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)

How might our attribution about the cause of a behavior be different for ourselves versus someone else? Please be sure to base your answer on social psychological theory, including concepts from the Self, Social Cognition, and Social Perception chapters. (3 points)

Why is it important to take into account both situational and dispositional factors when attempting to describe, predict, or explain behavior? In other words, how does your attribution of the cause of a behavior influence how you respond to that behavior? Please also be sure to include possible negative consequences of failing to consider dispositional factors or failing to consider situational factors. (3 points)

In particular, what, if any, role do automatic versus controlled cognitive processes play in mitigating the issues discussed in #5? (2 points)

Describe one situation in which your own perceptions about someone were altered. What factors (as discussed in your text and module) were at play as your perception changed?

Brainstorm at least 3 ways to learn empathy through doing (or “walking a mile in someone’s shoes”) for a group or position that is foreign to you.

As you reflect on the previous 2 questions, what can you do in the future to guard against inaccurate perceptions of people

Explain the different type of framing effects: Strategic, Episodic & Thematic, & Emphasis