共查询到20条相似文献，搜索用时 31 毫秒
1.
《Communication Teacher》2013,27(2):82-86
Course: This activity was used in an upper-level, undergraduate, special topics course entitled “Issues in Mobile Communication.” However, the activity could also be used in undergraduate courses relating to mediated communication, interpersonal communication and communication theory Objectives: The purpose of this activity is to increase students’ awareness of how norms for mobile communication technology use are established 相似文献
2.
ABSTRACTCatalogers often need to make ethical decisions about their daily work. What is the starting point for defining cataloging ethics and how do practitioners define the concept? In this paper, the authors explore definitions of ethics and cataloging ethics in the literature, and subsequently analyze responses to a question asking respondents to define cataloging ethics. Set against the existing backdrop of the American Library Association “Code of Ethics,” the authors propose that shared values create a framework for discussing cataloging ethics, rather than a single articulated definition. 相似文献
3.
2008年11月,第94届美国全国传播学会年会(NCA)刚刚在美国圣地亚哥市举行。本文基于这次年会和公共关系主题相关的各研讨组的论文陈述、现场问答及讨论情况,并以新传播技术对公共关系的影响作为观察角度,对年会所议的影响公关业未来趋势的四个重点话题做了叙述和评析,即社会交往媒体、传播新科技与公关、公关伦理、以及公共外交。 相似文献
4.
Jessica M. Prody 《Communication Teacher》2016,30(2):94-99
Courses: Environmental Communication, Environmental Media, or Critical Media Studies courses
Objectives: This unit activity is designed to guide students in a critical examination of advertising that utilizes green appeals to sell products or brands. The assignment asks students to use concepts from media analysis, communication ethics, and social justice to critique advertising claims and potential influences of advertising on society's environmental discourse. Students should be able to identify greenwashing in advertisements, research whether the statements of the advertisements are accurate, and discuss the significance of the advertisements’ messages in shaping environmental and social thought. A secondary purpose of the assignment is to give students experience writing for a popular audience in a public forum. 相似文献
5.
Benny LeMaster 《Communication Teacher》2019,33(3):221-227
ABSTRACTThis activity implores students and pedagogues to engage intrapersonal gender subjectivity through the analytic practice of transing gender communication. Specifically, Yep, Russo, and Allen (Pushing boundaries: Toward the development of a model for transing communication in (inter)cultural contexts. In L. G. Spencer & J. C. Capuzza (Eds.), Transgender communication studies: Histories, trends, and trajectories. Lanham, MD: Lexington Books, 2015, pp. 69–89) suggest gender is best understood as: (1) intersectional, (2) a performative and administrative accomplishment, (3) multiple, and (4) self-determined. Students are asked to analyze their gender sense of self through each of the pillars in a hands-on creative activity. The end result is a means of narrating one’s own gender in relational tension with other gender subjectivities.Courses: Interpersonal Communication, Intercultural Communication, Gender and Communication, Performance StudiesObjectives: Designed to accompany a sustained conversation on questions of gender and communication, this unit- or semester-long activity imparts a critical approach to gender understanding through one’s own subjective gender experience by engaging the analytic work of “transing” (Stryker, Currah, & Moore, Introduction: Trans-, trans, or transgender? WSQ: Women’s Studies Quarterly, 2008;36(3–4):13). Further, the activity equips students with a working understanding of trans-affirming discourse including the critical capacity to de-center normative gender through lived experience. Finally, students are provided a space in which to explore and voice, through creative means, their own gender “galaxy” (Yep, Russo, & Allen, Pushing boundaries: Toward the development of a model for transing communication in (inter)cultural contexts. In L. G. Spencer & J. C. Capuzza (Eds.), Transgender communication studies: Histories, trends, and trajectories. Lanham, MD: Lexington Books, 2015, p. 70). 相似文献
6.
Shawn D. Long 《Communication Teacher》2013,27(4):103-106
Objective: This activity integrates theory and application by examining the multiple communication events affecting a single organization in “real time” over the course of an academic term Course: Advanced-Level Organizational Communication Course 相似文献
7.
Courses: Intercultural Communication, Culture and Conflict, International Conflict and Alliance BuildingObjectives: After completing this single-class activity, students should be able to (1) describe the concepts of identity, citizenship, and mobility; (2) empathize with the everyday struggles of students who hold citizenship outside of their “homeland”; and (3) explain how intersectionality influences an individual’s ability to traverse national borders. 相似文献
8.
《Communication Teacher》2013,27(4):192-196
Courses: Public Speaking, Argumentation & Advocacy, Interpersonal Communication, Communication & Culture Objectives: Students will (1) connect a variety of communication concepts taught into a clear contextualized argument, and (2) become “critical producers” of a mix-tape, by recognizing course materials in a popular contexts 相似文献
9.
《Communication monographs》2012,79(4):301-305
"Communication” is examined as a cultural term whose meaning is problematic in selected instances of American speech about interpersonal life. An ethnographic study, focusing on analysis of several cultural “texts,” reveals that in the discourse examined here, “communication” refers, to close, supportive, flexible speech, which functions as the “work” necessary to self‐definition and interpersonal bonding. “Communication,” thus defined, is shown to find its place in a “communication” ritual, the structure of which is delineated. The use of the definition formulated, and of the ideational context which surrounds it, is illustrated in an analysis of a recurring public drama, the “communication” theme shows on the Phil Donahue television program. Implications of the study are drawn for ethnography as a form of communication inquiry. 相似文献
10.
Courses: Interpersonal Communication, Health Communication, Intercultural CommunicationObjectives: After completing this semester-long activity students, should be able to (1) apply course concepts (i.e., stereotypes, identity, listening, language, and conflict) to diverse real-world scenarios; (2) explain the utility of intergroup contact theory in relationship to communication and social diversity; (3) critically reflect on social diversity explored through communication behaviors; and (4) develop communication competence toward diverse others, specifically persons with disabilities (PWDs). 相似文献
11.
《Communication Teacher》2013,27(4):89-92
Objective: To identify and differentiate Craig's seven communication traditions and to utilize this framework to understand scientific and humanistic approaches to communication inquiry Courses: Communication Theory, Research Methods, Introduction to Communication Studies This activity was presented at the annual meeting of the National Communication Association, Boston, MA (November, 2005). 相似文献
12.
Erika L. Kirby 《Communication Teacher》2016,30(3):172-178
ABSTRACTCourses: Communication and Diversity, Intercultural Communication, Gender CommunicationObjectives: After completing this semester-long activity, students should be able to (1) articulate a systems-of-oppression (privilege←→oppression) approach to thinking about difference; (2) confront and “interact differently” with one social identity category where they have privilege; and (3) explain the corresponding form of oppression at individual, institutional, and societal/cultural levels. 相似文献
13.
ABSTRACTCourses: Introduction to Communication, Introduction to Interpersonal Communication, Family Communication, Small Group Communication, Communication and ListeningObjectives: By this end of this activity, students will be able to identify and practice supportive and defensive communication; understand a dialogic approach to conflict; and reflexively imagine and perform dialogic interpersonal conflict communication as constitutive and transformative. 相似文献
14.
Courses: Communication Theory, Organizational Communication, Strategic Communication.
Objectives: Students will identify and categorize organizational discourses on their campuses; students will become aware of the ethical considerations of communication; students will recognize the different perceptions of organizational culture on campus. 相似文献
15.
《Communication Teacher》2013,27(4):194-198
Courses: Media Studies, Gender and Communication, Communication Research Methodologies Objectives: Students will develop a complex understanding of the critical/cultural media studies concepts of “polysemy” and “encoding/decoding” used in audience research and apply their knowledge of these theories in writing. 相似文献
16.
Courses: Any course that examines mediated and/or online communication, including but not limited to: Computer-Mediated Communication, Communication Theory, Interpersonal Communication, Introduction to Communication, and Organizational Communication
Objectives: In this single-class activity, students apply their knowledge of mediated communication theory by playing a twist on the classic party game Pictionary. Students attempt to communicate messages using only emojis. In doing so, they refine their understanding of how individuals adapt their mediated messages to account for the lack of nonverbal cues in many online environments. 相似文献
17.
Fang-Yi Flora Wei 《Communication Teacher》2016,30(1):11-16
Courses: Survey of Mass Media, Broadcast Journalism, News Writing, Media Programing, Communication Technology.
Objective: Employing the concept of a “hot-clock radio format,” the purpose of this unit activity is to motivate students’ collaborative learning in news reporting, interviewing, and media programing via smart phones. 相似文献
18.
《Communication Teacher》2013,27(4):266-270
Courses: Leadership, Organizational Communication, Small Group CommunicationObjectives: After completing this activity, students will have greater awareness of a variety of metaphors of leadership and how these metaphors highlight different sets of instrumental communication knowledge, skills, and abilities. 相似文献
19.
Objective:
Based on the authors'' shared interest in the interprofessional challenges surrounding health information management, this study explores the degree to which librarians, informatics professionals, and core health professionals in medicine, nursing, and public health share common ethical behavior norms grounded in moral principles.Methods:
Using the “Principlism” framework from a widely cited textbook of biomedical ethics, the authors analyze the statements in the ethical codes for associations of librarians (Medical Library Association [MLA], American Library Association, and Special Libraries Association), informatics professionals (American Medical Informatics Association [AMIA] and American Health Information Management Association), and core health professionals (American Medical Association, American Nurses Association, and American Public Health Association). This analysis focuses on whether and how the statements in these eight codes specify core moral norms (Autonomy, Beneficence, Non-Maleficence, and Justice), core behavioral norms (Veracity, Privacy, Confidentiality, and Fidelity), and other norms that are empirically derived from the code statements.Results:
These eight ethical codes share a large number of common behavioral norms based most frequently on the principle of Beneficence, then on Autonomy and Justice, but rarely on Non-Maleficence. The MLA and AMIA codes share the largest number of common behavioral norms, and these two associations also share many norms with the other six associations.Implications:
The shared core of behavioral norms among these professions, all grounded in core moral principles, point to many opportunities for building effective interprofessional communication and collaboration regarding the development, management, and use of health information resources and technologies. 相似文献20.
Davide Girardelli 《Communication Teacher》2017,31(3):156-161
Courses: Any introductory undergraduate public-speaking course, in particular in ESL/EFL contexts
Objectives: This single-class activity is intended to (1) build students’ ability to communicate orally “off the cuff;” (2) foster students’ understanding of the major organizational formats used in organizing speeches; and (3) increase students’ awareness of their nonverbal communication. 相似文献