Aviation Security and Nonverbal Behavior

Aviation Security and Nonverbal Behavior

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Aviation Security and Nonverbal Behavior

Q.1

Reading section: Aviation Security and Nonverbal Behavior (Matsumoto et al, 2013, pp 147 – 154; 260 – 262)

What workplace object do you consider to be personal territory?  Think of a time when someone invaded that personal territory intentionally or unintentionally.  How did you feel about the invasion? What was your reaction?  Your discussion should include at least one of the ideas which are given in Chapter 7.

Q.2

Please read the section: Understanding cultural influences in nonverbal communication (pp 112 – 114)

Read Table 5.2 in Chapter Five and understand it.  Then think about your own culture and describe whether it is an expressive or reserved culture, Finally, think of a time when you were involved in a heated exchange with someone, either at work, home or in some other social contexts. Please apply your knowledge of your culture to your reaction during this exchange.  How accurately does your nonverbal characteristics of expressive or reserved cultures described in Fig. 5.2 explain your reaction or this exchange?

Q.3

Please read the section:  The face an expression of emotion (pp.260 -265)

Consider men’s and women’s nonverbal behavior. Does the concept of display rules help you explain any differences between the sexes?

Q.4

Choose only one of the two questions.

Try to recall a time when you had a conversation with someone with a physical disability, someone on crutches or in a wheelchair, for example.  Did your gazing patterns change when interacting with this person as opposed to interacting with an able-bodied person?  How did your gazing patterns change?

 

Or

People of higher status are sometimes said to gaze more and for longer periods than people of lower status. What do you think of this? Think of examples that would and would not be supportive of this theory.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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