Neuroprivacy and 2) New Research of the Nervous System Part 1) Due to recent advancements in our ability to measure the electrical activity of the brain, "neuroprivacy" has become an ethical buzzword for neuroscientists. What is neuroprivacy? How close are we to really knowing what another person is thinking? How much should the government regulate the research that might lead to neuroprivacy concerns? Given that medical personnel will remove articles of clothing from the outside of a person without regard for privacy in a medical emergency, how should neuroprivacy be handled in a medical emergency? Should commercial companies have access to your neural records for marketing purposes, or probation officers or judges in court have access for determination of flight risk or criminal intent, or insurance companies have access for determining your probability for engaging in risky behaviors? Is this different or should it be different than when insurance companies charge different rates based on the weight of an individual? Be sure to answer these questions in one initial post and then comment on at least two other posts. 300 words or more – max 400. ———————————————————————————————— Part 2 New Research of the Nervous System Go out on the web and find out about the newest most interesting research being done on the nervous system. Write a brief description of that research that includes: What questions are being asked? What methods are being used? Are there any applications to humans? Are there any ethical/moral/legal dilemmas involved in the research? Be sure to post an initial answer to these questions and comment on two other posts. 200 words .
June 21, 2017
Assignment 3: Environmental Issues and the Industrial Revolution
June 21, 2017

COM100-Experiencing Effective Group Communication Survey

COM100-Experiencing Effective Group Communication Survey
COM100: Experiencing Effective Group Communication Survey
Share the definition of small group communication (p. 233) with the person you are surveying.
Ask your interviewee: What is one group you have participated in that used effective group communication? (Pay special attention to how your interviewee defines
effective communication.)
Share the definition of norms (p. 243) with the person you are surveying.
Ask your interviewee: What are the norms of the group?
Ask your interviewee: How does (or did) the group enforce the communication norms? What happens when a group member ignores or violates a group communication norm?
Please give a specific example.
Ask your interviewee: How would you rate your own skills for understanding and following group communication norms? Use the following scale: good, fair, or poor.
Please give a specific example to explain your rating.
Share the definition of communication interaction patterns and the types of small group communication networks on pages 248-249 with your interviewee.
Ask your interviewee: What can you tell me about evidence of any of the group communication behaviors that contribute to their group communication pattern? (Show them
the networks on p. 249 Figure 9.1.) Was the pattern intentional? Tell me about one to two of these behaviors.
Share the phases of group and team development with the person you are surveying.
Ask your interviewee: What phase do you think your group is in? Why?
Ask your interviewee: What can you tell me about evidence of any of the group communication behaviors that demonstrate conflict and conflict resolution in group
communication that is necessary for the problem solving and group relationships that enable the group to accomplish the group’s goal? Tell me about one to two of these
Note: The survey answers do not need to be submitted, but the information from the surveys and important concepts from the lesson should be included in your answers.
Also, ask yourself the same survey questions. What kind of group communication can you reflect on from your own experiences?
Part II.
Read the following questions. Write the answers to the questions, review your work, and submit your answers. Integrate the key concepts and key terms from this lesson
into your answers.
The answer to each question should be approximately 6 to 10 sentences in length. You should write your responses in complete sentences free of spelling and grammatical
errors. Please type your answers in a Word document and then paste your answers below each question in the space provided.
Before completing this assignment, review the Grading Rubric.
List the people you surveyed and the groups they discussed in the lesson. What similarities and differences between the groups did know notice from the surveys? Use
concepts from the lesson, and specifically discuss the type of group(s), norms, and phases of group/team development. Give specific examples from the surveys.
Describe when and how a group should institute norms in your own words. Share an example of when a norm was followed successfully and an example of when a norm was
violated or broken.
How did power and status affect the enforcement of group norms with the people you surveyed? Refer back to your lesson and textbook regarding these concepts, and give
specific examples incorporating these terms.
List the four phases of group development. What phase is each of your groups in? Use specific examples and concepts from the lesson to justify your answer.
Given what you have learned in previous lessons about interpersonal relationships, why does more conflict arise during the secondary tension phase of group
development? Did the groups you surveyed report personality conflicts that prevented the group from going forward with their goals, or were they able to reach the
emergence and reinforcement phase of conflict?


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