final - Accounting
Final
Please discuss each of these concepts completely demonstrating that you have read the class material. Your answer should not be one large paragraph. Instead organize your material into smaller readable paragraphs. Remember you are demonstrating that you have read the class material and can apply it.
1) Describe the role of nonverbal behavior in the communication (pages 14-19)
2) Discuss how attractiveness and unattractiveness affect communication, behavior, and perception. (pages 153-182)
3) Describe how the different body types affect communication. (pages 169-177)
4) How do people use clothing to communicate information about them? (pages 186-194)
5) Describe the different kinds of kinesic movements and what they communicate. (pages 202-222)
6) Describe how touch affects human development. (pages 232-234).
7) Discuss the meaning and impact of personal touch (pages 241-247)
8) Describe the display rules of facial emotional expression (pages 262-266).
9) Describe when someone gazes more and when they gaze less. (pages 297-317)
10) What causes pupils to dilate and constrict? (pages 318-321)
11) Discuss the correlation between vocal cues and social demographics.(pages 337-339)
NONVERBAL
COMMUNICATION IN
HUMAN INTERACTION
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
±
NONVERBAL
COMMUNICATION IN
HUMAN INTERACTION
E I G H T H
E D I T I O N
Mark L. Knapp
The University of Texas at Austin
Judith A. Hall
Northeastern University
Terrence G. Horgan
University of Michigan, Flint
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for materials in your areas of interest.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
www.cengage.com/highered
Nonverbal Communication in Human
Interaction, Eighth Edition
Mark L. Knapp, Judith A. Hall and
Terrence G. Horgan
Publisher: Monica Eckman
Development Editor: Daisuke Yasutake
Editorial Assistant: Colin Solan
Media Editor: Jessica Badiner
Brand Manager: Ben Rivera
Marketing Development Manager:
Kara Kindstrom
Rights Acquisitions Specialist:
Alexandra Ricciardi
Manufacturing Planner: Doug Bertke
Art and Design Direction, Production
Management, and Composition:
PreMediaGlobal
Cover Image: © Nancy Hall/www
.nhallclarityarts.com
© 2014, 2010, 2007 Wadsworth, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced, transmitted, stored, or used in any form or
by any means graphic, electronic, or mechanical, including but not limited
to photocopying, recording, scanning, digitizing, taping, Web distribution,
information networks, or information storage and retrieval systems, except
as permitted under Section 107 or 108 of the 1976 United States Copyright
Act, without the prior written permission of the publisher.
For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, 1-800-354-9706
For permission to use material from this text or product,
submit all requests online at www.cengage.com/permissions
Further permissions questions can be e-mailed to
[email protected]
Library of Congress Control Number: 2012946947
ISBN-13: 978-1-133-31159-1
ISBN-10: 1-133-31159-8
Wadsworth
20 Channel Center Street
Boston, MA 02210
USA
Cengage Learning is a leading provider of customized learning solutions
with office locations around the globe, including Singapore, the United
Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at:
international.cengage.com/region
Cengage Learning products are represented in Canada by
Nelson Education, Ltd.
For your course and learning solutions, visit www.cengage.com
Purchase any of our products at your local college store or at our preferred
online store www.cengagebrain.com
Instructors: Please visit login.cengage.com and log in to access
instructor-specific resources.
Printed in the United States of America
1 2 3 4 5 6 7 16 15 14 13 12
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
BRIEF CONTENTS
PREFACE xv
PART I
AN INTRODUCTION TO THE STUDY OF NONVERBAL
COMMUNICATION 1
C H A P T E R 1 Nonverbal Communication: Basic Perspectives 3
C H A P T E R 2 The Roots of Nonverbal Behavior 29
C H A P T E R 3 The Ability to Receive and Send Nonverbal Signals 59
PART II THE COMMUNICATION ENVIRONMENT 89
C H A P T E R 4 The Effects of the Environment on Human Communication 91
C H A P T E R 5 The Effects of Territory and Personal Space on Human
Communication 123
PART III THE COMMUNICATORS 151
C H A P T E R 6 The Effects of Physical Characteristics on Human Communication 153
v
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PART IV THE COMMUNICATORS’ BEHAVIOR 197
C H A P T E R 7 The Effects of Gesture and Posture on Human Communication 199
C H A P T E R 8 The Effects of Touch on Human Communication 231
C H A P T E R 9 The Effects of the Face on Human Communication 258
C H A P T E R 1 0 The Effects of Eye Behavior on Human Communication 295
C H A P T E R 1 1 The Effects of Vocal Cues That Accompany Spoken Words 323
PART V COMMUNICATING IMPORTANT MESSAGES 357
C H A P T E R 1 2 Using Nonverbal Behavior in Daily Interaction 359
C H A P T E R 1 3 Nonverbal Messages in Special Contexts 395
REFERENCES 421
NAME INDEX 493
SUBJECT INDEX 508
vi BRIEF CONTENTS
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CONTENTS
PREFACE xv
PART I
AN INTRODUCTION TO THE STUDY OF NONVERBAL
COMMUNICATION 1
C H A P T E R 1 Nonverbal Communication: Basic Perspectives 3
Perspective 1: Defining Nonverbal Communication 8
Processing Nonverbal Information 9
Awareness and Control 10
Perspective 2: Classifying Nonverbal Behavior 10
The Communication Environment 11
The Communicators’ Physical Characteristics 11
Body Movement and Position 12
Perspective 3: Nonverbal Communication in the Total
Communication Process 14
Repeating 15
Conflicting 15
Complementing 18
Substituting 19
Accenting/Moderating 19
Regulating 19
Perspective 4: Historical Trends in Nonverbal Research 21
Perspective 5: Nonverbal Communication in Everyday Life 25
Summary 27
vii
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C H A P T E R 2 The Roots of Nonverbal Behavior 29
The Development of Nonverbal Behavior across Evolutionary Time 31
Evidence from Sensory Deprivation 32
Evidence from Infants 37
Evidence from Twin Studies 40
Evidence from Nonhuman Primates 44
Evidence from Multicultural Studies 52
Summary 57
C H A P T E R 3 The Ability to Receive and Send Nonverbal Signals 59
Development and Improvement of Nonverbal Skills 61
Is It Good to Have More Accurate Knowledge of Nonverbal
Communication? 64
Measuring the Accuracy of Decoding and Encoding Nonverbal Cues 65
Standardized Tests of Decoding Ability 68
Personal Factors Influencing the Accuracy of Decoding Nonverbal Cues 71
Self-Appraisals and Explicit Knowledge of Nonverbal Cues 72
Gender 73
Age 73
General Cognitive Ability 74
Other Personal Correlates 75
Substance Abuse 77
Culture 78
Task Factors Affecting Nonverbal Decoding Accuracy 78
Characteristics of Accurate Nonverbal Senders 79
Putting Decoding and Encoding Together 82
On Being an Observer of Nonverbal Communication 83
The Fallibility of Human Perception 85
Summary 86
PART II THE COMMUNICATION ENVIRONMENT 89
C H A P T E R 4 The Effects of the Environment on Human Communication 91
Perceptions of Our Surroundings 94
Perceptions of Formality 94
Perceptions of Warmth 95
Perceptions of Privacy 96
Perceptions of Familiarity 96
viii CONTENTS
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Perceptions of Constraint 96
Perceptions of Distance 96
Reacting to Environments 97
Perceptions of Time 98
The Natural Environment 100
Other People in the Environment 104
Architectural Design and Movable Objects 105
Color 108
Sound 111
Lighting 113
Movable Objects 114
Structure and Design 116
Regulating Environments and Communication 121
Summary 122
C H A P T E R 5 The Effects of Territory and Personal Space on Human
Communication 123
The Concept of Territoriality 123
Territoriality: Invasion and Defense 125
Density and Crowding 129
The Effects of High Density on Human Beings 131
Coping with High Density 132
Conversational Distance 133
Sex 137
Age 137
Cultural and Ethnic Background 138
Topic or Subject Matter 139
Setting for the Interaction 140
Physical Characteristics 140
Attitudinal and Emotional Orientation 140
Characteristics of the Interpersonal Relationship 141
Personality Characteristics 141
Seating Behavior and Spatial Arrangements in Small Groups 142
Leadership 143
Dominance 144
Task 144
Sex and Acquaintance 145
Introversion–Extraversion 147
Conclusion 147
Summary 148
CONTENTS ix
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PART III THE COMMUNICATORS 151
C H A P T E R 6 The Effects of Physical Characteristics on Human
Communication 153
Our Body: Its General Attractiveness 154
Dating and Marriage 156
On the Job 159
Persuading Others 160
Self-Esteem 161
Antisocial Behavior 161
The Power of Physical Attractiveness: Some Important Qualifications 162
The Effects of Interaction 162
The Effects of Context 163
Stereotypes Are Not Always Valid 164
Attractiveness over Time 164
Our Body: Its Specific Features 165
Attractiveness and the Face 165
Judgments of the Face 167
Body Shape 169
Height 174
Body Image 177
Body Color 178
Body Smell 179
Body Hair 182
Our Body: Clothes and Other Artifacts 186
Functions of Clothing 188
Clothing as Information About the Person 190
Effects of Clothing on the Wearer 190
Clothing and Personality 191
Artifacts and Body Decorations 192
Summary 194
PART IV THE COMMUNICATORS’ BEHAVIOR 197
C H A P T E R 7 The Effects of Gesture and Posture on Human Communication 199
Speech-Independent Gestures 201
Speech-Related Gestures 211
Referent-Related Gestures 212
Gestures Indicating a Speaker’s Relationship to the Referent 212
x CONTENTS
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Punctuation Gestures 214
Interactive Gestures 214
Gesture Frequency 216
The Coordination of Gesture, Posture, and Speech 219
Self-Synchrony 219
Interaction Synchrony 222
Summary 229
C H A P T E R 8 The Effects of Touch on Human Communication 231
Touching and Human Development 232
Who Touches Whom, Where, When, and How Much? 234
Different Types of Touching Behavior 237
The Meanings and Impact of Interpersonal Touch 241
Touch as Positive Affect 241
Touch as Negative Affect 241
Touch and Discrete Emotions 242
Touch as Play 242
Touch as Influence 243
Touch as Interaction Management 244
Touch as Physiological Stimulus 244
Touch as Interpersonal Responsiveness 244
Touch as Task Related 245
Touch as Healing 245
Touch as Symbolism 247
Contextual Factors in the Meaning of Interpersonal Touch 249
Touch Can Be a Powerful Nonconscious Force in Interaction 250
Self-Touching 253
Summary 256
C H A P T E R 9 The Effects of the Face on Human Communication 258
The Face and Personality Judgments 258
The Face and Interaction Management 259
Channel Control 260
Complementing or Qualifying Other Behavior 260
Replacing Spoken Messages 260
The Face and Expressions of Emotion 261
Display Rules and Facial Emotion Expression 262
The Facial Emotion Controversy 266
Measuring the Face 268
CONTENTS xi
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Measuring Emotion Recognition 274
Emotions Inferred from the Face 278
Physiology and the Face 285
Internalizers and Externalizers 285
Facial Expression and Health 285
Facial Feedback 286
The Social Impact of Facial Expressions 289
Summary 293
C H A P T E R 1 0 The Effects of Eye Behavior on Human Communication 295
Gaze and Mutual Gaze 296
Functions of Gazing 297
Regulating the Flow of Communication 298
Monitoring Feedback 300
Reflecting Cognitive Activity 301
Expressing Emotions 301
Communicating the Nature of the Interpersonal Relationship 306
Conditions Influencing Gazing Patterns 309
Distance 309
Physical Characteristics 310
Personal Characteristics and Personality 310
Psychopathology 313
Topics and Tasks 314
Cultural and Racial Background and Racial Attitudes 317
Pupil Dilation and Constriction 318
Summary 321
C H A P T E R 1 1 The Effects of Vocal Cues That Accompany Spoken Words 323
The Relative Importance of Channels 324
The Ingredients and Methods of Studying Paralanguage 326
Vocal Cues and Speaker Recognition 330
Vocal Cues and Personality 333
Vocal Cues and Group Perceptions 336
Vocal Cues and Judgments of Sociodemographic Characteristics 337
Sex 337
Age 339
Social Class or Status 339
Characteristics of Recipients 339
xii CONTENTS
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Vocal Cues and Emotion 341
Vocal Cues, Comprehension, and Persuasion 346
Vocal Cues, Comprehension, and Retention 347
Vocal Cues and Persuasion 348
Vocal Cues and Turn Taking in Conversations 349
Turn Yielding 350
Turn Requesting 350
Turn Maintaining 351
Turn Denying 351
Hesitations, Pauses, Silence, and Speech 351
Location or Placement of Pauses 352
Types of Pauses 352
Reasons Why Pauses Occur 353
Influence and Coordination within the Dyad 354
Silence 354
Summary 355
PART V COMMUNICATING IMPORTANT MESSAGES 357
C H A P T E R 1 2 Using Nonverbal Behavior in Daily Interaction 359
Communicating Intimacy 360
Courtship Behavior 360
Quasi-Courtship Behavior 363
Liking Behavior or Immediacy 364
Being Close in Close Relationships 364
Mutual Influence 367
Communicating Dominance and Status 369
Managing the Interaction 373
Greeting Behavior 373
Turn-Taking Behavior 375
Leave-Taking Behavior 378
Communicating Our Identity 379
Personal Identity 380
Social Identity 382
Deceiving Others 387
A Perspective for Communicators 392
Summary 393
CONTENTS xiii
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C H A P T E R 1 3 Nonverbal Messages in Special Contexts 395
Advertising Messages 396
Political Messages 401
Teacher–Student Messages 405
Cultural Messages 408
High-Contact versus Low-Contact Cultures 408
Individualism versus Collectivism 409
High-Context versus Low-Context Cultures 410
Similarities across Cultures 410
Therapeutic Settings 411
Technology and Nonverbal Messages 414
Summary 419
REFERENCES 421
NAME INDEX 493
SUBJECT INDEX 508
xiv CONTENTS
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE
Normally, the final thing authors do in a preface is to thank those who have been
instrumental in the development of their book. We’d like to depart from that
tradition by starting with our heartfelt thanks to the thousands of students and
instructors who have used this book and provided feedback to us during the past
40 years. More than anyone else, you are responsible for the longevity of this
book. With this in mind, we undertook this eighth edition by putting what we
believe to be instructor and student needs at the forefront of our writing. As with
previous editions, we encourage you to let us know whether we have succeeded.
The fact that this book is coauthored is worth noting. One of us represents
the field of communication and the other two social psychology. This collabo-
ration, which requires the blending of two distinct perspectives, is symbolic of
the nonverbal literature we report in this volume. The theory and research
addressing nonverbal phenomena comes from scholars with a wide variety of
academic backgrounds and perspectives—communication, counseling, psychology,
psychiatry, linguistics, sociology, management, speech, and others. Understanding
the nature of nonverbal communication is truly an interdisciplinary enterprise.
In revising this book, we retained the features that students and instructors
valued from the previous editions while adding and changing other things that we
believe will improve the book. One change that we hope students like is the inclu-
sion of text boxes in each chapter. These text boxes cover important, interesting,
or current topics relevant to the field of nonverbal communication. We recognize
how important photographs and drawings are in a book like this, so we have con-
tinued to use visual representations to aid comprehension of certain nonverbal
actions. Because an increasing amount of communication is mediated by some
form of technology, we have incorporated new research findings and topics in
that area that are relevant to the lives of students and teachers, such as Facebook,
online dating, and text messaging, to name a few.
In every new edition, we incorporate the most recent theory and research
while retaining definitive studies from the past. Readers will find that some areas
xv
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
of study have fewer recent references than others. This simply means that there
hasn’t been a lot of recent research in that area or that the recent work, in our
judgment, does not substantially change the conclusions from earlier studies. If
something we know about human behavior today was first revealed in a study
from 1958, we want readers to know that, and we will maintain the 1958 refer-
ence. Research on a particular topic often has an ebb and flow to it. During the
1960s and 1970s, the fear that a worldwide population boom would create terrible
problems spawned a lot of research on space, territory, and crowding. In recent
years, far less research has been done in this area. The study of gestures, on the
other hand, has gone from an area of relatively little research activity during the
1960s and 1970s to an area that is of primary interest to numerous scholars today.
Unlike past editions in which extensive bibliographies followed each chapter,
we have moved all the references to one bibliography in the back of the book.
Similar to previous editions, though, we have tried to retain a writing style that is
scientifically accurate as well as interesting to the reader. We are honored that our
book serves as both a textbook and a reference work. The Instructor’s Manual for
this book provides the information and imagination necessary for effective classroom
learning in nonverbal communication.
The book is divided into five parts. Part I introduces the reader to some funda-
mental ideas and addresses the following questions: What is nonverbal communi-
cation? How do verbal and nonverbal communication interrelate? What difference
does a knowledge of nonverbal communication make to your everyday life? Are
some people more skilled than others at communicating nonverbally? How did
they get that way? With this general perspective in mind, Parts II, III, and IV take
the reader through the nonverbal elements involved in any interaction: the environ-
ment within which the interaction occurs, the physical features of the interactants
themselves, and their behavior—gestures, touching, facial expressions, eye gazing,
and vocal sounds. Part V begins with a chapter focused on how all the separate
parts of an interaction combine as we seek to accomplish very common goals in
daily life—for example, communicating who we are, communicating closeness and
distance, communicating varying degrees of status and power, deceiving others,
and effectively managing the back-and-forth flow of conversation. Chapter 13
examines nonverbal communication in the context of advertising, therapy, the
classroom, politics, culture, and technology. Throughout the book we repeatedly
point out how all interactants involved are likely to play a role in whatever behavior
is displayed by a single individual—even though this perspective is not always
adequately developed in the research we review.
Several helpful online tools are available for use with this text. The online
Instructor’s Resource Manual includes a sample schedule, chapter objectives,
discussion questions, test items, audiovisual resources, exercises, and out-of-class
assignments. The companion Web site features student self-quizzes. In addition,
you can choose to purchase this text with 4 months of free access to InfoTrac®
College Edition, a world-class, online university library that offers the full text of
articles from almost 5,000 scholarly journals and popular publications updated
daily, going back more than 20 years. Students can also gain instant access to
critical-thinking and paper-writing tools through InfoWrite. Your subscription
now includes InfoMarks®—instant access to virtual readers drawing from the vast
xvi PREFACE
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
InfoTrac College Edition library and hand selected to work with your books. You
can access your online resources at www.cengagebrain.com/. For more information
about these online resources, contact your local Cengage Learning representative.
All of us would like to thank Susanna Tippett for the time, energy, and
accuracy she contributed in preparing the bibliography as well as those (Melissa
Grey and Tom Voss) who reviewed a couple of our text boxes. Mark and Judy are
especially thankful for the high-quality and tireless work that Terry Horgan invested
in this edition. He brought a needed fresh perspective, a dynamic writing style,
and a high level of professionalism to this volume. We are honored that such a
fine scholar agreed to share authorship on this textbook.
Each of us would also like to thank following reviewers for their input
during the development of this edition:
Erika Engstrom, University of Nevada, Las Vegas
Peggy Hutcheson, Kennesaw State University
Kevin Hutchinson, St. Norbert College
Rebecca Litke, California State University, Northridge
Christine Moore, Boise State University
Teri Varner, St. Edward’s University
Dennis Wignall, Dixie State College
We would also like to acknowledge the skills exhibited by the publishing staff
who helped us develop this edition including Monica Eckman, publisher, and
Colin Solan, editorial assistant. And a special thanks to Daisuke Yasutake
and Pooja Khurana for great patience and timeliness in all our communications
regarding the revision.
PREFACE xvii
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially …
CATEGORIES
Economics
Nursing
Applied Sciences
Psychology
Science
Management
Computer Science
Human Resource Management
Accounting
Information Systems
English
Anatomy
Operations Management
Sociology
Literature
Education
Business & Finance
Marketing
Engineering
Statistics
Biology
Political Science
Reading
History
Financial markets
Philosophy
Mathematics
Law
Criminal
Architecture and Design
Government
Social Science
World history
Chemistry
Humanities
Business Finance
Writing
Programming
Telecommunications Engineering
Geography
Physics
Spanish
ach
e. Embedded Entrepreneurship
f. Three Social Entrepreneurship Models
g. Social-Founder Identity
h. Micros-enterprise Development
Outcomes
Subset 2. Indigenous Entrepreneurship Approaches (Outside of Canada)
a. Indigenous Australian Entrepreneurs Exami
Calculus
(people influence of
others) processes that you perceived occurs in this specific Institution Select one of the forms of stratification highlighted (focus on inter the intersectionalities
of these three) to reflect and analyze the potential ways these (
American history
Pharmacology
Ancient history
. Also
Numerical analysis
Environmental science
Electrical Engineering
Precalculus
Physiology
Civil Engineering
Electronic Engineering
ness Horizons
Algebra
Geology
Physical chemistry
nt
When considering both O
lassrooms
Civil
Probability
ions
Identify a specific consumer product that you or your family have used for quite some time. This might be a branded smartphone (if you have used several versions over the years)
or the court to consider in its deliberations. Locard’s exchange principle argues that during the commission of a crime
Chemical Engineering
Ecology
aragraphs (meaning 25 sentences or more). Your assignment may be more than 5 paragraphs but not less.
INSTRUCTIONS:
To access the FNU Online Library for journals and articles you can go the FNU library link here:
https://www.fnu.edu/library/
In order to
n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading
ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.
Key outcomes: The approach that you take must be clear
Mechanical Engineering
Organic chemistry
Geometry
nment
Topic
You will need to pick one topic for your project (5 pts)
Literature search
You will need to perform a literature search for your topic
Geophysics
you been involved with a company doing a redesign of business processes
Communication on Customer Relations. Discuss how two-way communication on social media channels impacts businesses both positively and negatively. Provide any personal examples from your experience
od pressure and hypertension via a community-wide intervention that targets the problem across the lifespan (i.e. includes all ages).
Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in
in body of the report
Conclusions
References (8 References Minimum)
*** Words count = 2000 words.
*** In-Text Citations and References using Harvard style.
*** In Task section I’ve chose (Economic issues in overseas contracting)"
Electromagnetism
w or quality improvement; it was just all part of good nursing care. The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases
e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management. Include speaker notes... .....Describe three different models of case management.
visual representations of information. They can include numbers
SSAY
ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. When you submit Milestone 3
pages):
Provide a description of an existing intervention in Canada
making the appropriate buying decisions in an ethical and professional manner.
Topic: Purchasing and Technology
You read about blockchain ledger technology. Now do some additional research out on the Internet and share your URL with the rest of the class
be aware of which features their competitors are opting to include so the product development teams can design similar or enhanced features to attract more of the market. The more unique
low (The Top Health Industry Trends to Watch in 2015) to assist you with this discussion.
https://youtu.be/fRym_jyuBc0
Next year the $2.8 trillion U.S. healthcare industry will finally begin to look and feel more like the rest of the business wo
evidence-based primary care curriculum. Throughout your nurse practitioner program
Vignette
Understanding Gender Fluidity
Providing Inclusive Quality Care
Affirming Clinical Encounters
Conclusion
References
Nurse Practitioner Knowledge
Mechanics
and word limit is unit as a guide only.
The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su
Trigonometry
Article writing
Other
5. June 29
After the components sending to the manufacturing house
1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend
One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard. While developing a relationship with client it is important to clarify that if danger or
Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business
No matter which type of health care organization
With a direct sale
During the pandemic
Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record
3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i
One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015). Making sure we do not disclose information without consent ev
4. Identify two examples of real world problems that you have observed in your personal
Summary & Evaluation: Reference & 188. Academic Search Ultimate
Ethics
We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities
*DDB is used for the first three years
For example
The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case
4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972)
With covid coming into place
In my opinion
with
Not necessarily all home buyers are the same! When you choose to work with we buy ugly houses Baltimore & nationwide USA
The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
· By Day 1 of this week
While you must form your answers to the questions below from our assigned reading material
CliftonLarsonAllen LLP (2013)
5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
Urien
The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
Optics
effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
Be 4 pages in length
soft MB-920 dumps review and documentation and high-quality listing pdf MB-920 braindumps also recommended and approved by Microsoft experts. The practical test
g
One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
A Health in All Policies approach
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
Chen
Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
Read Reflections on Cultural Humility
Read A Basic Guide to ABCD Community Organizing
Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident