1. in-text citations in the body of the paper 2. a reference list at the end of the paper giving...
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...was designed to develop the skills required to improve students’ comprehension of narrative text through the use of the Question Answer Relationships (QAR) comprehension strategy. The focus was primarily on assessing students’ improvement in Reading Comprehension after learning a comprehension strategy and also to determine students’ willingness to apply the/a newly learnt strategy for comprehension tasks in a grade five classroom. As a result, the researcher will include the aforementioned strategy for all comprehension lessons that will be taught during the six week period which has been allotted. The researcher will keep track of all events during this period by way of journal entries for the purpose of reflection, record keeping and referral for follow-up lessons. An end of term exam will be designed accordingly and administered to students. Looking at the results of the post-test, even the weakest students showed a remarkable improvement in reading comprehension. Throughout the investigation students seem to be enjoying the activities and fully participating in all tasks. In conclusion the use of Question Answer Relationship comprehension strategy is a reliable asset for improving students’ reading comprehension of narrative text. Schools and teachers specifically should seek to include such a strategy in their reading comprehension lessons to assist students’ understanding of narrative texts. Acknowledgments I would like to thank the many persons who rallied around...
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