CMN1100 Aspects of Communication Case Study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
CMN1100 Aspects of Communication Case Study
Arapahoe Conflict Between Genders and Conflict Resolution by Gender
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CMN1100 Aspects of Communication Case Study
Read the article below and then write a case study about it including the answer for these questions.
One or Two Aspects of Communication in the Scientific Environment
by Charles Zalabak*
Graduating with a bachelor’s degree in engineering physics (communication requirement: one semester of public speaking) I went to work for the National Advisory Committee for Aeronautics (NACA) as a research scientist. When the NACA became a part of the National Aeronautics and Space Administration NASA), I was more concerned with product development. The working conditions were very good by my evaluations. Resources were adequate (a researcher will almost always claim a better job could be done with more money and what it can buy in simulations, manpower, supplies, and time), the environment was stimulating (exciting fields of inquiry, capable and generally compatible people), and a review process by which the research projects were maintained was consistent with needs.
To examine the process of communication as I experienced it at NASA, let me describe several assignments and leave the details of communication analysis to the student and to those better qualified than I.
As a new employee just out of school, one might expect to do menial tasks, of course. One of my first assignments in the research environment was the plotting of curves, whereby it is possible to deduce a mathematical relationship or to check how closely the experimental data fit the theoretical curve. Today, of course, electronic curve plotters eliminate the tedium, except as it applies to the programmer. Whether an assignment is individually completed or performed with sophisticated technology, the scientist is concerned with determining what are meaningful data. What should be accepted and what should be rejected? How accurate are the standards we use for judgment? I have frequently asked myself the questions: What about data that were rejected on the basis of such situations as instrument error or nonstable set point? Were some of those data also meaningful? If so, what was the impact of discarding those data?
As in most research environments, we were constrained in design by a variety of limitations. I was assigned to create mechanical designs to convey concepts, materials, and dimensions for needed equipment such as a furnace capable of high-temperature materials testing. Did the need for limitations provide equipment (and resulting data) that could be misused by persons not fully understanding the limitations?
Report writing—formal communication—was the culmination of a research effort. After progress and findings had been reviewed by supervisors and agreement had been obtained that the results merited distribution, a draft report was prepared for supervisor approval. Corrections made, the report was submitted to an editorial committee that included a checker (responsible for accuracy of formulas, calculations, and references), a co-worker or two (not directly on the project), and a person attempting to ensure the report would be comprehensible to technical persons not in the same specialty area (described as a mean intelligence). The author of the report could expect sessions with the editorial committee to be lengthy and somewhat combative. Following additional corrections/approvals, the grammarians made their recommendations. Final corrections, duplication, distribution, and cataloguing were the responsibilities of the author(s). Communicating the results was part of the research assignment.
The communication examples, questions, and concerns I have described were basic to most of my assignments. Additionally, technical reviews as presenter or participant were common at various levels in both group and interpersonal settings. Again, the responsibility to examine and critique was as much a part of the job as actual manipulation of data.
Throughout, I found an honest, ethical relationship pervasive among people, a sincere attempt to present findings with full disclosure of the limitations. And yet, we have witnessed a space-mission failure resulting in death. And digressing to other areas of science, we remember Nobel felt compelled to fund a commemoration of peace efforts because his discovery of dynamite was so devastating. We note the pollution of air, water, and land due to accidents arising from nuclear fission and the potential pollution from fission residues that require disposal. Disposal of toxins from manufacturing processes poses increasing problems, as does the use of toxins by inadequately informed people. The list can be continued. However, the point is that in each case the initial product was to improve a lot of the human race—from dynamite as a source of concentrated energy to pesticides that improve agricultural productivity and facilitate distribution.
So, what about communication (besides the fact that a lack of communication contributed to the above-cited problems)? I see work being done to advance the discipline. As cause and effect become better defined, the potential for abuses grows. Can the student of communication help establish a course of action to forestall these abuses, as well as guide the technical community so they may better convey the totality of information?
- How does Zalabak see human communication influencing scientific progress?
- Can you identify other examples of scientific problems related to human communication?
- How should scientists be trained in human communication?
CMN1100 Aspects of Communication Case Study
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.
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