Consider the people you feel are the most competent communicators. They can be from your personal life or public figures.

Think about what makes them good communicators. What particular communication behaviors or skills do they use?

With these thoughts in mind:

Post at least 250 words answering the following:

List three competent communicators. These can be people you know personally or public figures.

What behaviors do these individuals employ that make them competent and why?

Which of these could you adopt, and how would that help you to reach your communication goals more effectively?

Several years ago, Mattel came out with a version of its famous Barbie doll that said, “Math class is tough” (many reports stated the quote as “Math is hard,” but same idea). For this assignment, come up with two examples of media portrayals of women in ways that are sexist. You may copy and paste the images into your assignment document and/or provide the URLs to examples of how women are portrayed in the media that perpetuate stereotypes. Then answer the following questions:

What impact do these images in the media have on your life and on your views of women?

Explain how you are you affected or unaffected by these images.

What are some ways you can minimize the impact of such images?

What is the formal impeachment process? Was Bill Clinton impeached? Why or why not? Has any President been impeached? If so, who, when, how and why? If not, were any presidents close to being impeached?

STEP 1: In a discussion post of 200-400 words, demonstrate your understanding of concepts learned in this module by responding to the following prompt: Pick an age: 1, 3, 7, 12, 15, 22, 35, 50, or 75. Think of your own experience or the experiences of those you know at this age. Consider the major developmental theories you learned about in this module (psychosexual, psychosocial, cognitive, and moral), and apply them to the age of your choosing. Describe either your own experiences, experiences of someone else, or an imagined situation at this age and use appropriate terms and definitions from the module to describe that stage of development. Do you agree with the developmental theories that describe this age? Why or why not?

A common piece of advice about writing a "bad news message" is to use the indirect approach: use buffers before the reader gets the negative news. The article, "Buffers in bad news messages and recipient perceptions," claims that there is no empirical proof to support using the indirect approach with bad news.

Read the article, especially the section titled "Significant findings and their implications," then

write a bad news message using the strategy that Limaye suggests;

reflect on how this approach is similar or different to other "bad news messages" that you have read or received.

Which type of "bad news message" do you prefer? Why?

Limaye, M. (1988). Communication forum. Management Communication Quarterly 2(1), 90. Retrieved from https://csuglobal.idm.oclc.org/login?url=https://search-proquest-com.csuglobal.idm.oclc.org/docview/232847943?accountid=38569

In Susan Sontags book " On Photography" chapter 4 The Heroism of Vision explain what she talking about in the chapter, the two most important parts of the essay, the idea behind it and why the essay is important as a whole.

Reflect on how we can apply the positive leadership model to higher education? What does it mean to be a positive leader? What are alternative approaches and why is a positive leader the most appropriate for higher education?

Exercise 3: Erikson's Autonomy vs Shame and Doubt and Initiative vs Guilt Stages - This assignment is designed to help students brainstorm strategies for positive psychosocial development in two of Erikson's stages, both in classroom and home settings.

Complete the document by describing what happens in both Erikson's Autonomy vs Shame and Doubt and Initiative vs Guilt stages. Additionally, describe one strategy teachers can use in the classroom setting to encourage Autonomy and Initiative, and one strategy parents/caregivers can use in the home setting to encourage Autonomy and Initiative.

This assignment is worth 25pts.

Autonomy vs Shame and Doubt:

What happens in this stage? (2.5pts)

What can teachers do in the classroom to encourage Autonomy? (5pts)

What can parents/caregivers do in the home to encourage Autonomy? (5pts)

Initiative vs Guilt:

What happens in this stage? (2.5pts)

What can teachers do in the classroom to encourage Initiative? (5pts)

What can parents/caregivers do in the home to encourage Initiative? (5pts)

Lasting Ideas From the Renaissance

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In addition to the information presented this week regarding the reasons for the creation of artifacts in each era (the ancient world, the Middle Ages, the Renaissance), recall information about motives for creating artifacts presented earlier in the course as you answer these questions:

Identify an artifact that represents the characteristics of each era. You should identify a total of three artifacts. Insert an image or include a link to your artifact.

What do you believe was the purpose for the creation of each of the artifacts you selected? Justify your response using what you now know about the culture and values of each era.

Why do you believe the creators felt the need to express themselves using these artifacts?

Section 2 – Why might people believe improbable things?

Explain how people may generate and perpetuate one of the following beliefs: (a) believing that Bigfoot exists, (b) believing that horoscopes are accurate. Include AT LEAST 2 principles from the Self, Social Cognition, or Social Attribution chapters. Points are awarded for an accurate description of the principle as well as correct application of the concept to your example. (4 points)