Category: Nursing

“BILL OF RIGHTS ” DISCUSSION POST

Discussion Activity
 10
:
 
“BILL OF RIGHTS 
“
(20 POINTS)

Round Table Discussion on the influence of the Founding documents (Declaration of Independence, and the U.S. Constitution, including the Bill of Rights) on the development of the International Bill of Rights with a focus on modern slavery (human trafficking). 

Review the slavery and slave trade provisions of the International Bill of Rights 
(made up of the Universal Declaration of Rights (UDHR) and the Civil and Political Rights (1966) and Economic, Social, and Cultural Rights (1966) treaties) 
and the U.S. Department of State’s annual Human Trafficking Report
 and focus on the federal government’s efforts (U.S. President and U.S. Congress) to address modern slavery (human trafficking).

Office to Monitor and Combat Trafficking of Persons

 2024 Trafficking in Persons Report – United States Department of State
 
 and Select Country

 
Universal Declaration of Human Rights 

Covenant on Civil and Political Rights (ICCPR) 

International Covenant on Economic, Social and Cultural Rights (ICESCR)

UN Protocol to Prevent, Suppress and Punish Trafficking in Persons

Once you have reviewed the resources listed above, in the Discussion Forum–“The Monocle,” you will write a two (2) or three (3) paragraph essay summarizing what the United States’ Government is doing to address this problem and provide some specific examples.
  Also, share your thoughts whether you think Congress and the President are doing enough to combat this problem in our country.  You may also provide some recommendations to help solve this complex problem.  
Please make sure to include a reference(s).

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“BILL OF RIGHTS ” DISCUSSION POST

COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

INTERPERSONAL COMMUNICATION

The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

Introduction

Listening is more than hearing, it’s an energetic and intentional process that builds the way we connect, direct, and engage with the world around us. The Listening Styles Profile-Revised (LSP-R) defines the behaviors of listening as four styles: relational, analytical, task-centered, and critical. Understanding how each style influences individual communication has the potential to enhance our empathy, sharpen our minds, and enhance our engagement in civic and leadership contexts. In this essay, I reflect on my LSP-R scores, analyze my listening experience of Shomari Payne’s TEDx talk . The Inheritance of Poverty, inspect obstacles which interfered with my engagement, and graph paraphrasing exercises to confirm understanding. Combined, these reflections identify my strengths and weaknesses as an active and reflective listener.

Listening Styles and My LSP-R Results

The LSP-R scores indicated clear evidence of my tendencies toward listening. I scored 42/42 on relational, analytical, and critical listening, while my task-oriented score was 22/42, the lowest among the four.

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Relational Listening – 42/42

Relational listening is about emotional connection and empathy. This score solidified that I truly empathize with people on an emotional level. While I was sitting through Payne’s TEDx presentation, I was not just hearing his words, I was feeling him on an emotional level. It speaks very much to my passion for servant leadership and advocacy for the marginalized.

Analytical Listening – 42/42

Analytical listeners place a premium on exact reasoning and consider several viewpoints before drawing conclusions. I tend to utilize this style in listening to political systems, making policy interpretation, or drafting strategic civic forums. My score indicates how much I appreciate clarity and accuracy in intricate conversations.

Task-Oriented Listening – 22/42

Task-oriented listening is effectiveness and goal achievement oriented. Scoring lowest on this was surprising in light of my strategic approach, but it indicated that in listening, I am more concerned with depth than speed. My mind naturally gravitates towards knowing and understanding in depth more than acting in haste.

Critical Listening – 42/42

Critical listening is assessing credibility and logic. A perfect score of 42 in this area shows my tendency to critique concepts and look at complicated  stories particularly regarding systemic problems such as inequality and poverty.

Reflection

My findings show that I am emotionally intelligent and intellectually resilient in my engagement. The lower task-oriented score was a reminder that listening is not just about answering quickly, it’s about actually getting context and human beings. This balance is key to inclusive leadership and reflective conversation.

Listening Styles in Action: Analyzing the TEDx Talk

Of the four styles, I was most attracted to relational and  critical listening, both of which align with my highest scores on the LSP-R. COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

 

Relational Listening

Payne’s own reflections regarding generational poverty and his own emotional vulnerability drew me to him. I found myself relating fully to his message, reflecting on civic empowerment and pondering how his story could be translated into youth participation and forums. By doing so, it allowed me to listen empathetically and carefully.

Critical Listening

I also made a deliberate evaluation of the sense and structure of Payne’s communication. His poverty metaphor of being passed “like a family heirloom” encouraged me to analyze institutional barriers and apply his story to broader political education methods. Such a tone helped me read sense as well as his words.

 

Alignment with My Scores

Yes, my LSP-R results paralleled exactly what I experienced. My high relational and critical results were exactly present as I listened, and my lower task-oriented result was present in how I let the message develop instead of requesting instantaneous takeaways.

Listening Breakthrough: Controlling Fast Thinking

One of the main obstacles I encountered during the talk was fast thinking, the psychological inclination to think faster than the pace of the speaker.

Occasionally, Payne’s zealous narration caused my mind to leap ahead, connecting his experience to policy, civic ideas, and workshop design before he had finished making his point. While these thoughts were helpful, they briefly pulled me away from deep listening.

 

In order to stay anchored, I paused the video, took notes, and rewound sections. This allowed me to be in the moment and gave me greater insight into how to manage cognitive speed when listening intensely.

Paraphrasing Messages: Factual and Personal Reflection

As outlined in section 8.4.3 of the textbook, paraphrasing occurs in two forms:

Factual paraphrasing- summarizes the speaker’s core content.

Personal paraphrasing- expresses the speaker’s underlying thoughts, emotions, or desires.

Factual Paraphrase:

“So you’re saying poverty isn’t just about money, it’s a generational cycle influenced by broken systems and lack of opportunity.”

This paraphrase captures Payne’s underlying message about systemic poverty.

Personal Paraphrase:

“It appears that you sense a deep sense of responsibility not just to transcend your history, but to also honor your family’s strength and help other individuals to transcend the same obstacles.”

This paraphrase captures the emotional richness and mission of Payne’s experience and message.

 

Both of these paraphrases reflect how I received his message, not just intellectually, but empathetically affirming my commitment to listen with understanding and empathy.

Conclusion

Listening is a multifaceted skill that is shaped by emotion, intellect, and purpose. Through my LSP-R test and analysis of Dcd Info Graphics founder Shomari Payne’s TEDx talk, I’ve observed I communicate most deeply through relational and critical listening. These styles support my work in civic leadership and community-building, where empathy and discernment are key. Despite barriers like rapid thought, I’ve strengthened my awareness and developed practical strategies to remain present. Ultimately, listening is a powerful tool for systemic change, personal growth, and social understanding, and I’m committed to cultivating it every day. COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

 

 

Instructions

Assignment 2 Listening

For this assignment, you will reference the 
video you chose to review
 from the options provided and the 
Listening Styles Profile (LSP-R)
 assessment you completed last week. If you did not complete the LSP-R assignment, or you did not watch one of the 
videos
 on the “Exercise Your Listening” page, go back to the last topic and complete these two activities, they are linked above.

The assignment will focus on listening styles (task-oriented, relational, analytical, critical); your LSP-R assessment, listening barriers, and paraphrasing.

Writing Assignment Instructions:

In the first part of your paper, define the four listening styles using your textbook, and discuss your LSP-R scores for each of the listening styles. Each listening style should be a separate paragraph. In your discussion, provide your scores for each of the listening styles. Which styles did you score higher in? Which styles did you score lower in? What surprised you about your results on the LSP-R? Based on this data, what do you conclude about your listening?

In the next part of your paper, identify at least two listening styles you engaged with when watching the video. Provide supporting details as to why those styles were the ones you identified with most. Also, did your scores on the LSP-R agree with your experience watching the video? Why or why not? Be sure to include supporting details and specific examples to support your findings.

The listening chapter identifies several barriers we encounter when it comes to listening (information overload, personal concerns, noise, rapid thought). In the third section of your paper, identify at least one barrier you experienced when listening to the video. Be sure to include supporting details and specific examples to support your findings. COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

The listening chapter informs us about paraphrasing messages we believe the speaker sent. In the last part of your paper, think about the overall messages in the video that you listened to. In section 8.4.3, your textbook identifies two types of paraphrase. The first is a paraphrase of factual information, or summarizing the content of what the speaker was talking about. The second, and more difficult type of paraphrase, is a paraphrase of personal information where you paraphrase the underlying message about the speaker’s thoughts, feelings and wants.  In this paragraph of your paper, define each type of paraphrase and provide an example of each, as you would say it back to the speaker in a conversation. Provide one of each type of paraphrase about what the speaker said in the video. (Note: Remember, you are paraphrasing…NOT “parrot-phrasing” or repeating exactly what you just heard in the video! Use your own words.) Show in your paraphrasing that you can accurately restate key ideas or emotions in your own words to confirm understanding and show engagement with the speaker’s perspective.

Additional Details:

Your paper should be typed, 3-5 pages long, and double spaced.

The paper should also be proofread, and mistakes in grammar, spelling, sentence structure, formatting and other areas of paper mechanics should be kept to a minimum.

Include a complete introduction to the paper that includes a thesis statement introducing the main ideas of the paper. Organize the body of the paper into main ideas that fit with your thesis statement. Include a conclusion to the paper that reviews and summarizes the paper.

In each section, your instructor will also evaluate your inclusion of additional, academic evidence to support the minimum requirements.  Evidence may include additional information from the textbook, personal experiences analyzed regarding the concept, or specific examples from the LSP-R activity.

Include proper in-text citations in either APA or MLA format; be certain that you include the textbook definitions of the concepts you use and that you cite these definitions correctly. Sources that you Google or other external sources will not be accepted, we expect you to use your required course textbook, Interplay, 16th Edition. A works cited or reference page should be included at the end of your paper.

Please refer to the Grading Rubric to understand what your instructor expects: COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

COM 2206 Assignment 3 Conflict Management – interpersonal communication

Assignment 3 | Conflict Management

Instructions

Assignment 3: Conflict Management

Chapters 12 & 13 Video and written submission

This assignment involves two parts: a written analysis of how an interpersonal conflict was handled, how it could have been managed more effectively, and a video submission presenting an apology  This must be a 1-3 minute video submission as well as the 1.5-3 page written portion detailed in section one.  Please complete the entire written portion and analyze the conflict management before you record the apology. Submissions that do not include a video will not be accepted. Videos may not exceed four minutes.

Think of this assignment as your final exam, you are answering an essay question and submitting a demonstration.  You will use ideas and skills you have learned in all 13 chapters this semester.

Part One: Written submission

First, think about an interpersonal conflict that you have been involved in or witnessed that did not go well; it resulted in relational dissatisfaction. Remember that the conflict you select must meet all parts of the definition of interpersonal conflict. If you cannot think of a situation in your own life, consider using a situation from a movie.

 

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Examples work best if both parties, you and the other person, or both of the people in the conflict you witnessed, could have managed the conflict better. Choose a situation where no one used collaboration to begin with, and a situation where collaboration would be possible. For example, a break up is not going to work for this example, as the parties are no longer interdependent and collaboration is not possible.  However, an argument about the caterer for a wedding is a good choice.  Many times, this paper is infinitely easier or more difficult based on the choice of the example.

In the written submission:

Identify and explain how the scenario meets the features of the definition of interpersonal conflict (see Section 12.1) and identify the incompatible goals and scarce resources between the two parties in the conflict.

Identify and explain the conflict management style (see section 12.2) used by each person in the situation.

Identify and explain which defensive climate behaviors (see section 13.3) you see demonstrated by each person in situation. Identify at least two.

COM 2206 Assignment 3 Conflict Management – interpersonal communication

Then, analyze the following and discuss how the conflict could have been managed better:

Show the use of collaboration (see section 12.1), and identify in your analysis how each party could demonstrate collaboration. Make sure to define collaboration as part of your analysis.

Demonstrate the first three steps of the seven step, win-win problem solving method (see section 12.4). In the analysis, explain how you could define your needs and what you might say to explain your needs to the other person.  Explain how you will more effectively listen to their needs. Make sure to explain what each step is and how you are using it.

Show the use of the opposite, supportive behaviors (see section 13.3) than the ones demonstrated in the initial situation. For example, if you saw the use of evaluation, explain how description could be used. Identify the supportive behaviors each party could have used and what they could say or do to demonstrate that supportive behavior. Make sure to define the supportive behaviors as part of your analysis.

Also analyze and explain how the two of you could transform the conflict management to maintain a healthy, supportive relationship in the future. This allows you to demonstrate your understanding of Chapters 12 and 13. You may also reference ideas from the perception, listening, verbal communication, nonverbal communication, emotions, culture, or other chapters this semester. Remember to use in-text citation when you refer to ideas you read about in the textbook.

This submission should be 1.5-3 pages, double spaced. This is not a formal essay, it does not need an introduction or a conclusion. However, your ideas should be organized as complete sentences in complete paragraphs, following traditional English writing conventions. In-text citation of the textbook (external sources are not accepted, use the definitions and concepts in your textbook) and a Works Cited entry are required, and may be APA or MLA in format.

Part Two: Accompanying video submission

Next, create your own 1-3 minute video where you apologize to the other person for handling the conflict poorly. If you are not using a personal example, adopt the point of view of one of the people in the conflict.

This should be a sincere apology (as described in Chapter 10), delivered as if you were sending the video to that person, and you should use appropriate nonverbal communication in the video. Consider empathy, how would you feel if you were them? How would you want someone to apologize to you? Show that you understand empathy and that you can practice it in communication in your video. Remember that an apology should include:

an acknowledgement of responsibility, using I language

an offer or repair, explaining how you will manage the conflict more effectively

an expression of regret that is sincere and demonstrates empathy

In the video, show:

Show that you understand nonverbal delivery and that you can use various nonverbal channels appropriately. (See Chapter 7)

Show that you understand how empathy influences communication behavior, and that you can understand how the other person’s point of view is different from yours. (See Chapters 3 and 4)

We recommend using the video submission tool in eLearn to make your video. Instructions for video submission are below. We also recommend using Zoom to record your video if you prefer to keep the video in the cloud. We do not recommend the use of a camera to record a video, and you may use your smartphone if you can convert the file to an .mp4 format.

Submit the completed video to the eLearn assignment along with your written submission.

To post a video:

You may upload your video file or record a video directly into this Assignment tool.

Choose Upload if you have recorded your video outside of eLearn. Navigate to the folder containing your MP4 file.

Choose the “Record” button and select the “Video” option to record your video within the Assignment tool.

This assignment is worth 
200 points 
and will be graded according to the attached rubric.

COM 2206 Assignment 3 Conflict Management – interpersonal communication

Due on Aug 2, 2025 5:00 PM

Available until Aug 2, 2025 5:05 PM. 
Submission restricted after availability ends.

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Rubric Name: Assignment 3: Conflict Management

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Criteria

Level 1

Level 2

Level 3

Level 4

Level 5

Criterion Score

Definition of Conflict

0.00 points

The submission does not address the definition of conflict.

 

0.01–13.33 points

The definition of conflict is not explained, only listed.

13.34–14.67 points

The  definition of conflict is identified and explained.

 

14.68–17.33 points

Each feature of the definition of conflict is identified and explained AND are correctly applied to the example. The student provides some evidence to support the analysis.

17.34–20.00 points

Each feature of the definition of conflict is identified and explained AND correctly applied to the example. The student provides excellent evidence and analysis to support the evaluation.

Score of Definition of Conflict,

/ 20

Conflict Management Strategy and Collaboration

0.0 points

The paper does not address the conflict management strategies.

0.1–19.5 points

The conflict management strategy used initially is not explained, only listed. Collaboration is present but not addressed.

19.6–22.5 points

The conflict management strategies initially used are identified and explained. Collaboration is correctly applied and explained.

22.6–25.5 points

The conflict management strategies initially employed are identified, explained AND correctly applied to the example. Collaboration is correctly applied, defined, and some analysis is present.

25.6–30.0 points

The conflict management strategies used initially are identified, explained AND correctly applied to the example. Collaboration is applied clearly and competently, is defined, and excellent analysis is provided.

Score of Conflict Management Strategy and Collaboration,

/ 30

Win-Win Problem Solving

0.00 points

The student does not address win-win problem solving.

0.01–13.33 points

Win-win problem solving is demonstrated in some way.

13.34–14.67 points

Some part of the first three steps in the Win-Win Problem solving method are demonstrated adequately and addressed in the analysis.

14.68–17.33 points

The first three steps of Win-Win Problem solving are demonstrated and addressed in the analysis, with evidence.

17.34–20.00 points

The first three steps of Win-Win Problem solving are competently demonstrated and addressed in the analysis, with excellent evidence.

Score of Win-Win Problem Solving,

/ 20

Supportive Climate Behaviors

0.0 points

The student does not identify any alternative supportive or defensive behaviors.

COM 2206 Assignment 3 Conflict Management – interpersonal communication

0.1–19.5 points

The student identifies the initial defensive behavior and an alternative supportive behavior but does not define or explain the behavior and/or does not evaluate the behaviors.

19.6–22.5 points

The student identifies the initial defensive behavior and an alternative supportive behavior and includes an explanation of the behaviors BUT does not evaluate the behavior and provide evidence to support his or her reasons for selecting the defensive and supportive behaviors.

22.6–25.5 points

The student identifies the initial defensive behavior and the corresponding alternative supportive behavior and includes a clear definition of each behavior.  The student provides evidence to support his or her reasons for selecting each behavior and addresses why the supportive behavior is likely to reduce defensiveness.

25.6–30.0 points

The student identifies the initial defensive behavior and the corresponding alternative supportive behavior and includes a clear definition of each behavior.  The student provides excellent evidence and compelling analysis to support his or her reasons for selecting the defensive and supportive behavior and clearly and completely explains why the supportive behavior is likely to reduce defensiveness.

Score of Supportive Climate Behaviors,

/ 30

Video Apology

0.00 points

No apology is included.

 

0.01–13.33 points

An apology is included. It does not demonstrate appropriate nonverbal communication and/or empathy.

13.34–14.67 points

An apology is included.  Adequate nonverbal communication is used and some empathy is expressed.

 

14.68–17.33 points

A sincere apology is included; nonverbal communication and empathy are correctly applied.

17.34–20.00 points

A sincere and compelling apology is presented. Nonverbal communication is appropriate and empathy is clearly expressed.

Score of Video Apology,

/ 20

Diverse Opinions and Conflict Management

0 points

The submission to demonstrate any diverse opinions and/or language consistent with demonstrating an understanding of diverse opinions.

1–13 points

Demonstrates difficulty with recognizing and/or respecting diverse opinions.

14–15 points

Recognizes diverse opinions and uses language and tone to demonstrate respect and/or understanding of multiple viewpoints but may lack sufficient evidence.

16–17 points

Recognizes diverse opinions and uses language and tone to demonstrate respect and understanding of conflicting opinions and multiple viewpoints with some supporting evidence.

18–20 points

Recognizes diverse opinions and uses language and tone to consistently demonstrate respect for, and facilitate understanding of, conflicting opinions and multiple viewpoints with excellent supporting evidence.

Score of Diverse Opinions and Conflict Management,

/ 20

Message Composition

0 points

The submission is either not complete or lacks clarity and logical sequence.

1–13 points

Composition of the message (theme, logic, and a sequence of points with transitions) is unclear, not included in their entirety or is only intermittently observable.

14–15 points

Composition of the message (central theme, main ideas, and a logical sequence of points with transitions) is observable throughout.

16–17 points

Composition of the message (clear central theme, clearly identifiable main ideas, and a logical sequence of points with smooth transitions) is adequate and consistently observable throughout.

18–20 points

Composition of the message (clear central theme, clearly identifiable main ideas, and a logical sequence of points with smooth transitions) is superior and observable throughout.

Score of Message Composition,

/ 20

Message Delivery

0 points

The submission does not meet the minimum standards of effectively communicating the central message or was not completed.

1–13 points

The message delivery incorporates grammatically incorrect, inarticulate language that ineffectively communicates the central message.

14–15 points

The message delivery incorporates minimal errors in grammar and includes language that is understandable and is able to communicate the central message.

16–17 points

The message delivery incorporates grammatically correct and consistently thoughtful language that is understandable and effectively communicates the central message.

18–20 points

The message delivery incorporates grammatically correct, articulate, imaginative language that is easily understandable and effectively communicates the central message in a compelling manner.

Score of Message Delivery,

/ 20

Citation

0 points

The submission includes no citation of any sort.

1–13 points

There is some attempt at citation, BUT: a significant number of concepts are not cited; OR there is no in-text/oral citation; OR paraphrases are not cited.

14–15 points

Some attempt at citation is included for most concepts used in the submission that are originally explained in a printed source AND most of these ideas are cited, whether they are paraphrased or directly quoted AND in-text/oral citation is used but it is not in a recognizable style and/or a Works Cited may not be included.

16–17 points

In-text citation is included for most concepts used in the submission that are originally explained in a printed source AND these ideas are cited, whether they are paraphrased or directly quoted, AND the citation uses the style correctly, though there are some format errors AND a Works Cited is included, though there are some format errors.

18–20 points

In-text citation is included for all concepts used in the submission that are originally explained in a printed source AND all of these ideas are cited using correct  citation, whether they are paraphrased or directly quoted AND the citation is in correctly formatted  style AND a correctly formatted Works Cited is included.

Score of Citation,

/ 20

Total

Score of Assignment 3: Conflict Management,

/ 200

Overall Score

Level 5

180 points minimum

Level 4

160 points minimum

Level 3

140 points minimum

Level 2

120 points minimum

Level 1

0 points minimum COM 2206 Assignment 3 Conflict Management – interpersonal communication

Listening Styles

We talk about different styles of listening for two important reasons. The first reason is that recognizing the different styles that exist allows us to hone our skills in different directions, to practice adaptability. The second reason is that understanding the different styles of listening will help us recognize when these styles are required. Therefore, we are able to recognize what style of listening is demanded and which skills to use in a particular situation. We are working on becoming more effective listeners

Listening

Over many years of scholarship, many listening scholars have contributed to our understanding of various “styles” or “types” and, while the exact names change, we have been pretty consistent in determining a set of skills that make us better listeners.

Beyond the mindful nature of listening, and the awareness that listening is an active process, we can examine the styles currently used in the LSP-R to see that certain skills are necessary. One is focus, that we can collect and remember information. Another is observation, noticing inconsistencies and errors. We also need to have patience, to hear all that the speaker has to say and give it due consideration before forming judgments. Finally, and some would say most importantly in interpersonal communication, we need to have compassion and a deep understanding of the other.

Those skills show up as four styles, Task-Oriented listening, Critical listening, Analytical listening, and Relational listening. All of these skills are critical if we want to be better listeners. The LSP-R is not about determining what style is best, it is about critically assessing which skills you already have, and which ones you are developing.

Task Oriented Listening

The skills you use here are all about getting something done, which means you are working on the process of listening with a focus on remembering what you heard. See the textbook and LSP-R activity to learn more about this style.

 

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Critical Listening

The goal of critical listening is to evaluate what the speaker is saying. Critical listening is more active since it involves some sort of problem-solving or decision-making. A large part of task-oriented listening deals with getting information – critical listening is about attending to that information and making a judgment. When the word ‘critical’ is used to describe listening, it does not necessarily mean that you believe that the information you are listening to is somehow incorrect or flawed. Critical listening means you are listening and asking yourself questions such as, ‘What is the speaker trying to say?’ or ‘What is the main argument being presented?’ See the textbook and LSP-R activity to learn more about this style.

Analytical Listening

Easily one of the more difficult styles, analytical listening focuses on gathering all of what the speaker has to say, considering it from multiple perspectives, and considering the entire message. Here, we are focused on withholding judgment. For most people, this is the skill that is most difficult to achieve. We have been trained to make quick decisions, and this style demands that we do not decide anything, just that we listen to all of the facts and gather the entire meaning of the message. See the textbook and LSP-R activity to learn more about this style.

Relational Listening

The primary skill in Relational listening is empathy. Empathic listening involves attempting to understand the feelings and emotions of the speaker – to put yourself into the speaker’s shoes and share their thoughts. Empathy is a way of deeply connecting with another person. Empathy is not the same as sympathy, empathy requires that a listener understand another person’s point of view. We will learn more about empathy as a skill in the third module of the course. To learn more about relational listening, see the textbook and LSP-R activity.

 

In this short video, Simon Sinek helps us understand how listening interpersonally works from a relational perspective. [5:12]

Sinek, S. [Simon Sinek]. (2021, Oct 27). 
The Art of Listening 
[Video]. YouTube. https://youtu.be/qpnNsSyDw-g?si=IIW-pvfTstcuEcYb

Communication Model example

The Model of Communication

There are a number of descriptions and explanations of the transactional model, usually, they are drawing a comparison of the transactional model to earlier models, such as the linear model of communication.  What everyone agrees on is that the transactional model emphasizes that communication is an ongoing, transactional process where two people are
simultaneously
 sending and receiving messages.  This means that we will define each of the elements, such as sender, receiver, and messages.  However, by breaking down the model into elements, it is a bit misleading!  We must constantly remember that this process is dynamic, unique, and messy!  The model makes everything simpler to understand but it cannot fully capture the chaos that exists every time we communicate with someone else.

ModelofCommunication

Senders and Receivers

In any face-to-face conversation, the people talking to each other are simultaneously sending and receiving messages.  The 
sender (transmitter) 
is the person who originates the message and the 
receiver (receptor)
 is the listener.  However, at any time the receiver (person B) might make a face in response to the sender(person A)’s message.  This means that now, person B has sent a nonverbal message to person A, effectively making person B the new sender and person A the new receiver.  For the purposes of simplicity, we usually just decide to refer to the two communicators, who are both sending and receiving messages.

Message

The 
message
 is the verbal or nonverbal information or behavior that is being sent and received.  The message, however, does not contain meaning.  It is just a set of words, gestures, images or behaviors.  The meaning actually lives in the people who either send or receive messages and each person may perceive the message as having different meanings.

Encoding and Decoding

Messages are 
encoded 
by the sender, that means that the sender takes their thoughts or feelings and turns them into words, facial expressions, or other types of messages to send the message to the receiver.  The original meaning is encoded and turned into a message that can travel through a channel to the receiver.  The receiver then 
decodes 
the message, translating it into what they think it means.  Note that there is plenty of room for error in encoding and decoding a message because meaning is also effected by the context, channel, and noise in the situation Communication Model example.

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Feedforward and Feedback

The message is sent using 
feedforward
, this just means that the original message is sometimes also called feedforward.  The real key here is understanding 
feedback
, the response sent by the receiver back to the sender.  If you say hi to someone and they smile, they have sent you feedback to acknowledge your message.  The smile is the feedback.  In the later chapters of the book, we will examine responses much more closely and in greater detail.

Channel

Any time we send an encoded message to someone else, we are using a 
channel
, or a vehicle, to send that message.  Channels occur in many types and they are often ranked on a scale of richness.  A rich channel actually contains many possible channels while a lean channel has relatively few possible channels.  When a message is sent face-to-face, you can hear the person’s paralanguage, see their facial expressions, posture and body movements and you can also touch that person, gauge their distance from you and watch many other nonverbal channels.  All of that information means that the channel is rich, and you have many ways to evaluate what you think the sender meant when they sent their message.  A text message is an excellent example of a very lean message.  It consists of verbal characters and emojis.  You have stripped out most nonverbal and verbal channels, or ways to get additional information.  This makes it much more likely that the message the sender encoded and the one you decoded won’t match up as well.

Perceptual Filters

Channels aren’t the only thing that can influence accuracy in messages, our own minds also play a role.  Our 
perceptual filters 
consist of our own experiences, thoughts, beliefs, values, and predispositions that influence how we decode messages.  For example, people who love cats hear “cat” and think warm and fuzzy, but not everyone shares that perceptual filter.  People who hate cats are not thinking good thoughts when they hear “cat.”

Noise

As you communicate with someone else, you experience 
noise 
or anything that may interfere with the message, on many different levels.  
Physical 
noise is anything in the physical environment, like a loud bus driving by behind you as you talk to someone on campus. 
Psychological 
noise is noise created in our own minds by our emotions or psychological state.  For example, when you feel anxious, you probably have a hard time focusing on your friend’s story about something that happened to them today. 
Physiological 
noise is the noise created by our bodies or our physical state at the time.  Feeling tired or hungry definitely influences our ability to pay attention and understand someone’s message or to successfully encode our own messages.

Context

Every interaction we have with someone else occurs in a 
context
 or an environment, and many elements of that environment shape our messages and their meanings.  Some elements of the context are 
physical
, and have to do with your actual location; having a conversation on the street is different from having a conversation in a quiet library.  Some elements are historical, the 
historical 
context is created by any of our previous interactions with the person.  I know that my son is very excited about his new chapter book, 
The Haunted Library
 because we have talked about it several times.  When he says something about “my chapter book” I know what he means because of our historical context, I can refer to past conversations.  The 
cultural and societal 
elements of the context in the model involve our culture, or our sets of norms, values, language and symbols, as well as the way that we socially interact according to our cultural beliefs.  This means that we encode and decode messages based on the cultural rules we know.  If you encode a message based on your American culture, and the receiver is decoding the message based on her Indian culture, you two may arrive at very different understandings of the same message Communication Model example.

Assignment 1 | Love in a Pod

Instructions

Assignment 1 Chapters 3 & 4

You’re feeling adventurous and curious about the idea of meeting new people, even though you’re content with your current situation, whether you’re single, in a relationship, or married. While watching your favorite reality show, Love in a Pod, you come across a casting call for the new season. Just for fun, you decide to submit an audition video. Then, on a random day, to your surprise, you get a call from the casting director … and you’ve made it to the second round of interviews! (If you’re in a relationship or married, don’t worry—this is purely an exercise in imagination, focusing on how you would present yourself based on your self-concept. Consider how you might feel if you ever had to start dating again, or even imagine going through this fun process with just you and your significant other before you got into the relationship. Remember, it’s all hypothetical!

The casting team asked you to prepare another video to highlight more of who you are. More specifically, they want you to describe yourself based on what they call “pods.” These four pods include your culture, gender, reflected appraisals, and social comparisons.

In addition, the producers have requested you to include a profile essay for them to review in collaboration with your video. For this essay, you will need to define, explain, and apply the term for each of the four pods – culture, gender, reflected appraisals, and social comparisons. Remember to include an introduction and conclusion paragraph. With your adrenaline flowing about the possibilities of love becoming your reality, you excitedly get started on the assignment.

NOTE
: For this assignment, you will 
ONLY submit the essay
, not your casting video.

Step One
: First, describe in one paragraph why you want to be/would be a great contestant on 
Love in a Pod.
 Provide enough detail so the casting team knows what your motivation is and can get a genuine perspective on your emotions if you were to find a love match on the show. In this same paragraph, make sure to provide the textbook definition for self-concept. Thirdly, list at least ten (10) items you would consider as part of your “self-concept characteristics.”

Step Two
: Categorize the contents into the 
four pods
 in which our self-concept develops: culture, gender, reflected appraisal, and social comparison. In paragraph format, explain how those 
four 
of those items from your list came to be part of your self-concept. For example, if 
outgoing 
is a characteristic you select, then you may begin: “As compared to many, I have a very outgoing personality and believe I would be an easy person to share with and get to know.” You would also want to be sure to discuss that this falls into the category of social comparison. From your list, be sure to include at least one self-concept characteristic that fits into each of the four pods, thereby representing all four categories of development. In addition, provide a textbook definition for each of the four pods: culture, gender, reflected appraisal, and social comparison. Each characteristic description and explanation will encompass a healthy paragraph or two. Defend each of your four explanations with detailed and specific examples as to how the characteristic is part of your self-concept and how it is relevant to you as a contestant on 
Love in a Pod
.

You are also asked to include a picture/image to represent each pod. (Note: These pictures may come from your social media accounts or google images that are representative of each pod.) Please include the images in either the body of the paper, the end of the paper, or as attachment to the Assignment dropbox.

Your paper should be typed, 3-4 pages long, and double spaced.

The paper should also be proofread, and mistakes in grammar, spelling, sentence structure, formatting and other areas of paper mechanics should be kept to a minimum.

Include a complete introduction to the paper that includes a thesis statement introducing the main ideas of the paper. Organize the body of the paper into main ideas that fit with your thesis statement. Include a conclusion to the paper that reviews and summarizes the paper.

Include proper in-text citations in either APA or MLA format; be certain that you include the textbook definitions of the concepts you use and that you cite these definitions correctly. Sources that you Google or other external sources will not be accepted, we expect you to use your required course textbook, Interplay, 16th Edition. A works cited or reference page should be included at the end of your paper.

This assignment is worth 
100 points
. Please refer to the Grading Rubric to understand what your instructor expects.

 

Criteria

Level 1

Level 2

Level 3

Level 4

Level 5

Criterion Score

Self-Concept and Explanation with 10 Characteristics

0.00 points

Characteristics and/or definition were not included in the assignment.

0.01–3.25 points

Most of the characteristics are not present in the list. Definition may be missing or incomplete.

3.26–3.75 points

Some of the characteristics are listed. The definition is provided but may be incomplete. Minimal explanation about the self-concept is included.

3.76–4.25 points

All 10 characteristics are listed in the assignment. Explanation is provided for each characteristic. The definition is provided. There is some explanation for why the characteristics would be beneficial as a contestant.

4.26–5.00 points

All 10 characteristics are listed. The student defines self-concept in a way that is clear and complete. The student explains how the characteristics will help them be a successful contestant.

Score of Self-Concept and Explanation with 10 Characteristics,

/ 5

Pod # 1 Gender

0 points

The pod is not addressed in the paper.

1–9 points

There may be an attempt to explain gender but the definition is not provided and an example is not provided OR a definition is provided but a relevant example is not provided OR there is no link between the definition, example and image or symbol.

10–11 points

The paper might include an attempt to explain the pod and fail to define the pod. A characteristic is provided that is not explained and/or related to the pod. The relationship between the pod and the characteristic may be unclear or there may be a lack of evidence incorporated to support the application of the characteristic to the pod.

12–13 points

The paper defines the pod correctly. At least one specific characteristic is explained and related to the pod. The paper addresses the relationship between the characteristic and the pod. Evidence is incorporated to support the application of the characteristic to the pod.

14–15 points

The paper correctly defines the pod AND explains it clearly and completely. At least one specific characteristic is explained as an example of the pod. The paper demonstrates a correct understanding of the pod AND explains the relationship between the characteristic and the pod with evidence. Additional evidence is skillfully incorporated to support the application of the characteristic to the pod.

Score of Pod # 1 Gender,

/ 15

Pod # 2 Culture

0 points

The pod is not addressed in the paper.

1–9 points

There may be an attempt to explain the pod, but the definition is not provided. Or a definition is provided but a relevant characteristic is not provided. Or there is no link between the definition, example and the characteristic.

10–11 points

The paper might include an attempt to explain the pod and fail to define the pod. A characteristic is provided that is not explained and/or related to the pod. The relationship between the pod and the characteristic may be unclear or there may be a lack of evidence incorporated to support the application of the characteristic to the pod.

 

12–13 points

The paper defines the pod correctly. At least one specific characteristic is explained and related to the pod. The paper addresses the relationship between the characteristic and the pod. Evidence is incorporated to support the application of the characteristic to the pod.

14–15 points

The paper correctly defines the pod AND explains it clearly and completely. At least one specific characteristic is explained as an example of the pod. The paper demonstrates a correct understanding of the pod AND explains the relationship between the characteristic and the pod with evidence. Additional evidence is skillfully incorporated to support the application of the characteristic.

Score of Pod # 2 Culture,

/ 15

Pod # 3 Reflected Appraisal

0 points

The pod is not addressed in the paper.

1–9 points

There may be an attempt to explain the pod, but the definition is not provided. Or a definition is provided but a relevant characteristic is not provided. Or there is no link between the definition, example and the characteristic.

10–11 points

The paper might include an attempt to explain the pod and fail to define the pod. A characteristic is provided that is not explained and/or related to the pod. The relationship between the pod and the characteristic may be unclear or there may be a lack of evidence incorporated to support the application of the characteristic to the pod.

12–13 points

The paper defines the pod correctly. At least one specific characteristic is explained and related to the pod. The paper addresses the relationship between the characteristic and the pod. Evidence is incorporated to support the application of the characteristic to the pod.

14–15 points

The paper correctly defines the pod AND explains it clearly and completely. At least one specific characteristic is explained as an example of the pod. The paper demonstrates a correct understanding of the pod AND explains the relationship between the characteristic and the pod with evidence. Additional evidence is skillfully incorporated to support the application of the characteristic.

Score of Pod # 3 Reflected Appraisal,

/ 15

Pod # 4 Social Comparison

0 points

The pod is not addressed in the paper.

1–9 points

There may be an attempt to explain the pod, but the definition is not provided. Or a definition is provided but a relevant characteristic is not provided. Or there is no link between the definition, example and the characteristic.

10–11 points

The paper might include an attempt to explain the pod and fail to define the pod. A characteristic is provided that is not explained and/or related to the pod. The relationship between the pod and the characteristic may be unclear or there may be a lack of evidence incorporated to support the application of the characteristic to the pod.

12–13 points

The paper defines the pod correctly. At least one specific characteristic is explained and related to the pod. The paper addresses the relationship between the characteristic and the pod. Evidence is incorporated to support the application of the characteristic to the pod.

14–15 points

The paper correctly defines the pod AND explains it clearly and completely. At least one specific characteristic is explained as an example of the pod. The paper demonstrates a correct understanding of the pod AND explains the relationship between the characteristic and the pod with evidence. Additional evidence is skillfully incorporated to support the application of the characteristic.

Score of Pod # 4 Social Comparison,

/ 15

Message Composition

0.0 points

The paper does not include an introduction and conclusion.  The body of the paper is either not complete or lacks clarity and logical sequence.

0.1–6.5 points

Composition of the message (theme, introduction, and conclusion, and a sequence of points with transitions) is unclear, not included in their entirety or is only intermittently observable in the paper.

6.6–7.5 points

Composition of the message (central theme, introduction, and conclusion, and a logical sequence of points with transitions) is observable throughout the paper.

7.6–8.5 points

Composition of the message (clear central theme, introduction, and conclusion, and a logical sequence of points with smooth transitions) is adequate and consistently observable throughout the paper.

8.6–10.0 points

Composition of the message (clear central theme, introduction, and conclusion, and a logical sequence of points with smooth transitions) is superior and observable throughout the paper.

Score of Message Composition,

/ 10

Message Delivery

0.0 points

The paper does not meet the minimum standards of effectively communicating the central message or was not completed.

0.1–6.5 points

The message delivery incorporates grammatically incorrect, inarticulate language that ineffectively communicates the central message.

6.6–7.5 points

The message delivery incorporates minimal errors in grammar and includes language that is understandable and is able to communicate the central message.

7.6–8.5 points

The message delivery incorporates grammatically correct and consistently thoughtful language that is understandable and effectively communicates the central message.

8.6–10.0 points

The message delivery incorporates grammatically correct, articulate, imaginative language that is easily understandable and effectively communicates the central message in a compelling manner.

Score of Message Delivery,

/ 10

Citation

0.0 points

The paper includes no citation of any sort.

0.1–6.5 points

There is some attempt at citation, BUT: a significant number of concepts are not cited; OR there is no in-text citation; OR paraphrases are not cited. Assignment 1 | Love in a Pod

6.6–7.5 points

Some attempt at citation is included for most concepts used in the paper that are originally explained in a printed source AND most of these ideas are cited, whether they are paraphrased or directly quoted AND in-text citation is used but it is not in a recognizable style and/or a Works Cited may not be included.

7.6–8.5 points

In-text citation is included for most concepts used in the paper that are originally explained in a printed source AND these ideas are cited, whether they are paraphrased or directly quoted AND the citation is in MLA or APA style, though there are some format errors AND a Works Cited is included at the end of the paper, though there are some format errors.

8.6–10.0 points

In-text citation is included for all concepts used in the paper that are originally explained in a printed source AND all of these ideas are cited using correct in-text citation, whether they are paraphrased or directly quoted AND the citation is in correctly formatted MLA or APA style AND a correctly formatted Works Cited is included at the end of the paper.

Score of Citation,

/ 10

Images are included for each of the four pods.

0.00 points

No images are included.

0.01–3.25 points

An attempt is made, but not all images are included.

3.26–3.75 points

Images are included for each pod, but the relationship to the pod is not clear.

3.76–4.25 points

Images are included for each pod, and the relationship to the pod is clear.

4.26–5.00 points

Images are included for each pod, and the relationship to the pod is clear, and the image is addressed in the paper.

Score of Images are included for each of the four pods.,

/ 5

Total

Score of Assignment 1 Love in a Pod,

/ 100

Overall Score

Level 5

90 points minimum

Level 4

80 points minimum

Level 3

70 points minimum

Level 2

60 points minimum

Level 1

0 points minimum

Assignment 1 | Love in a Pod

Principles of Communication

A principle is a general idea that guide our behaviors. There are principles of physics, for example, that guide the understanding of motion and action. There are principles of interpersonal communication that are tied to the axioms or general laws of communication. These are overarching patterns or statements that serve as the underpinning of communication theory.

Michael Sackrison
 of the University of Colorado summarizes three principles by Watzlawick, Beavin and Jackson very succinctly. The three principles are:

One cannot 
not
 communicate.
 Everything one does is a message: activity or non-activity; words or silence – they all have message value. If you are in the presence of another person, you can choose not to respond verbally, but your nonverbal cues will sneak out – intentionally or accidentally.

There are both content and relationship aspects to communication.
 Content refers to the actual subject matter of what is being discussed. The relationship level of a communicative act has to do with how the two communicators view one another and how they convey it. When someone says something to you, we dissect the message: what was said and what do you think of the person who just said it.

Communication is either complementary or symmetrical.
 We either have some power over another person (complementary) or we are basically equals (symmetrical.) We expect people to use language that matches that perceived relationship. A judge can order us to pay a fine. A coach can demand that we run an extra lap. A friend can suggest a certain restaurant for dinner. Life gets complicated when people use language that does not fit the perceived relationship: If your Area Manager says, “Joe, be sure to pick up the trash in the parking lot before you clock out,” that comment would be expected from a supervisor. Your reaction would be very different, however, if your co-worker had said, “”Joe, be sure to pick up the trash in the parking lot before you clock out.”

Remember that interpersonal communication is a social science … which means that something only has to happen 95% of the time for it to be considered true. That helps us to account for the fact that humans are individuals with the presence of free choice, and unlimited contextual differences that affect our thoughts and behaviors Principles of Communication.

Discussion Activity 1:
 FOUNDING FATHER/MOTHER (20 points)

Select and research a founding father/mother and role-play as that individual during an online discussion. Please go to the Discussion Forum, “The Monocle” and introduce yourself as a founding father or mother and share information on your founder’s contributions to the founding of our nation with your classmates Discussion Activity 1: FOUNDING FATHER/MOTHER.

Some of the founders participated in many events like the American Revolution, declaring independence, and writing the U. S. Constitution so focus on 
two or three
 of their important contributions. In addition, you may provide some biographical information, and what you believe is most interesting about that individual. Each posted response must be two (2) paragraphs in length
.
 Also, indicate your 
reference(s) at the end of your statement 
so your classmates know where you obtained your material.

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The following are some examples of 
Founding Fathers
: Thomas Jefferson/John Adams/Ben Franklin and the Declaration of Independence and the American Revolution, George Washington, Commander of the Continental Army and President of the Constitutional Convention, James Madison and the U. S. Constitution, Patrick Henry /Alexander Hamilton and the ratification of the U. S. Constitution, George Mason/James Madison and the Bill of Rights. 
Founding Mothers
: Abigail Adams, Martha Washington, Debra Franklin, Mercy Otis Warren, and Esther Reed, etc. When you do your research make sure your 
founding father or mother lived in the 18th Century at our nation’s founding, e.g. 1776-1800
.

You may use books, magazines, and Internet resources for this assignment. Do not use encyclopedias!

Discussion Activity 2:
FEDERALISM

Discussion Activity 1: FOUNDING FATHER/MOTHER

Discussion Activity 2:
 
FEDERALISM (20 points)

Research an issue facing either the federal government or you state government. You may use an article in a newspaper, magazine, or on the internet.

The following are some recent examples of issues facing our federal and state governments:

federal ban on assault weapons, limiting magazine capacity, address mental health issues;

teachers and school staff arms training to protect schools;

permitting concealed weapons on college campuses or in bars;

providing young illegal aliens legal status and a work permit;

comprehensive legal immigration reform;

protecting homeland security post 9/11;

fighting the war on terrorism;

reforming Social Security, and Medicare and Medicaid;

health care reform, e.g. establishing state/federal insurance exchanges to provide insurance options;

climate change

energy: natural gas production or alternative fuels

banning collective bargaining by state public employees;

state/local funding of public education;

running elections (e.g., Early voting); and

gay marriage.

women in combat role

COVID-19

criminal justice reform.

You will share what you have learned about your federal or state issue
 during a class discussion at the Discussion Forum, “The Monocle.” Your posted response should be no longer than a short paragraph. At the conclusion of your statement, please provide:

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the author

title of the article

and reference, e.g. 
Dayton Daily News
.

Also, you will comment
 on one of your classmate’s articles during the class discussion at “The Monocle.” Let your fellow classmates know what you think about the issue and how the government is dealing with a particular problem. Your comment can be brief.

Discussion Activity 3: 
INTEREST GROUPS

Discussion Activity 2: FEDERALISM

Discussion Activity 3: 
INTEREST GROUPS (20 points)

Research an interest group and participate in a panel presentation. During the presentation, you will briefly describe the interest group’s purpose, size, a method used by the interest group to influence the making of public policy, e.g. lobbying, litigation, regulation making, persuasion (mass media), or election activities (PAC $) and its position on one or two public policy issues, e.g. National Rifle Association, gun control. 
You must use the Internet to find the information on the interest group’s home page, e.g. nra.org.

To find an interest group, you may look at 
Vote Smart’s List
 and the 
Encyclopedia of Interest Lobbyists in the United States
 by Emmanuel Ness, Vol. I. & Vol. II. on the SCC Library reference shelves.

You can also reference Washington State University’s website provides examples of interest groups. They provide a nice explanation of each interest group and their websites and contact information. Please go to 
Political Advocacy
 for a 
list of issues that you can choose from and learn what group is concerned about those subjects by clicking on the issue.

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Once you have investigated your interest group (corporation, union, association), you will go to the Discussion Forum, “The Monocle,” and share what you have learned about their organization with your classmates. At the conclusion of your presentation, 
please provide the URL of the interest group’s website.
 Your posted response must be no more than two (2) paragraphs in length.

Discussion Activity 4: 
POLITICAL PARTIES