Society Without Communication Essay Example For Students

Society Without Communication Essay The world came to presence because of correspondence, along these lines everything in it should correspondence. henceforth a general public can not exist without correspondence, at the end of the day, correspondence must happen before a given geaographical region can develop to turn into a general public. Not wistanding we should realize a general public is and what correspondence is about. A general public might be depicted as a gathering of individuals who have lived togethter, sharing regular qualities and general intrigue sufficiently long to be considered by others and themselves as a unit. Breaking down the meaning of society above, you would see that for this gathering of individuals to have been viewed as a gathering, they more likely than not conveyed, it is inescapable for this gathering of individuals to share basic qualities and general enthusiasm without imparting. What is this god-like correspondence? Correspondence they state is the spirit of life. human life depend opn correspondence. we impart to live and live to convey, the day we stop to impart is the day we surrender the apparition. un like different creatures which are organized or made so as to make due in a specific situation. at the end of the day man was not made with exceptional highlights to empower him get by in a specific domain, yet man endure for all intents and purposes in all condition, on account of correspondence. Comunication has caused it feasible for man to get by in all condition, every little thing about him is correspondence and for a mind-blowing duration he imparts. in any case, what precisely is this extremely significant correspondence? Correspondence has been differently characterized, a portion of the definitions incorporates Transmissions of data, that is the entry of data from Mr A to Mr B through a channel. Going of message fron one spot to another. There are different requirements for correspondence in a general public, these incorporate A general public can't exist without correspondence and for whatever length of time that we have more than one animal in a given topographical region, there will undoubtedly be correspondence. besides, even in a topographical territory where we have one individual, which is apparently incomprehensible, he will undoubtedly convey inside himself and with his condition. this lead us the orders of correspondence that exist in a general public and envisioning how it will be without them. Kinds OF COMMUNICATION: HUMAN COMMUNICATION Creature COMMUNICATION MACHINE COMMUNICATION MAN-ANIMAL COMMUNICATION HUMAN-MACHINE COMMUNICATION 1. HUMAN COMMUNICAT ION This kind of correspondence happens among individuals. Concerning rustic networks in Nigeria, I will clarify the accompanying kinds of commuincation. NOTE: The kinds of correspondence underneath ought not be categoried as right or wrong yet as assisting with accomplishing comprehension of the fascinating and interesting subjects of correspondence INSTRUMENTAL COMMUNICATION Decisive COMMUNICATION ICONOGRAPHIC COMMUNICATION EXTRA-MUDANE COMMUNICATION Relational COMMUNICATION INTRAPERSONAL COMMUNICATION INSTRUMENTAL COMMUNICATION Instrumental correspondence involves different gadgets in country zones and urban zones which fills in as backup in music, routine asâ well as dispersal of messages. At the end of the day you need to utilize an instrument to impart. Instrumental methods of correspondence produce sounds that imply or represents a correspondence occasion inside the setting of a particular setting network. wooden drum, woodlock, chime, xylophone,pot drum, deer horn, hand shakers whistle, skin drum are a portion of the instruments utilized in various networks in Nigeria to impart in different ways. envision the networks that utilize the previously mentioned instruments not having the option to speak with them, what will befall the various messages that will never be passed or correspondence with the networks and past. truly we can't manage without correspondence. Illustrative COMMUNICATION This is a kind of correspondence that draws in segment of demostration correspondence mode to fill different exceptionally helpful needs regarding sharpening crowd and network memebers to various messages. This type of correspondence fundamentally includes music and move. envision a gathering without music, a celebration with move, even a military motorcade without music? This basically show s the degree at which we can't exist without correspondence. The Buffalo Creek Disaster Essay3. MACHINE COMMUNICATION: This type of correspondence happens inside and between machine. for example the PC focal handling unitCPU need to speak with the screen and furthermore liase with the console and mouse for any important correspondence to occur. the PC should change over human language into machine language. anyway it ought to be brought up that machine will be unable to correspondence without guidance from man. at the end of the day, for machine correspondence to happen man should give guidelines or mandates to the machine. 4. MAN-ANIMAL COMMUNICATION: from time in remembrance, man has been known to speak with creatures in various manners. in facton some occassion, particularly pets, for example, hounds, felines, monkeys, parrot have been known to be keeps an eye on closest companion and theyve spared and helped man in vaious ways.this is fundamentally a correspondence among man and creatures especiallyâ domestic creatures. 5. HUIMAN-MACHINE COMMUNICATION: This sort of communicationtakes place when man teach a machine to perform one funtion or the other. at the point when you type on a PC you are teaching the machine. Elements OF COMMUNICATION IN A SOCIETY Correspondence is fundamental for human presence and advancement, without it, it has been contended that man might not have had the option to endure. in its current structure correspondence plays out a few funtions to the general public. These incorporate Assistance OF TRANSACTION: with the guide of correspondence we can execute distinctive sort of business. the word business is utilized from a general perspective to mean any sort of trade between tewo or more individuals. Another inportant work is RELATIONSHIP BUILDING. in life we live to assemble connection at home, busy working, in school and different spots. for us to go into any relatinoship, for us to keep up any relationship we have to convey. correspondence additionally performs INFORMATION FUNCTION. correspondence help keep us educated about happenings around uus and furthermore updates us as often as possible about happenings in different spots. What's more, correspondence likewise perform EDUCATION FUNCTION. without correspondence it is dicey if there could be training. correspondence is the establishment whereupon instructive exercises are manufactured. indeed training has been portrays as an informative occasion. a communbicative occasion is an occasion which has its pith in correspondence. TRANSMISSION OF CULTURAL HERITAGE starting with one geberation then onto the next. with the guide of correspondence, society can transmit its social qualities, standards and convention from present age to dcoming ages. Contest RESOLUTION is another capacity that correspondence performs, inquire about has demonstrated that most debate/emergency are brought about by correspondence breakdown, in the event that that is the situation, at that point it will take viable correspondence to determine or settle the question/emergency. Correspondence performs ENTERTAINMENT FUNCTION. music which is a fundamental piece of amusement is a specialized device. Correspondence performs ECONOMIC/COMMERCE FUNCTION. with the guide of promoting which is a specialized apparatus, makers can deliver for a huge scope, they don't need to stress over how to get the customers educated since publicizing has viably dealt with that. Connection is another capacity performed by correspondence in a general public. throught this functioncommunication assists with interpretting and put issues, occasions, occurenes and so on in appropriate point of view for us to comprehend. 1001 occasions happen every day in quick progression dat without correspondence it will be humanly impossble to follow those occasions not to mention getting them. Man conveys from his day of birth till his demise. everyhting he does he communicates.where ever he will be he imparts, regardless of whether at work, at home , in the workplace in the can anyplace that he may fine him self, he conveys. significantly after death it is accepted, particularly be africans that man despite everything convey in the otherworldly domain. Since we live to convey and we impart to carry on with, our life is in this manner correspondence, thus there is no existence without correspondence and a general public can never come toâ be without life.

Business Event Management Assignment Example | Topics and Well Written Essays - 3000 words

Business Event Management - Assignment Example The legitimate commitments in arranging a profession occasion for the most part comprise of getting the consent from the Institute and formally welcoming the organizations to the occasion. Typically, a division from inside a college, school or a school arranges such occasions. They need the authorization from the school specialists. Second, the setting should be reserved, which has its legitimate prerequisites. Likewise, the backers that the administration promptly looks for need to qualify the lawful necessities for supporting such an occasion. The backers ought not be advancing an illicit item or administrations. The Operations Team liaised intimately with The Legal Department in regards to licenses, protections, and agreements required for the occasion. This division additionally worked intimately with different offices to guarantee they meet all guidelines required by the LSBF. Additionally they gave data in regards to minor legitimate issues experienced and guaranteed they give the lawful division and correspondence and lawful documentation that is urgent to this occasion. The activities office is the principle body of the entire occasion. It is tied in with making game plans, the planning, assets, coordinations, atmosphere, management, enlistment of participants and on the spot coordination between the colleagues, so the entire occasion continues as arranged and the members gain however much from it as could be expected. This area of the business occasion is about advancement. The promoting isn't just to pull in the potential workers yet additionally the organizations and establishments that will impart their market information. Additionally, promoting adventures out into planning flyers, banners, sites and web-based social networking pages. Advertising is likewise a significant component in showcasing. Individuals love to go to courses and occupation fairs that have incredible open speakers sharing their insight. This part is the help of the entire occasion. Financing the occasion requires

Language on the Skids Planet Biscotti Goddess Richmond Writing

Language on the Skids Planet Biscotti Goddess Richmond Writing Admittedly, unlike the cartoon (taken from UPenns Language Log blog) this post is tepid stuff. I find myself, by inclination a descriptivist about propriety in language, vexed by the overuse of goddess and planet and even club. Each of these words has been debased and lost some of its grandeur by their use in marketing. This screed of mine began as I looked across the desk, delaying grading student work, when my eyes lighted on the box of biscotti Id picked up at Ellwood Thompsons Local Market, my favorite place to shop. The brand, Biscotti Goddess, appears at the local coffee shop and Im fond of them. Im not fond of the name. Deities, even heathen ones, or especially those, merit some respect.   Id say Biscotti Diva except Id be falling into the same trap. My concern with using such signifiers this way comes from the ability to suck the life from what they signify.   If you look up weasel word in Wikipedia, youll see that the term comes from how an actual weasel empties an egg that still appears intact. And thus with language. Almost time for Planet Lunch!

Love Is Blind By William Shakespeare - 957 Words

Whenever you are going out with someone you really love, you give your partner the affection and ready to forgive them at any time they are at fault. However, it is because you give too much love, people usually tell you that you are a fool for trusting them. Which correspond to the saying, â€Å"love is blind,† which means, you love someone too much and cannot see their fault even if they are hurting you. In the third person’s perspective, two people are being intimated with each other is seen as lovers; and that person can recognize the fault in the lover’s relationship. In contrast, those that fall in love with their partner are rarely can understand how the relationship gets ruined. However, in the saying, â€Å"love is blind,† I believe that is not true because love can come from many different form of loves, with many different kind of people in our daily lives such as our friends, families, or even the strangers who we give our love and receive love from them. In lover’s situation, people usually think that break up is normal for the couple if they are not compatible with each other. â€Å"Love is blind† indeed if they do not have a love quarrel even once. That’s because they forgive their partner whenever they are doing something wrong and try to understand that person in their own way. They cannot see any result in the relationship because this situation will be endless, and their bond will be falling apart. By quarrelling, they can see which path their relationship will head,Show MoreRelatedThe Theme of True Love in A Midsummer Nights Dream by William Shakespeare744 Words   |  3 PagesThe Theme of True Love in A Midsummer Nights Dream by William Shakespeare The overriding theme of the play A Midsummer Nights Dream by William Shakespeare deals with the nature of love. Though true love seems to be held up as an ideal, false love is mostly what we are shown. Underneath his frantic comedy, Shakespeare seems to be asking the questions all lovers ask in the midst of their confusion: How do we know when love is real? How can we trust ourselves that love is real when we areRead MoreWilliam Shakespeare s A Midsummer Night s Dream949 Words   |  4 Pagesof William Shakespeare s most well-known work, is a comedic play that has more than one plotlines. The play has many themes such as magic, dreams, and contrast. However, there is one theme that is reflected most throughout the play and that is love. In the play, Shakespeare shows us that love isn t always what it seems to be; he shows us that love can be expressed in many different types. Throughout the play, we see three different types of love, blind love, inconstant love, and cruel love. Read MoreWilliam Shakespeare s Romeo And Juliet1264 Words   |  6 Pagesdramatist in English literature, Shakespeare occupies a well-known position in the world of talented authors. 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Othello a middle-aged black moor who is also a general in the defense forces marries Desdemona, a white aristocratic lady against the wishes of her father. Their love, however, does not have the happily ever after ending due to the manipulations, deceptions, and scheming of Iago who is driven by revenge and selfish ambitions.Read MoreWilliam Shakespeare s A Midsummer Night s Dream1277 Words   |  6 PagesLove and reason will never fit together. Nor will love ever be a controllable compulsion. Maybe we are fools for going into the perilous, eccentric universe of love; yet what fun would life be without it? William Shakespeare s play A Midsummer Night s Dream investigates the unconventional, unreasonable and unpredictable nature of love during his time. Shakespeare conveys this through the main plot of the play, which is composed of the relationships between three couples. The three couples showRead MoreWilliam Shakespeare s Romeo And Juliet1094 Words   |  5 Pagesextreme words, which, being a romantic tragedy written by William Shakespeare, has many hidden meanings, many of which are demonstrated through foreshadowing. Shakespeare, a playwright from the Elizabethan era who wrote many famous plays, was well know for his play on words, which often prefigures a later event in the play. In William Shakespeare’s Romeo and Juliet, the Act Two prologue foreshadows the extreme themes of death and blindness, love versus lust, and passion versus power, all of which willRead MoreKing Lear by William Shakespeare803 Words   |  3 Pagessight.2 Shakespeare forces us to see that being blind is a mental flaw just as much as it is a physical flaw. Lear is not only metaphorically blind but is also blind toward nastiness and loyalty . We see Gloucester’s blindness in more literal terms as he is literally blind but he can still see, and Albany has a more common form of blindness, as he is blind to his wife. These characters are only able to see after a tragic loss. However the person in the play that is more significantly blind is KingRead MoreEssay The Foolishness of Fools in Shakespeares King Lear1706 Words   |  7 Pagescontrast between Victorian England and Lears own defined world is Shakespeares discussion of fools and their foolishness. This discussion allows Shakespeare to not only more fully portray human nature, but also seems to illicit a sort of Socratic introspection into the nature of societys own ignorance as well. One type of fool that Shakespeare involves in King Lear is the literal fool. This does not, of course, necessarily mean that they are fools all the time; or fools in the denotative sense

The World Of Management And The Netherlands Essay

The world of management can be intense. Moving to a different country can cause anyone to move outside of their comfort zone. Having to learn a new culture, a new set of skills and how to manage a completely different way. I will describe two scenarios. One scenario is about a French manager who moves to a French subsidiary in the Netherlands. The second scenario is about an Egyptian manager. The Egyptian moves to the headquarters of a U.S multinational company. I will use the Hofstede’s cultural dimensions and Meyers cultural map as analysis of the cross-cultural challenges the managers may face. In the first scenario, a French manager who moves to the Netherlands to manage a company. France and the Netherlands have different approaches in culture and management style. Using Hofstede’s power distance study, we see that France has a high power distance. This is where superiors and subordinates view each as a different person. This means that people at the top are not accessible to the people at the bottom. A challenge for the French manager. Since the Netherlands has low power distance in which. Characteristics of the French manager will kill any sense of equality among all. Subordinates may find the new manager to be rude and standoffish.. Subordinates will have apprehension in approaching the new manager. This can create an uncomfortable working environment that can lead to mistrust and resentment. The Hofstede uncertainty avoidance of each country also differs. TheShow MoreRelatedInformation About The Netherlands From Multiple Sources Essay1463 Words   |  6 PagesINTRODUCTION: NETHERLANDS This study is to collect information about The Netherlands from multiple sources. I will gather information from interviewing my cousins that are Dutch and live in several different towns in Amsterdam. We will discuss topics such as wages, employment, sales, and benefits. 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Located in the Zealand province of the Netherlands, the Habog is a treatment and storage center for highly radioactive waste. Construction on the building began in 2000. It is operated by Covra, the Central Organization for Radioactive Waste. The Habog gives insight into the history of nuclear power and the anti-nuclear movement in the Netherlands. The most significant aspect of the facility is its transformationRead MoreComparison Between Holland And Croatia1729 Words   |  7 Pagesand the North Sea (Netherlands Environmental Assessment Agency 21). Daytime temperatures range from between 2 0C to 6 0C in the winter and 17 0C to 20 0C in the summer (Weatheronline.co.uk). The mean annual precipitation ranges from between 700 to 900 millimeters per year. Climate change in Holland has been observed in terms of the increase in the average temperature, increase in the amount and intensity of precipitation, and the common occurrence of extremely hot days (Netherlands Environmental AssessmentRead MoreTo What Extent Did World War II Affect Economic Relations Between The Us And The Netherlands?1321 Words   |  6 PagesQuestion: To what extent did World War II affect economic relations between The US and the Netherlands? Thesis: Abstract: Introduction: To look at the change in economic relations between the netherlands and the U.S. on either side of WWII it is hard to not mix in some politics and military theory as it is a world war, arguably the biggest conflict in the history of the world (that we know of). 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The digital visionary s next plan was to bring radical change to schools and textbook publishers, but he died of cancer before he could do it Some of the ideas that may have occurred to Jobs are now on display in the Netherlands. Eleven SteveRead MoreL ¡Ã‚ ¦Oreal Nederland B.V.1602 Words   |  7 Pagescompany in the world. In 1992 the L ¡Ã‚ ¦Oreal Group was the largest cosmetics manufacturer in the world. They are Headquartered in Paris, it have subsidiaries in over 100 countries. In 1992, its sales were $6.8 billion (a 12% over 1991) and net profits were $417 million (a 14% increase). France contributed 24% of total worldwide sales. Europe (both western and eastern countries, excluding France) provided 42%, and the U.S.A and Canada together accounted for 20%; the rest of the world accounted for theRead MoreCompany Vision And Strategy Of Unilever1174 Words   |  5 Pagesprofitable. 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Those nations disputing their rightful ownership include China, Malaysia, Vietnam, the Philippines, Brunei, and Taiwan. The source of the conflict in this area stems from

Comfort Zone Free Essays

Comfort Zone Brian Tracy, one of the top success speakers and authors in the world, has once said, â€Å"Move out of your comfort zone. You can only grow if you are willing to feel awkward and uncomfortable when you try something new. † His point is that, when one steps out of her comfort zone it will be strange, difficult, or painful. We will write a custom essay sample on Comfort Zone or any similar topic only for you Order Now However, one will only grow or learn from the experience if they accept the embarrassment, difficulties, and the awkwardness that come with trying something new. I agree with Brian Tracy because of my experience becoming a soccer player. It started in middle school when I decided to join my school’s soccer team. I would watch soccer matches with my family and I was comfortable with the idea of watching it, never playing it. Until eighth grade, when I decided to step out of my â€Å"comfort zone. † Growing up, I wasn’t the healthiest child and I knew that I needed to change my habits. Therefore, in middle school, I decided to join my school’s soccer team. I knew a majority of the rules and how to play different positions despite not knowing how to dribble a soccer ball. When I attended the soccer meeting, that’s when it hit me that there’s a huge difference between watching soccer on TV and actually playing. The other players on the team had played soccer since the age of four, and there I was, without soccer experience. After signing up for the team, I felt foolish, scared, and distraught because I didn’t want the other players to judge me. I didn’t want them to make fun of me because I couldn’t dribble or kick a soccer ball, but my inner voice was still telling me, â€Å" Don’t quit! Let the judging motivate you! Who cares if I can’t kick a ball, I will learn! My comfort zone was watching soccer whereas, trying to play soccer was me, stepping out of my comfort zone. During warm-ups in the first practice, I felt as if I was going to die! My legs felt horrible, and there were 2 hours left of practice. I wanted to quit, I was uncomfortable and embarrassed because I fell during an easy drill, was the s lowest runner, and tired in the first 20 minutes. In the back of my mind I knew that I shouldn’t quit, I did soccer for me, to benefit my health and feed my anxiety and curiosity about the sport. On the other hand, if I were to quit, I knew I would be unhappy and disappointed with myself. Therefore, I stayed with soccer and I’m happy with my decision because I’ve made the greatest friendships and came out of my comfort zone. My middle school soccer experience has changed me in the greatest way, it helped me realize that I will face problems where at times I won’t feel comfortable and that I shouldn’t quit, no matter how difficult, strange, or painful. After playing soccer in the eighth grade, I decided to continue to play in high school; I wanted to continue my new healthy habits and my friendships that I made in middle school. From freshman year to senior year, I have played soccer for my high school team, junior varsity for my freshman year and varsity for my sophomore, junior, and senior year, and during all my embarrassing falls, crazy drills, and â€Å"psycho† coaches, I realized I love playing. Such a shift in my own paradigm was one of the hardest things for me to do however, I learned what it means to play with heart and passion, a team is a family, and new healthy habits. I grew because I was willing to feel awkward and embarrassed and as Kristen Wiig has once said, â€Å"When you go out of your comfort zone and it works there’s nothing more satisfying. † How to cite Comfort Zone, Papers

Social Awareness Essay Example

Social Awareness Essay Through Interactions with Diverse Peers by Shirley R. Greene Mark Kamimura University of Michigan Paper presented at the Annual Meeting of the Association for the Study of Higher Education Portland, Oregon, November 12-15, 2003 The work reported herein is supported under the National Institute for Student Achievement, Curriculum and Assessment program, agreement number R305T990402-00, CFDA/Subprogram No. :84. 305T, as administered by the Office of Educational Research and Improvement (OERI), U. S. Department of Education. The findings and opinions expressed in this report do not reflect6 the position and policies of OERI or the U. S. Department of Education. Social Awareness INTRODUCTION Social awareness has it roots in the second wave of the feminist movement (Bickford Reynolds, 2002). It is viewed as one of the key components of consciousness-raising, the other being social action. For many researchers, awareness about issues affecting the community or raising social consciousness has always been a precursor to social movement(Steinem, 1983; Swift, 1990). The internal and external survival of organizations, particularly higher education institutions, requires that they engage their members and encourage them to develop a social awareness that will enable them to reach out to the broader community on these issues. More recent research conducted by Astin (1998), revealed a decline in the percentage of first-year students who voted in a student election and expressed interest in â€Å"participating in a community action program,† â€Å"promoting racial understanding,† and â€Å"becoming involved with programs to clean up the environment† (p. 32) Many traditional college-aged students lack the social awareness that leads to social change (Bickford Reynolds, 2002). Although they can easily identify the icons of social movements, such as the civil rights movement, they seldom appreciate the needs, impetus, and historical specificity that drives social change movements. Furthermore, they fail to understand how a democra cy works and exhibit little interest in the U. S. political system (Giroux, 1987; Hepburn, 1985). We will write a custom essay sample on Social Awareness specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Awareness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Awareness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Reformers view students who lack this type of knowledge, understanding and interest as lacking sensitivity to the needs of others and a willingness to be active citizens (Swift, 1990). 2 From a research perspective, social awareness is an important facet of student development to understand because of the recognized links between social awareness and social change, as well as the development of critical thinking skills (Tsui, 2000). From a practice perspective, higher Social Awareness education institutions are being called upon to create an informed citizenry capable of understanding and addressing a myriad of social issues. 3 Steinem (1983) defines the social change process as follows: â€Å"naming the problem; speaking out, consciousness raising, and researching; creating alternate structures to deal with it; and beginning to create or change society’s laws and structures to solve the problem for the majority. † This paper focuses solely on those aspects related to increased awareness, specifically â€Å"naming the problem, speaking out, consciousness raising, and researching (Ibid). We define social awareness in terms of the importance that students attribute to: 1) speaking up against social injustice; 2) creating awareness of how people affect the environment; 3) promoting racial tolerance and respect; and 4) making consumer decisions based on a company’s ethics. These dimensions constitute the type of social awareness that students need to develop during their college years, in order to function well in a complex and diverse society. REVIEW OF LITERATURE The relevance of exploring the development of social awareness among college students is supported by several theoretical and empirically-based studies. First, we examine literature linking social awareness development to student attitudes and cognitive development (Piaget, 1975; Tsui, 2000; Perry, 1970). Second, we review literature that discusses the influence of interaction with diverse peers on student awareness, growth, and development. Linking Social Awareness, Attitudes and Cognitive Development Students tend to develop their social and cognitive skills through social interaction with others. When interacting with diverse peers, students are able to engage in debates and actively confront the differences between their own point of view and that of others (Piaget, 1975). In addition, they develop the ability to manage the strong emotions that conflict can engender. Social Awareness These cognitive and affective processes are relevant to the development of the dimensions associated with our social awareness measurement. Tsui (2000) posits that social awareness and consciousness, along with political awareness, directly influences college students’ development of critical thinking skills. This researcher concluded â€Å"awareness of political and social affairs may be relevant to critical thinking development because discussion about such topics tend to elicit more interest and participation among students (p. 432). † Other research suggests that students who possess critical thinking skills demonstrate a greater degree of social and political consciousness. These students demonstrate a political awareness or concern for general social issues rather than a concern with 4 their own world and immediate social group (Enright, Lapsley, and Shukla, 1979; Hurtado et al. , 2002). During their college career, students are exposed to various social, political, and personal experiences that challenge their current view of the world. When students confront the dissonance between views presented to them and their own perspective, they move from being dualistic to more complex thinkers (Perry, 1970). In turn, they are able to accomplish the following: demonstrate perspective-taking skills, exhibit sociocentric behaviors, construct reflective judgment skills and broaden their perspectives concerning social issues (Selman, 1980; Perry, 1970). Other scholars similarly note how interaction across difference can be linked with cognitive growth in multiple dimensions. King and her collaborators discuss a theoretical connection between cognitive development and multicultural thinking (King Baxter Magolda, 1996; King Shuford, 1996). Adding further support for the exploration of cognitive, affective and attitudinal variables in our model, several studies utilizing national longitudinal data show student interaction with Social Awareness 5 diverse peers is linked with increases in cultural knowledge and commitment to promoting racial understanding (Antonio, 1998; Hurtado, 2001; Milem, 1994). In their work on intergroup contact theory, Stephan and Stephan (1996) discuss the effect that the mediators of contact— including cultural knowledge—have on interaction across differing social identity groups (Cushner Brislin, 1996; Triandis, 1972). They also cite research on attitudes in their discussion of the mediators of intergroup contact and emphasize the importance of values in what they call personal factors within their model (Ashmore, 1970; Katz, Wackenhut, Hass, 1986; Stephan Rosenfield, 1978; Stephan Stephan, 1996; Wagner Schonbach, 1984; Weigel Howes, 1985). Social Awareness and Interaction with Diverse Peers More recent research has also explored the theoretical connections between interaction with diverse peers and dimensions of social awareness. Springer, et al. 1995) found that students who interacted with diverse peers reported more frequent discussion of complex social issues, including such things as the economy, peace, human rights equality, and justice. A few other works have addressed the impact of interacting with diverse others on racial understanding. Astin (1993), in a multi-dimensional study of college impact, found that socializing with someone from a different racial background caused increases in cultural awareness, commitment to racial understanding, and commitment to the environment. Later research by Chang (1996) confirmed the relationship between diversity and racial understanding. These studies indicate that students who interact with diverse peers also demonstrate beliefs (importance of speaking up against social injustice and creating awareness of how people affect the environment) and values (desire to promote racial tolerance and respect) consistent with the development of social awareness. Social Awareness A recent study of the University of Michigan and Harvard University law school students revealed that discussions with students from diverse backgrounds significantly influenced their views of the U. S. criminal justice system, as well as their views regarding civil rights and conditions within various social and economic institutions (Orfield and Whitla,, 2001). Fifty three percent of the students also stated â€Å"diversity in the classroom allowed students to confront stereotypes on social and political issues all or most of the time. † Students who develop views and dispositions associated with social awareness are better prepared to take on social roles as decision-makers and agents of social change. METHODS Conceptual Framework Given that a theoretical framework for studying the development of social awareness has yet to be developed, we designed a conceptual model that would take into account varying sources of influence as suggested by Astin (1993), Chickering (1969), Chickering and Reisser (1993), and Tinto (1975). These sources include: (1) the preenrollment characteristics of students, (2) students’ academic experiences, and (3) students’ social or nonacademic experiences including interactions with major agents of socialization on campus (Chickering, 1969). As suggested by Astin (1993) and Chickering (1969), various pre-enrollment characteristics of students must be considered when examining the impact of experience in college. In order to 6 clearly assess the impact of college interaction with diverse peers on social awareness, this study controls for several background characteristics including: precollege social awareness, academic ability, race/ethnicity, gender, and mother’s level of education. In addition to pre-college characteristics, Chickering (1969) emphasized assessing the impact of students’ academic and non-academic experiences, by examining not only the types of Social Awareness involvements but also the extent and nature of interactions within these experiences. Milem 7 (1994) has also suggested that certain classroom experiences, such as dialogue between students of different backgrounds and beliefs will encourage students to reflect more on issues of race and diversity. Hurtado et al. (1994) operationalized interactions with diverse peers as how frequently a student engages in activities with someone of a different race/ethnicity. The findings suggest that the more students interact with peers from different racial/ethnic backgrounds, the more open they are to diverse perspectives. We also utilized the research investigating how students learn and acquire skills and dispositions through interactions with others (Piaget, 1975; Selman, 1980). The model we developed was based on the items identified in the theoretical and empirical works discussed above. Additional items were added based upon their hypothesized significance to the model. In summary, we hypothesize that precollege level of social awareness, background characteristics, college experiences (i. e. academic, non-academic, and interaction with diverse peers), and attitudinal and cognitive growth measures influence the development of social awareness in college students. Data Source In an effort to better understand how colleges and universities are preparing students to participate successfully in an increasingly diverse society, the Diverse Democracy Project, funded by the U. S. department of Education was launched in 1999. This multi-method study utilized a longitudinal survey, administered to student s at the beginning of their first-year and at the end of the second year of college at ten public universities. The universities involved in the project were chosen based on the following criteria: (a) a strong commitment to diversity as evidenced by the university’s mission statement and the presence of a number of diversity Social Awareness initiatives on campus; (b) recent success in diversifying their student body; and (c) engagement in significant community-building activities with a diverse student body. 8 The current study seeks to increase our understanding of factors that influence students’ level of social awareness during the first two years of college. To accomplish this, we used data from the longitudinal survey that includes approximately 3,496 respondents from the Fall 2000 entering classes at the nine participating institutions. These respondents were randomly selected to receive a survey either during summer orientation prior to starting college or via mail during their first semester of college. Respondents to the first survey were mailed a follow-up survey in the Winter of 2002. Both surveys were designed to elicit responses pertaining to constructs that measure cognitive, social-cognitive, and civic outcomes. Sample Participants in this study included 3,496 students who took the first-year and follow-up survey. White students comprised the largest group with 69. 1% of the students, followed by Asian American students (15. 8%), African-American students (4. 8%), Latino students (9. 1%), and Native American students (1. 2%). Female responses were higher than their male counterparts (61%). Mother’s educational level for respondents was high school (19. 3%), college (38. 9%) and graduate school (52. 1%). In this sample, the mean SAT score was 1169. 7 (400-1600 scale) and standard deviation of this score was 164. 9. The SAT score includes the combined math and verbal SAT scores and ACT scores, which were converted into a comparable SAT score. Measures The names, types, and scales for each of the variables used in the model are identified in Table 1. The outcome variable in this analysis, social awareness, was derived from the follow- Social Awareness up survey. This variable represents a scaled index of multiple items (i. e. , speaking up against social injustice, creating awareness of how people affect the environment, promoting racial tolerance and respect, and making consumer decisions based on an company’s ethics). The social awareness variable had an alpha reliability of . 72. The remaining items in the model and their scale reliabilities are shown in Table 3. The model estimated in this study included five different variable sets: (1) students’ level of precollege social awareness, (2) background characteristics of students, (3) attitudinal dispositions, (4) cognitive indicators, and (5) students’ college experiences (academic and nonacademic) including interactions with major agents of socialization on campus (Chickering, 1969). After entering the pre-college social awareness control variable, the second block of independent variables to be entered into the model was student background measures, including gender, race/ethnicity, mother’s level of education and SAT scores. This information was derived from institutional data provided by each of the ten schools participating in the study. Another background measures included a variable representing mother’s level of education. This variable was dummy coded so that graduate school completion served as the reference group. Attitudinal dispositions were measured by two scaled index items including identity awareness (? . 72) and tolerance of lesbian, gay and bisexual persons (? = . 76). Cognitive indicators were measured by three scaled index items representing cultural awareness (? = . 70), interest in social issues (? = . 67), and Fletcher’s measure of attributional complexity (? = . 87). The final block of independent variables recognizes the relationship between student outcomes and student-student interaction (Astin, 1984; Weidman, 1989). Three variables were included in this block labeled college experiences (i. e. , classroom experiences, informal 9 Social Awareness 10 interactions (? = . 76), and interaction with diverse peers). Drawing from Astin (1993), Milem (1994), Springer et al. (1996), and Pascarella et al. (1996), we chose to incorporate frequency of interactions with diverse others into the model because of the hypothesized relationship with the outcome variable. The academic experiences of students were incorporated through a classroom experience variable that measured the number of diversity courses taken by respondents. Students’ social or nonacademic experiences were measured by a variable representing informal interactions. Analytic Procedures/Analysis Data analysis for this study required two steps. First, exploratory factor analyses were conducted on all items within various constructs of the survey instruments. By using principal axis factoring and orthogonal rotation methods, we were able to reduce the number of measured variables for analyses. When necessary, survey items were reversed coded. A reliability analysis using Cronbach’s alpha was conducted for each factor. Six of the factor-derived variables were included in our regression analyses (see Table 3). Factor loadings that contained a score of at least . 422 or higher were retained in the development of subsequent summated rating scales (i. . , pre-college social awareness, college social awareness, social identity awareness, cultural awareness, and interest in social issues, Fletcher’s attributional complexity, tolerance for lesbian, gay, and bisexual persons, and interactions in an informal context). Second, multiple regression analyses were employed to estimate the coefficients of the model. Independen t variables reflecting precollege social awareness, student background characteristics, student acquired characteristics, academic experiences, and social experiences were entered in five blocks. Social awareness prior to college, gender, race/ethnicity, academic ability, and Social Awareness 11 mother’s level of education were used as control variables. Utilizing this approach, the relative contribution for each of the five blocks of independent variables could be examined. RESULTS The standardized beta coefficients for each independent variable are presented in Table 4. These standardized beta coefficients (regression weights) may be interpreted as direct effects of individual independent variables on the dependent variable, holding all other independent variables constant. Table 4 also presents each block of variables including the unstandardized beta coefficients of variables not yet added to the model. Examining the final regression model indicates that the model fits the data well, accounting for 41. 8% of the variance in social awareness. The results presented below are organized according to the five blocks of predictor variables in the model, including precollege social awareness, students background characteristics, attitudinal dispositions, cognitive indicators, academic and non-academic college experiences. Students’ Background Characteristics When entered in the equation, the precollege variables explained 28. 5% of the variance in social awareness. As shown in Table 4, pre-college social awareness and students who identified themselves as Asian American were the only two significant predictors of social awareness in terms of precollege characteristics. As expected, the level of social awareness prior to college was the strongest significant predictor in the model, accounting for 27. 8% of the variance (p