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Learning how to resolve conflict is a skill that requires both self-awareness and other-awareness. For this assignment, create a presentation in which you share a story about an experience where you were involved in an interpersonal conflict with another individual. As part of your presentation, explain how communication behaviors and individual differences contributed to this conflict, and recommend a strategy for resolving similar conflicts in the future. Remember, while conflict is emotional, your presentation should be professional and academic. You are telling an objective story that occurred in the past. First, create an outline in which you organize your thoughts. Use this outline to record a 3â4 minute narrative, using Kaltura or another presentation tool. Upload both the outline and the presentation (or a link to it) to the assignment area. Include the following in your presentation: ⢠Define the conflict in your own words. ⢠Describe communication behaviors that led to this conflict. ⢠Explain how communication behaviors affect interpersonal relationships. ⢠Explain how individual differences contribute to interpersonal conflict. ⢠Present coherently to support a central idea. Assignment Requirements Your presentation should meet the following requirements: ⢠Verbal communication: Presentation is well organized and engaging, with clear, audible audio. ⢠Standard formatting: Use Kaltura or another presentation tool, such as PowerPoint with audio or a short podcast. The format you choose for your presentation must be one that your instructor can access for review and grading. You may submit links to recorded presentations that you have saved online and given your instructor access to. Do not submit files from nonstandard software programs. You can reference Capellaâs Computer RequirementsLinks to an external site. for more information about our standard software programs. Refer to Using Kaltura [PDF]Links to an external site. for additional information about this Capella-supported tool. ⢠Length: 3â4 minutes. ⢠Outline font and font size: Times New Roman, 12-point font. Competencies Measured By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria: ⢠Competency 2: Apply theoretical perspectives on conflict. o Define a conflict in own words. o Describe communication behaviors that can lead to conflict. ⢠Competency 3: Apply appropriate strategies to reduce or resolve conflicts. o Recommend a strategy to resolve interpersonal conflict. ⢠Competency 4: Analyze the impact of conflict on relationship building in face-to-face, virtual, cyber, and group communication. o Explain how communication behaviors affect interpersonal relationships.
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of females in the military. During and prior to World War II, women held a very minute position in the military, often assisting the war effort from the comfort and safety of the home front. However, this was not at the desire of these women, but of the social and political norms that restricted their roles and capabilities. âWomen were expected to help soldiers in the war effort but not become soldiers, which resulted in women being encouraged to participate in the war effort only within functions that did not break the status quo expectations of gender roles.â Very few women employed duties generally associated with men. Of these few, truck drivers and mechanics were most common, but were still no where near the level of importance of the WASPs. The majority of women served as clerical workers or secretaries, falling into societyâs definition of a proper womanâs job. The WASPs challenged this cultural model and ventured into the male-dominated operations of the military. Despite the severe backlash from the media, society, and the men whose positions were in question, the United Statesâ military in World War II was in desperate need of assistance. All branches of the military ran various recruitment campaigns for women. âHowever, the participation of women in the military, though encouraged during times of war, does challenge cultural expectations of gender roles.â The WASP program was formed in an attempt to relieve male pilots so they could be available for combat. Since its formation, gender was the defining point of the program. Unlike other branches of the military, and even other aspects of the war effort, WASPs were filling highly regarded positions that were sought after by men. âAlthough women have been active participants in all wars in which the United States has been involved, and although all branches of the U.S. military had womenâs auxiliaries in World War II, the WASP program remained unique be>
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of females in the military. During and prior to World War II, women held a very minute position in the military, often assisting the war effort from the comfort and safety of the home front. However, this was not at the desire of these women, but of the social and political norms that restricted their roles and capabilities. âWomen were expected to help soldiers in the war effort but not become soldiers, which resulted in women being encouraged to participate in the war effort only within functions that did not break the status quo expectations of gender roles.â Very few women employed duties generally associated with men. Of these few, truck drivers and mechanics were most common, but were still no where near the level of importance of the WASPs. The majority of women served as clerical workers or secretaries, falling into societyâs definition of a proper womanâs job. The WASPs challenged this cultural model and ventured into the male-dominated operations of the military. Despite the severe backlash from the media, society, and the men whose positions were in question, the United Statesâ military in World War II was in desperate need of assistance. All branches of the military ran various recruitment campaigns for women. âHowever, the participation of women in the military, though encouraged during times of war, does challenge cultural expectations of gender roles.â The WASP program was formed in an attempt to relieve male pilots so they could be available for combat. Since its formation, gender was the defining point of the program. Unlike other branches of the military, and even other aspects of the war effort, WASPs were filling highly regarded positions that were sought after by men. âAlthough women have been active participants in all wars in which the United States has been involved, and although all branches of the U.S. military had womenâs auxiliaries in World War II, the WASP program remained unique be>
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