Bevan On Intergenerational Communication Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Bevan On Intergenerational Communication Assignment
Week 3 Short Answer Paper Video Resources
The following videos can help you better understand some of the themes covered in the week 3 short-
answer paper and are organized by theme.
Impression management
On first impressions:
Cabane, O. F. (2011, November 24). The science of first impressions. youtube.com. Retrieved August
26, 2019 from https://www.youtube.com/watch?v=_zRZ5j2O07w
Description: Writer and coach Olivia Fox Cabane explains the ongoing importance of first impressions
has not gone away. She addresses the importance of visualization, imagination, and showing interest in
others. As you watch, think about how might you apply some of the advice she offers to thinking about
workplace relationships or making an “impression” at work.
Conveying that one cares:
Headlee, C. (2015, May 7). How to have a good conversation. TEDx – Creative Coast.
Description: Journalist Celeste Headlee offers advice about the importance of genuinely listening and
says that it is important to acknowledge that communication involves both a speaker and a hearer. We
must learn to listen to understand, not just to reply. In doing so, we convey we care and are
consideration of others
Communication and job satisfaction. There are two videos that cover job satisfaction.
1) Donohue, M. (2016, December 13). How to get along with Boomers, GenXers and Millennials. TEDX
Toronto. Retrieved August 27, 2019 from https: / / youtu. be/ RtD xP cQ8 GJg
Description: Scholar Mary Donohue explores the role of generational categories in styles of
communication. She sees boomers as focused on legacy and are geared toward auditory exchanges,
gen-Xers are seen as builders and are focused on the visual, and Millenials are adapters and adopters.
She offers advice about how to address generational differences. Look to see if you see any links to
Bevan on intergenerational communication.
2) Achor, S. (2012, February 1). The happy secret to better work. TED Talks. Retrieved August 26, 2019
from https://www.youtube.com/watch?v=fLJsdqxnZb0
Description: In a reversal of logic, positive psychologist Shawn Achor emphasizes that we should be
happy then work, not that we should try to become happy as a result of work. What might this mean in
terms of our patterns of intrapersonal or interpersonal communication? So, instead of thinking that
success leads to happiness, we must think of how happiness leads to success. Is your job satisfaction
(happiness) determined by your external world or your internal processing of your work?
Online bullying. There are two video presentations on cyberbullying.
A teen takes on cyberbullying:
Prabhu, T. (2015, March 11). Stop cyberbullying before the damage is done. youtube.com. Retrieved
August 21, 2019 from https://www.youtube.com/watch?v=Ps3Cefys0Kc
Description: Teen activist and creator of “ReThink,” Trisha Prabhu explains that we are not talking about
cyberbullying enough, yet millions are suffering every day. This leads to increases in drug and alcohol
abuse and suicide. She has specific advice about how to overcome this bullying crisis. She offers
concrete advice for overcoming the issue, which primarily involves signaling to the bully that they should
“rethink” what they think and post. Based on what we’ve learned in this class, why might ReThink work
so well?
How online abuse of women has spiraled out of control
anguage=en
Description: Actress Ashley Judd discusses her experiences being bullied online and demonstrates how
it is a form of sexual harassment and that marginalized groups are typically the target. She invites us all
to take on this crisis directly to try to rectify the situation. As you watch, see if you can make links to
what we have said about taking responsibility and respect.
Online cultures
Online bubbles and our narrowing reality
Pariser, E. (2011, May 2). Beware online “filter bubbles.” TED Talks. Retrieved July 14, 2019 from
https://www.youtube.com/watch?v=B8ofWFx525s.
Description: In this presentation, internet activist Eli Pariser discusses some of the dangers of the online
filter bubbles we all are parts of. While we as Americans tend to value terms such as democracy,
inclusion, and diversity, the web is, and has been, using algorithms to give us information. This means
we are all living in different worlds, keeping us from having a shared sense of reality and we are getting
what others think we “want” to see, but maybe not what we “need” to see. This divisiveness is
potentially dangerous to our democracy and even the idea that we are “united” as states of America. As
you watch, think through the values that are important to him that he says as violated by algorithms.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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