Introduces laboratory experimental techniques. Principles of experimental design and reliable measurement. Laboratory safety. Instruction in effective report writing and oral presentation, including revision of written work. Selection and detailed planning of an individual research project, including design of components or equipment. Preparation of a detailed proposal for the selected project carried through to completion under 16.622.

Intercultural communication is the study and practice of communication across cultural contexts. It applies equally to domestic cultural differences such as ethnicity and gender and to international differences such as those associated with nationality or world region. Intercultural communication focuses on the recognition and respect of cultural differences, seeks the goal of mutual adaptation, and supports the development of intercultural sensitivity.

1: What is Intercultural Communication
1.1: Broadening our Horizons
1.2: Culture- Central to our Lives
1.3: Communication- A Human Necessity
1.4: Intercultural Communication as an Academic Discipline

2: Cultural Essentials and the Roots of Culture
2.1: A Values Analysis Approach to Intercultural Communication
2.2: A Dialectical Approach to Intercultural Communication

3: Identity and Intercultural Communication
3.1: Foundations of Culture and Identity
3.2: Exploring Specific Cultural Identities
3.3: Identity and Migration

4: Verbal Processes in Intercultural Communication
4.1: Language and Culture
4.2: Moving Between Languages
4.3: Variations in Communication Styles

5: Nonverbal Processes in Intercultural Communication
5.1: Principles of Nonverbal Communication
5.2: Types of Nonverbal Communication
5.3: Time and Space
5.4: Nonverbal Communication Challenges

6: Culture Shock
6.1: Introduction to Culture Shock
6.2: Managing Culture Shock

7: Barriers to Intercultural Communication
7.1: Ethnocentrism and Stereotypes
7.2: Prejudice and Discrimination
7.3: Racism and Privilege

8: Intercultural Conflict
8.1: Characteristics of Intercultural Conflict
8.2: Intercultural Conflict Management

9: Intercultural Relationships
9.1: Intercultural Friendships
9.2: Intercultural Romantic Relationships

10: Intercultural Communication Competence
10.1: Intercultural Communication Competence

11: Index
Index
References

Instructors: The Third Edition includes a set of test banks which are not available to the public. For access to these resources, please contact Dr. Barbara Tucker at btucker@daltonstate.edu.

Exploring Public Speaking: The Free College Public Speaking Textbook began as the brainchild of Dr. Kris Barton, Chair of the Department of Communication at Dalton State College. It also was made possible through a generous Textbook Transformation Grant in 2015 from Affordable Learning Georgia, a highly successful program of the University System of Georgia. Dr. Barton asked me to help him author/compile the text.

The goal was to provide a high-quality, usable, accessible, and low-cost textbook for the hundreds of students who take COMM 1110 at Dalton State College every year. This course is required of all degree-seeking students. We have been able to save students hundreds of thousands of dollars already with this text. Unexpectedly and happily, the text has also been downloaded close to 14,000 times (as of August 2018) all over the world and has been adopted at many other institutions.

Dr. Barton and I worked on creating the textbook from July 2015 until May 2016, with the goal of going live with the text in Summer of 2016. Tragically Dr. Barton passed away in early May, a reality that still does not seem real. He has been greatly missed as a friend, colleague, father, scholar, teacher, and mentor.

The launch of the book proceeded; however, due to the loss of Dr. Barton, the ancillaries were not finished. In Summer 2017 I took on a significant revision and updating which I named the Second Edition. I included in that edition information on college student success in the appendices. In January 2018, a colleague, Matthew LeHew, and I won a grant from the University System to create the ancillaries and improve the format for more accessibility. I decided to remove the “Dalton State” from the title and most examples for wider appeal. An appendix on library research retains the information for specific use of Roberts Library on our campus.

Over 90% of the book is original with Dr. Barton, me, or other colleagues at Dalton State College. Some parts, specifically from Chapters 9, 10, and 15, are adapted from another open resource public speaking text whose author prefers not to be cited.

This Third Edition, along with including necessary updates and being formatted with different software, includes four more appendices: one on online speaking, one on APA, one on humor and storytelling in public speaking, and one on Dalton State’s Library. I have also tried to clarify concepts, to provide “case studies” to show the rhetorical process, and include more outlines and examples.

We think this book is especially useful in coverage of PowerPoint, audience responsiveness, ethics in public speaking, special occasion speeches, and structure of speeches. Three ancillaries are available: electronic “flash cards” for study, Powerpoints on the 15 main chapters, and test banks for the 15 main chapters.

Thank you for downloading Exploring Public Speaking, and the co-authors and I truly wish you happy teaching and learning with it. We welcome input. If you choose to use it, let us know at btucker@daltonstate.edu.

This is a review of Exploring Public Speaking: 4th Edition: https://louis.oercommons.org/courses/exploring-public-speaking-4th-edition completed by Douglas Marshall, Ph.D., Associate Professor of Communication Studies at Southern University at New Orleans 

This is a syllabus built utilizing the OER Exploring Public Speaking: 4th Edition

Upon completion of this course you will be able to :

• Identify and use familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

• Identify and use phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment).

• catch the main point in short, clear, simple messages and announcements.

• read familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

• read very short, simple texts.

• find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables

• read short simple personal letters.

• interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help you formulate what you are trying to say.

• ask and answer simple questions in areas of immediate need or on very familiar topics.

• communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.

• handle very short social exchanges, even though you may not understand enough to keep the conversation going yourself.

• use simple phrases and sentences to describe where you live and people you know.

• use a series of phrases and sentences to describe in simple terms your family and other people, living conditions, your educational background and your present or most recent job.

• write a short, simple postcard, for example sending holiday greetings.

• fill in forms with personal details, for example entering your name, nationality and address on a hotel registration form.

• write short, simple notes and messages.

• write a very simple personal letter, for example thanking someone for something.

Major narrative texts from diverse Western cultures, beginning with Homer and concluding with at least one film. Emphasis on literary and cultural issues: on the artistic significance of the chosen texts and on their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Syllabus varies, but always includes a sampling of popular culture (folk tales, ballads) as well as some landmark narratives such as the Iliad or the Odyssey, Don Quixote, Anna Karenina, Ulysses, and a classic film. This class will investigate the ways in which the formal aspects of Western storytelling in various media have shaped both fantasies and perceptions, making certain understandings of experience possible through the selection, arrangement, and processing of narrative material. Surveying the field chronologically across the major narrative genres and sub-genres from Homeric epic through the novel and across media to include live performance, film, and video games, we will be examining the ways in which new ideologies and psychological insights become available through the development of various narrative techniques and new technologies. Emphasis will be placed on the generic conventions of story-telling as well as on literary and cultural issues, the role of media and modes of transmission, the artistic significance of the chosen texts and their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Authors will include: Homer, Sophocles, Herodotus, Christian evangelists, Marie de France, Cervantes, La Clos, Poe, Lang, Cocteau, Disney-Pixar, and Maxis-Electronic Arts, with theoretical readings in Propp, Bakhtin, Girard, Freud, and Marx.

Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings.

This syllabus is for the class SPCH 1013: Fundamentals of Speech at Baton Rouge Community College, which is the course CCOM 1013 in the Louisiana Common Course Catalog.

" This course gives an introduction to German language and culture. The focus is on acquisition of vocabulary and grammatical concepts through active communication. Audio, video, and printed materials provide direct exposure to authentic German language and culture. A self-paced language lab program is fully coordinated with the textbook/workbook. The first semester covers the development of effective basic communication skills."

This course expands skills in speaking, reading, listening, and writing. Students develop analytic and interpretative skills through the reading of a full-length drama as well as short prose and poetry (Biermann, Brecht, DĚ_rrenmatt, Tawada and others) and through media selections on contemporary issues in German-speaking cultures. Coursework includes discussions and compositions based on these texts, and review of grammar and development of vocabulary-building strategies. It is recommended for students with two years of high school German.

Welcome to the textbook for Engineering Technical Communications courses at The Ohio State University. Our aim in writing this textbook was to create a resource specifically focused on and applicable to the kinds of communication skills most beneficial to the students who take our courses. Therefore, this textbook focuses on developing both technical and professional communication skills and will help readers practice strategies for critically analyzing audiences and contexts, real-world applications of rhetorical principles, and skills for producing documents (reports, proposals, instructions), presentations, videos, and wide variety of other professional communications.

Welcome to the textbook for Engineering Technical Communications courses at The Ohio State University. Our aim in writing this textbook was to create a resource specifically focused on and applicable to the kinds of communication skills most beneficial to the students who take our courses. Therefore, this textbook focuses on developing both technical and professional communication skills and will help readers practice strategies for critically analyzing audiences and contexts, real-world applications of rhetorical principles, and skills for producing documents (reports, proposals, instructions), presentations, videos, and wide variety of other professional communications.

Human Relations by Laura Portolese-Dias addresses all of the critical topics to obtain career success as they relate to professional relationships.

Knowing how to get along with others, resolve workplace conflict, manage relationships, communicate well, and make good decisions are all critical skills all students need to succeed in career and in life.

Human Relations is not an organizational behavior; rather, it provides a good baseline of issues students will deal with in their careers on a day-to-day basis. It is also not a professional communications, business English, or professionalism textbook, as its focus is much broader — on general career success and how to effectively maneuver in the workplace.

From communication challenges to focusing on one's own emotional intelligence, the examples throughout Human Relations will help students understand the importance of the human side in their career.

This book's easy-to-understand language and tone is written to convey practical information in an engaging way. Every chapter opens with a realistic example which introduces a concept to be explained in detail later. Each chapter contains relevant examples, YouTube videos, figures, learning objectives, key takeaways, exercises, and a chapter-ending case that offer different ways to promote learning. Many of the end-of-section exercises offer self-assessment quizzes, so students may engage in self-understanding and development.

Human Relations by Laura Portolese-Dias addresses all of the critical topics to obtain career success as they relate to professional relationships.

Knowing how to get along with others, resolve workplace conflict, manage relationships, communicate well, and make good decisions are all critical skills all students need to succeed in career and in life.

Human Relations is not an organizational behavior; rather, it provides a good baseline of issues students will deal with in their careers on a day-to-day basis. It is also not a professional communications, business English, or professionalism textbook, as its focus is much broader — on general career success and how to effectively maneuver in the workplace. From communication challenges to focusing on one’s own emotional intelligence, the examples throughout Human Relations will help students understand the importance of the human side in their career. This book’s easy-to-understand language and tone is written to convey practical information in an engaging way. Every chapter opens with a realistic example which introduces a concept to be explained in detail later. Each chapter contains relevant examples, YouTube videos, figures, learning objectives, key takeaways, exercises, and a chapter-ending case that offer different ways to promote learning. Many of the end-of-section exercises offer self-assessment quizzes, so students may engage in self-understanding and development.

Table of Contents
Chapter 1: What Is Human Relations?
Chapter 2: Achieve Personal Success
Chapter 3: Manage Your Stress
Chapter 4: Communicate Effectively
Chapter 5: Be Ethical at Work
Chapter 6: Understand Your Motivations
Chapter 7: Work Effectively in Groups
Chapter 8: Make Good Decisions
Chapter 9: Handle Conflict and Negotiation
Chapter 10: Manage Diversity at Work
Chapter 11: Work with Labor Unions
Chapter 12: Be a Leader
Chapter 13: Manage Your Career

The definitive text for the information search and evaluation process as practiced by news and strategic communication message producers. Currently used at the University of Minnesota School of Journalism and Mass Communication; JOUR 3004W/V, Information for Mass Communication.

This is a review for Information Strategies for Communicators: https://louis.oercommons.org/courses/information-strategies-for-communicatorsCompleted by David Stamps, Ph.D., Louisiana State University

This is a discussion-based, interactive seminar on the development of information and communication technology in Sub-Saharan Africa. The students will seek to understand the issues surrounding designing and instituting policy, and explore the possible ways in which they can make an impact on information and communication technology in Africa.

Intercultural Communication examines culture as a variable in interpersonal and collective communication. It explores the opportunities and problems arising from similarities and differences in communication patterns, processes, and codes among various cultural groups. It explores cultural universals, social categorization, stereotyping and discrimination, with a focus on topics including race, ethnicity, social class, religion, gender and sexuality as they relate to communication.

In the quest to explore the multiple facets of intercultural communication, this book is divided into three general areas: foundations, elements, and contexts. The foundations cover the basic principles associated with communication studies and culture. The elements move beyond the basics into self, identities, verbal, and nonverbal process associated with communication and culture. Contexts explore all the different environments such as media, business, and education, in which intercultural communication occurs.