I need help understanding my communication homework

The first class is Communications:

1.Choose one of the proverbs listed in this week’s reading on pages 45-47 and articulate how someone in the non-dominant culture may interpret that message? Is there a proverb, adage, or saying from today that you think speaks from a place of power, from the dominant culture in the United States? How are non-dominant citizens implicated by that saying?

2. On page 38-39, the assigned reading offers several opinions about what the function(s) of culture is/are. Choose the function you least agree with and explain your choice and rationale. What are the faults or weaknesses of the function in your opinion? Do you have experiences in your own life that support viewing that function as less than ideal? Which function do you believe is the most relevant?

3. The reading offers eight elements to a transactional model of communication. Using the photograph of two boys in Chapter 2, choose three elements from the communication model that you believe are most important to ‘arriving’ at the moment captured in the photograph. Which of the three elements seems the most important to that photograph and why? Is it possible to gauge verbal communication processes via a photograph?

Source to be used:

• Samovar, L.A., Porter, R.E., & McDaniel, E.R.. (2017). Communication Between Cultures (9th ). Boston: Wadsworth. eText

Second class:Disabilities

1.How do traditional theories of human development and human behavior explain the place of disabled people in family life and in society? What are the similarities and differences between growing up disabled and growing up gay?

2.Referencing the selected Shapiro reading and the video and story about Jason McElwain, answer the following questions: Would you consider Jason a “supercrip” when he was in high school? Does he still fit the definition as an adult? Why or why not? Use any additional outside credible sources you need in order to form an argument either way.

source to be used:

• Mackelprang, R., & Salsgiver R. (2015). Disability: A diversity model approach in human service practice (3rd). Oxford University Press. eText
• Disability, Chapter 2

Last class Working with groups:

1.Read the “student group” case at the beginning of the Chapter 2 OR the “church board” case in Chapter 3. Then select two of the “Questions for Review” below from its respective chapter to respond to. Include the text of the questions in your post and the topic of your case in the subject line of your post.

Student Group Questions

1. Among other things, communication is personal. What conclusions might be drawn about the personal attitudes of the students in our opening case toward each other and toward group processes?
2. Besides the obvious symbolic meanings of “late,” what other meanings can be read into the remarks and the nonverbal behaviors of the students?
3. What are the obvious content dimensions communicated in the students’ remarks? What are they communicating to each other about how they perceive their relationships, including responsiveness, power, and liking?
4. Do these students give any hints about their listening preferences? If so, what are they?
5. How would you rewrite some of Lam’s comments to show how he could have paraphrased what Kelli, Ryan, and Tamika said? Which of the eight major categories of nonverbal behaviors are most relevant to this student group?
6. How might computer-mediated communication been used by our student group? What precautions might they take should they choose to use it to compensate for absences from meetings?
7. Given your understanding of communication principles, including nonverbal messages, what advice would you give to this student group?

Church Board Questions

1. In what ways did the church board demonstrate the system principles of interdependence, synergy, equifinality, multifinality, and multiple causation?
2. The board demonstrated considerable interaction with its environment, particularly with the congregation it represented. How do you see the two main principles of the bona fide group perspective (permeable boundaries and interchange with the environment) operating in the church board? What effects did these exchanges seem to have?
3. In what ways did board members serve as boundary spanners? What boundary-spanning functions and strategies did members employ, and what were the effects on the board and the congregation?
4. In many ways, this board demonstrated the input, throughput, output, and environmental factors that are considered to be ideal. What examples of the board’s inputs, throughputs, outputs, and environmental factors were particularly striking to you? Were any of these factors less than ideal? If so, what effects did this have on the board?

Note: To locate the Case Study in the eText, go to the Table of Contents menu. Select the “Central Message” for the chapter. Cases are located immediately after the “Central Message.”

Sources to be used:

• Galanes & Adams. (2019). Effective group discussion: Theory and practice (15th ed.). McGraw Hill. eText