Global Communication Worksheet Essay Example for Free

Global Communication Worksheet Essay Your supervisor wants to send a brief e-mail message, welcoming employees recently transferred to your department from different regions across the company, which are Brazil, Russia, India, and China. Create a clear and concise welcome message that would be appropriate for these groups of employees. Research the communication style of each of the following countries: Brazil Russia India China Transcribe the following welcome message for the employees from each country: I wanted to welcome you ASAP to our little family here in the States. It’s high time we shook hands in person and not just across the sea. I’m pleased as punch about getting to know you all, and I for one will do my level best to sell you on America. Complete the table below with your transcribed welcome messages. Also indicate whether each of the countries are more individualistic or relationship focused, and whether they are direct or indirect in their communication. Country Transcribe Welcome Message Relationship or Individualistic? Direct or Indirect?

The Objectives Of Cisco Networking

The Objectives Of Cisco Networking Welcome to the Cisco Networking Academy program! This is the first of four courses designed to provide classroom and laboratory experience in current and emerging networking technology, and to help prepare for certification as a Cisco Certified Network Associate (CCNA). This curriculum presents a comprehensive overview of networking; from fundamentals to advanced applications and services. It is based on the top-down approach to networking that is popular in many colleges and universities. The course emphasizes concepts and skills required to design networks, while providing opportunities for practical application and hands-on experience by teaching students how to install, operate, and maintain networks. II. ADVISORY PREREQUISITE CIS 120, CIS 190, A+ Certification, or one year industry experience. III. COURSE GOALS AND OBJECTIVES This course introduces the architecture, structure, functions, components, and models of the Internet and other computer networks. It uses the OSI and TCP layered models to examine the nature and roles of protocols and services at the application, network, data link, and physical layers. The principles and structure of IP addressing and fundamentals of Ethernet concepts, media, and operations are introduced to provide a foundation for the curriculum. Labs use a model Internet to allow students to analyze real data without affecting production networks. Packet Tracer (PT) activities help students analyze protocol and network operation and build small networks in a simulated environment. At the end of the course, students build simple LAN topologies by applying basic principles of cabling; performing basic configurations of network devices, including routers and switches; and implementing IP addressing schemes. By the end of the course, students will achieve the following objectives: Given a LAN/WAN configuration scenario, students will be able to: Describe the basic concepts of how data networks and the Internet support business communications and everyday activities. (a, b) Describe the basic networking processes used to communicate across Local Area Networks, Wide Area Networks and the Internet. (a,b) Operate basic networking devices and services used to support communications across an Internetwork. (c,d) Describe the layers of communications in data networks using the 7-Layer OSI and the 4-LayerTCP/IP models. (a,b) Describe the role of protocols in data networks. (a,b) Describe the importance of addressing and naming schemes at the following OSI Data Link, Network and Application layers. (a,b) Describe the protocols and services provided by the Application layer in the OSI and TCP/IP models. (a,b,d) Describe the functions and features of the Transport layer protocols and services. (a, b) Describe the functions and features of the Network layer protocols and services. (a,b) Describe the fundamental concepts of routing that occur when a packet is forwarded from its source to its destination across multiple networks. (a,b) Design, calculate, and apply subnet masks and IP addresses to meet network design requirements. (c,d) Describe the operation of the OSI Data link layer protocols by explaining how data link frames communicate between networking devices. (a,b) Describe how the OSI Physical layer protocols and services transfer data bits across data networks. (a,b) Describe fundamental Ethernet concepts such as media, services, and operation. (a,b) Apply basic cabling techniques to connect various types of networking devices to meet prescribed network design topologies. (c,d) Build a simple Ethernet network using routers, switches, and network hosts. (c,d) Establish local and remote terminal connections to Cisco Networking devices using Terminal Emulation programs. (c,d) Use Cisco CLI commands to configure and verify basic router and switch operation. (c,d) Analyze the operations and features of common Application layer protocols such as HTTP, DNS, DHCP, SMTP, Telnet, and FTP.(a,b,d) Use common network utilities to verify local area network operation and analyze data traffic. (c,d) Method of Evaluation (Measuring Student Learning Outcomes with Representative Assignments) Chapter exams that measure each students ability to define and appropriately use networking technology concepts and terminology to describe networking processes, protocols, functions and features. Comprehensive final exam that measures each students ability to synthesize and apply course concepts to a variety of networking scenarios. Comprehensive skills exam that measures each students ability to practically apply network, design, configuration and hardware connectivity techniques to LAN environments. Lab exercises that require students to apply course concepts and skills in order to implement LAN solutions, compute IPv4 network addressing to network problems defined by the instructor, and connect and configure LAN devices. IV. TEXT, MATERIALS AND ONLINE WEBSITE Cisco Network Academy Website: http://cisco.netacad.net Instructors Website: http://www.cuyamaca.net/cis/cisco Blackboard: http://bb.gcccd.edu/webapps/login/ Network Fundamentals course: Network Fundamentals, CCNA Exploration Companion Guide ISBN-10: 1-58713-208-7, ISBN-13: 9781587132087, Publication Date: October 2007 Network Fundamentals, CCNA Exploration Labs and Study Guide ISBN-10: 1-58713-203-6, ISBN-13: 9781587132032, Publication Date: October 2007 Recommended Texts (not required) Not required as you are encouraged to print all of the assigned labs directly from the assignments listed in Blackboard. Materials Removable media (thumb drive, floppy) A sectioned three-ring binder with paper for note taking V. COURSE SPECIFICS Attendance This Self-paced open entry-open exit program requires students to complete a minimum of 48 classroom hours in the presence of an Instructor to meet academic standards. Self-paced education places additional responsibility on the student for success. Irregular attendance and lack of participation are key factors in determining poor student performance. The greater the amount of time and effort applied by the student, the greater the opportunity for success, rapid advancement of knowledge, and advancement through the program. Students will be expected to manage their attendance with the goal of completing at least one Cisco Semester during a Cuyamaca College Semester. Higher goals of completion are very possible and will be supported. If you have questions about recommended progress rates, please ask the instructor for guidance. Dropping the Class It is your responsibility to withdraw from class. All students who are enrolled at the end of the course must be given a letter grade. Students who stop attending and do not officially withdraw will be receiving an F. See the IMPORTANT DATES section below for drop deadlines. A W cannot be awarded after the Last day to drop CIS 201 deadline. Assignments Assignments for the class are divided into the following groups: Reading Assignments (Cisco Netacad or textbook) The material for this course is available on the Web. The reading assignments should be completed before the beginning of class. Most students will spend and average of ten hours per week reading the material. Some chapters may take more than one reading to understand. Students are responsible for all terms and concepts in the chapters covered. On-Line Module Exams (Cisco Netacad) All exams are administered online, and enabled only after the topic has been completed. There are ten (10) online module exams and a comprehensive final exam. Module exams can be taken at any location (home, work, school) but may not be repeated. The comprehensive final must be taken at school during normal class hours. Subnetting Practice tests (Blackboard: Assignments: Chapter Folders) Subnetting is one of the most important skills to acquire in the first semester of Cisco. Subnetting is also a skill that requires a lot of practice to master. There will be short subnetting practice test in Blackboard for each chapter. Students may take each practice test up to 2 times with the highest score used for final grading. Students are responsible for seeking additional help from an Instructor or Tutor if their test result is not satisfactory Labs and Packet Tracer Activities (Blackboard: Assignments: Chapter Folders) The hands-on labs are an important part of the Academy. Students may work together in small groups. Content for the skills-based final will be directly drawn from lab assignments, worksheets, and other course material so understanding lab assignments is an important part of passing the course. You are encouraged to complete as many additional labs as you wish as well as working all of the interactive labs found in the curriculum. Labs and Packet Tracer Activities submitted after the corresponding module exam has been attempted will not be graded. Additionally, Labs and Packet Tracer activities submitted more than two weeks after the corresponding Chapter lecture has been presented will not be graded. Contact the instructor of record to arrange any adjustments regarding Lab and Packet Tracer deadlines prior to deadline date. Skills-Based Final, On-Line Student Survey, On-Line Final Exam (Cisco Netacad) A skills-based final and an on-line final exam will be administered the end of the course. The online final exam will be comprehensive and all students must pass the online final and the skills-based final to pass the course (both Skills Based final, and Online final require 60% or above for passing), to be eligible for CCNA2. All labs, on-line chapter tests, and the skills-based final must be completed before you may take the online comprehensive final exam. The online comprehensive final may be repeated once for scores below 60% on the first attempt, however, the average score between the two attempts will be used in final grade calculations for grades submitted to Cuyamaca. Due to the number of students and the resources required for the skills based final, students will be required to schedule a time to take their skills based final. A sign-up matrix will be posted 1 week prior to the skills based finals. Cisco requires that the CCNA 1 on-line survey is completed before receiving a grade in the course. Incomplete grades are not allowed. Grades will be assigned as follows: Domain % Points Grade INSTRUCTIONAL FACILITIES Online Chapter Exams 10 93.4 100 A Classroom Subnetting Worksheets Tests 15 90.0 93.3 A- Laboratory Labs and Packet Tracer Activity 25 86.7 89.9 B+ Personal computer for each student Final Exam (comprehensive Skills Based) 25 83.4 86.6 B Appropriate course software Practice Final 5 80.0 83.3 B- Final Exam (Comprehensive Online) 20 76.7 79.9 C+ 70.0 76.6 C 60.0 60.9 D F IMPORTANT DATES Please refer to the appropriate official Cuyamaca College document to insure compliance with any College deadline. Spring 2010 Semester January 25, 2010 to June 1, 2020 February 5 Last Day to Receive a Refund for Semester-Length Classes February 12 15 Holiday (Presidents Day Weekend Friday, Lincoln Day Monday, Washington Day) March 29 April 2 Spring Recess April 23 Last Day to Drop Semester-Length Classes MAY 13 10:00 pm All Labs, Packet Tracer activities, and Subnetting practice tests due MAY 20 10:00 pm All Skills Based Finals must be completed MAY 25, 26, 27 Comprehensive Online Final Examination Days Must be completed by 10:00 pm May 27 Spring 2010 CIS 201 Schedule Week CCNA 1 8 week Schedule Chapter Reading 16 Week Schedule Chapter Reading Labs Packet tracers due (Thursdays 10pm) Additional topics 1 8 Week schedule 16 Week schedule Binary and Introduction 2 1 2 1 Binary Conversion Addition 3 3 4 2 Binary Combinations 4 5 6 3 1 2 1 Network Addressing 5 7 8 4 3 4 2 Subnetting 6 9 10 5 5 6 3 Subnetting 7 11 6 7 8 4 Subnetting 8 7 9 10 5 Subnetting 9 8 11 6 VLSM 10 9 7 VLSM 11 10 8 VLSM 12 11 9 VLSM 13 10 VLSM 14 All Assignments Due 11 15 Skills Based Finals 16 Online Finals

My Philosophy of Education Essay -- Teaching Education Teacher School

My Philosophy of Education My philosophy of education and my personal goals and theories about how students are empowered through their educational experience revolve around the student-centered, interactive approach to instruction and learning. My goal as an educator is to create a learner-focused environment that promotes the basic literacy skills - reading, writing, listening, speaking and thinking. Children are readers, writers, and thinkers who need language to question and understand. They become members of literate communities using language in real ways for real purposes. Through my own classroom research, I have learned to listen to children, to observe the multitude of ways in which they learn, and to examine the elements that encourage their growth. Each day must be devoted to writing, reading, and interacting with literature. Children learn to read by reading. They learn to write by writing. Listening to and talking about literature enhances both processes. Children learn to think, to question, to reflect on what they write, read, and listen to in a classroom that allots a significant amount of time to the interaction and practice of these skills. Children make choices as to what to read, what to write, and how to approach a task. These children who make their own decisions take ownership of their learning and are better able to make meaning within their world. Teacher responses play a critical part in this environment by asking questions to stimulate thinking, and children become adept at generating their own questions and seeking answers. Peers also learn to make enabling responses in a literate community. Children need and deserve these responses; as well as, they need to hear the ideas o... ...ncourages children to be able to use their learning skills of various disciplines and put to use these skills acquired. Also, it helps children in solving and resolving age appropriate challenges. In doing this, one hopes to instill confidence and foster the child?s ability to see how all aspects of education build up the learner equipping him/her with the necessary knowledge to more forth in education as well as life. I believe that a teacher should be able to wear many hats with success. We must address each student as an individual and adjust the method of teaching to accommodate the child?s capacity to learn. Building up the student and providing him/her with all the necessary skills of reading, writing, and problem solving will foster and stimulate further learning. The student will ultimately benefit as a productive learner and member of society.

Private Property and the Rule of the Middle Class in Aristotle’s Politi

Private Property and the Rule of the Middle Class in Aristotle’s Politics In his discussions of constitutions and cities in Politics, Aristotle makes it very clear that his top priority is to provide people with the opportunity to pursue and achieve the good life. An integral part of this is the stability of the constitution. Although Aristotle explicitly states that a kingship is the best system of rule for any given generation, its lack of stability from one generation to the next disqualifies it from being the best in reality. In his attempts to find a constitution with stability, Aristotle comes to the decision that the middle class would be the ruler of such a constitution. This, he says, will minimize the corruption that can easily take place within the rich or the poor, and will ensure lasting stability. In order to enable the middle class to take a role of power, Aristotle allows them to obtain wealth, and more specifically private property—a huge diversion from the opinion of Aristotle’s mentor, Plato put forth in th e Republic. Towards the beginning of Aristotle’s discussion about the different constitutions, he makes the claim that in certain situations, a kingship is the most virtuous of all types of government. â€Å"There may, however, be a particular sort of society in which absolute kingship ought to be instituted. This is the sort of society in which one family, or person, is of merit so outstanding as to surpass all the other members†¦there should be absolute kingship† (III.17). When Aristotle speaks about â€Å"virtue,† describes a constitution as â€Å"good,† or issues any other form of praise, he is almost always speaking about the ability of the constitution to provide its citizens with t... ...a luxury but a necessity for the stability of the just city, and the pursuit of the good life. Aristotle’s arguments for the rule of the middle class and the existence of private property are very convincing. He successfully shows that a government, which best allows its citizens to live the good life must necessarily be stable. To achieve that stability, those who rule should be chosen because of their ability to maintain control when other classes challenge them, and for their reluctance to corrupt and start ruling for their own self-interest. The middle class was the obvious choice—the poor and rich could never unite to mount an effective challenge. In order for the middle class to have the potential to rule, wealth, luxury, and specifically property must be allowed. Aristotle’s arguments for all of these things are solidly grounded and correct.

Technical Writing and Test Prep: An Examination of Technical Writing in

Developed in the 1950s as a response to an increased interest in post-secondary education due to the G.I. Bill, the American College Testing Program, known today as ACT, was a non- profit, tax-exempt organization which provided standardized testing services meant to â€Å"help students make better decisions about which colleges to attend and which programs to study, and provide information helpful to colleges both in the process of admitting students and in ensuring their success after enrollment† (â€Å"ACT.org†). Historically, the ACT has played an integral role in the developing the realms of education and the workforce, and it continues to support both education and workforce development in the 21st century. In 2002, the ACT organization announced a new corporate structure, comprised of â€Å"two divisions: Education and Workforce Development. The new governance structure consists of a 14-member Board of Directors, and the expanded advising structure retains the A CT State Organizations but now also includes two distinct Advisory Boards, one for each of the new divisions† (â€Å"ACT.org†) calling into question the company’s â€Å"non-profit† title. Adorning a corporate title, however, suggests that the role of the ACT organization and its purpose of standardized testing persist as an economic enterprise whose sole purpose is to create revenue. The ACT organization relies heavily on economic and technical developments that help sustain productivity and reliability of a product. In the case of the non-profit, tax exempt entity of ACT, standardized testing is big business as â€Å"every year Americans spend millions on the tests they are required to write in order to be evaluated for admission into undergraduate and graduate programs, and many millions mor... ...valuation of a text designed by, marketed by, and sold by ACT Incorporated. Ultimately, connecting the history of ACT testing, the creation of a test preparation study guide distributed by a non-profit â€Å"corporate† entity, and a qualitative study of technical design is undoubtedly a challenge. However, the findings of such research will potentially challenge or strengthen notions about the validity of both standardized test and test prep materials with respect to technical writing. Works Cited Works Cited "ACT: The First Fifty Years, 1959-2009." ACT.org. Act, Inc., 2009. Web. 1 Oct 2010. . Carter, Chris. The Case Against Standardized Tests. 6 Oct. 2009. testcritic.homestead.com. 23 Sep. 2010 .

Battle of Passchendaele Essay

On November 6th, 1917 our Canadian soldiers captured the Passchendaele ridge. They had to face many obstacles but they made it. Canadians take Passchendaele successfully. On November 6th, 1917 our Canadian soldiers captured the Passchendaele ridge. They had to face many obstacles but they made it. Reporter Reporter Canadian Wounded at the Battle of Passchendaele More than 15,000 Canadians died or were wounded during the Battle of Passchendaele. Many of them drowned in the mud and shell holes. Canadian Wounded at the Battle of Passchendaele More than 15,000 Canadians died or were wounded during the Battle of Passchendaele. Many of them drowned in the mud and shell holes. The mud, flat terrain, and relative lack of preparation time and artillery support would make Passchendaele a far different battlefield than the one the Canadians encountered at Vimy Ridge. Currie took the time to carefully prepare as much as possible and on October 26, the Canadian offensive began. Advancing through the mud and enemy fire was slow and there were heavy losses. Despite the challenges, the Canadians reached the outskirts of Passchendaele by the end of a second attack on October 30 during a rainstorm. On November 6, the Canadians and British launched the assault to capture the village of Passchendaele itself. In excessive fighting, the attack went according to plan. After fierce enemy counterattacks, the last part of the battle saw the Canadians attack on November 10 and take out the Germans from the eastern edge of Passchendaele Ridge. Our Canadian soldiers won the Battle of Passchendaele. They faced many challenges and obstacles but they fought through and succeeded. The mud, flat terrain, and relative lack of preparation time and artillery support would make Passchendaele a far different battlefield than the one the Canadians encountered at Vimy Ridge.   Currie took the time to carefully prepare as much as possible and on October 26, the Canadian offensive began. Advancing through the mud and enemy fire was slow and there were heavy losses. Despite the challenges, the Canadians reached the outskirts of Passchendaele by the end of a second attack on October 30 during a rainstorm. On November 6, the Canadians and British launched the assault to capture the village of Passchendaele itself. In excessive fighting, the attack went according to plan. After fierce enemy counterattacks, the last part of the battle saw the Canadians attack on November 10 and take out the Germans from the eastern edge of Passchendaele Ridge. Our Canadian soldiers won the Battle of Passchendaele. They faced many challenges and obstacles but they fought through and succeeded. The Canadian plan in capturing Passchendaele was simple: they would attack in a series of battles, each with a small objective. Step by step, they would take the village, the overall objective being to secure a defensible position on the Passchendaele Ridge. If they succeeded, they would make a small gap in German positions, leaving them exposed to enemy fire from all directions. Before the Canadian entered the battle on the Passchendaele Ridge, the British and Australian soldiers had fought there for more than three months. They were defeated with 100,000 casualties.   Our Canadian Commander Sir Arthur Currie had begged the Commander-in-Chief to spare the Canadians the ordeal of Passchendaele, his plea had been refused because pressure on the enemy must be maintained. The Ypres Salient was in utter disarray. The continuous damaged that had been caused to it destroyed the drainage system. The heavy rains that lasted for days had the terrain turn into an oozing quagmire of yellow mud. It was impossible to dig trenches. Men would be swallowed and killed in that mud. The Canadian plan in capturing Passchendaele was simple: they would attack in a series of battles, each with a small objective. Step by step, they would take the village, the overall objective being to secure a defensible position on the Passchendaele Ridge. If they succeeded, they would make a small gap in German positions, leaving them exposed to enemy fire from all directions. Before the Canadian entered the battle on the Passchendaele Ridge, the British and Australian soldiers had fought there for more than three months. They were defeated with 100,000 casualties.   Our Canadian Commander Sir Arthur Currie had begged the Commander-in-Chief to spare the Canadians the ordeal of Passchendaele, his plea had been refused because pressure on the enemy must be maintained. The Ypres Salient was in utter disarray. The continuous damaged that had been caused to it destroyed the drainage system. The heavy rains that lasted for days had the terrain turn into an oozing quagmire of yellow mud. It was impossible to dig trenches. Men would be swallowed and killed in that mud. General Sir Arthur Currie Quote: â€Å"I am a good enough Canadian to believe, if my experience justifies me in believing, that Canadians are best served by Canadians.† General Sir Arthur Currie Quote: â€Å"I am a good enough Canadian to believe, if my experience justifies me in believing, that Canadians are best served by Canadians.†

Orgnaization Behavior

Personality Traits in the Devil Wears Prada The Devil Wears Prada is a 2006 Twentieth Century Fox film, Directed by David Frankel. This story takes place in downtown New York; it is a story of a girl, a girl named Andrea Sachs. Andy, as she’s most commonly referred to, is a fresh out of college, armed with a Journalism degree, and ready to make it big in New York. However, New York doesn’t exactly give her the job she expected, and she ends up working as an assistant for the monstrous Miranda Priestly.Miranda Priestly is editor in chief for one of the biggest fashion magazines in New York, Runway. When Andy begins her job, she has no idea how challenging it will be, or how challenging her boss, Miranda Priestly will be, for that matter. One of the primary ways Miranda and Andy differ/clash is in their personalities. In this paper, I will analyze the very different personality traits of Miranda and Andy. The personality traits I will focus on are, Machiavellianism, commu nication style, verbal aggressiveness, and the results of verbal aggressiveness, stress.The first personality trait, Machiavellianism, is a term coined from the book, The Prince, by Niccolo Maciavelli (1469-1527). Machiavelli wrote the book as a handbook for the success of royalty. His basic piece of advice was to do whatever it took to be successful, the term Machiavellianism, simply means that â€Å"the end justifies the means† (Avtgis, 2010, p. 135). A person with high â€Å"mach† simply means that person will lie, steal, cheat and do whatever else it takes to get what they want. Miranda Priestly is an excellent example of someone that is very high on the mach scale.For example, when she finds out her job is threatened by a younger woman, she blackmails Irv, the owner of Runway, to keep her in her position as editor in chief, at the expense of her friend, Nigel, who thought he was getting a promotion as well. When confronted about this by Andy she says, â€Å"You w ant this life, those choices are necessary† (The Devil Wears Prada, Miranda). Because Miranda communicates in this Machiavellianism way, and does not hesitate to sacrifice the ones closest to her, people are always wary and suspicious around her.While Miranda is very high on the Machiavellianism scale, Andy is relatively low. She demonstrates this by leaving Runway after Miranda’s behavior toward Nigel. Andy even goes as far as to give her designer clothes to Emily; Miranda’s other assistant, to make up for taking her spot as Miranda’s assistant to the Paris fashion show. The contrast between the two shows character in Andy, and it also shows the success of Miranda. Miranda stayed successful, while Andy became jobless; maybe there is some truth to the saying, the nice guy always finishes last.The second personality trait discussed is Communication style; it is defined as, â€Å"A trait reflecting how a person verbally and para-verbally interacts with othe rs† (Avtigs, 2010, p. 143). People communicate in many different ways, and with many different tones, the textbook lists ten different ways of interaction. Combinations of these specific interaction styles produce something called the communicator image. The communicator image shows how well the person can effectively communicate to others.This is divided into two groups, non-affirming style, which threatens the other persons self concept or worth, and the affirming style, which validates the other persons self concept or worth (Avtgis, 2010). Miranda and Andy have opposite communicator images and they demonstrate different communication interaction styles. Miranda has a very strong non-affirming communicator image. Her interaction styles are, dramatic, dominant and contentious. She shows her dramatic style, which is either under exaggerating something, or over exaggerating it, when she calls Andy up late one evening needing a flight from Miami to New York.Andy informs her tha t there is a hurricane and that is why her flight is cancelled. Miranda answers; â€Å"Please, it’s just drizzling! † (Devil Wears Prada, Miranda) Miranda extremely under exaggerates the severity of the weather because she just wants to get home; this communication style is very unfair. Miranda also has a very dominant style of communicating; Andy sums this up best when she is talking to her boyfriend about Miranda, â€Å"She is not happy unless everyone around her is panicked, nauseous, or suicidal† (Devil Wears Prada, Andy).Miranda’s communication style is so dominating that it severely negatively influences the people around her. Finally, Miranda also exhibits a very contentious communication style, which is communicating in a very confrontational way. She demonstrates this style when she is speaking to people she works with, â€Å"It’s just baffling to me why it is so impossible to put together a decent run through, you people have had hours a nd hours to prepare† (Devil Wears Prada, Miranda). Of course, no one responds to her confrontational tone, because everyone is so afraid of her; however it is the perfect example of how she is a non-affirming communicator.Andy, on the other hand, has an affirming communicator image. Her interaction styles that make up this image are, friendly, relaxed, and attentive. All of these styles put people at ease, and make them comfortable. The first example of this is friendly interaction style, Andy shows this when she is attempting to make small talk to Emily, the other assistant, and asks her if she is doing anything fun this weekend, she asks politely and with a smile, but Emily responds with a curt â€Å"yes† (Devil Wears Prada, Emily and Andy).Obviously people in Miranda’s office are not used to friendly interaction! Her second interaction style is relaxed, throughout the whole movie Andy’s style of communicating is relaxed, she is self confident and this s hows in most of her interactions with Emily, who is always nervously running around, Andy is steady and sure, this causes Emily to rely and depend on her, especially at the benefit, where Andy bails Emily out because she’s forgotten information (Devil Wears Prada, Andy). Her final interaction style that gives her an affirming image is the attentive style.The best example is when Miranda confides in her about her divorce, Andy listens to her with an active interest, asking questions, and making eye contact. She says, â€Å"I’m so sorry Miranda, is there anything I can do? † (The Devil Wears Prada, Andy). This shows that Andy is a very caring person, easy to talk to, and affirming. While both Andy and Miranda have a different communicator image and interaction styles, this movie is an excellent example of what these different styles and images are, and how they impact communication.I think everyone would agree that Andy is a lot more approachable than Miranda, and a lot less intimidating, however Miranda demands respect and is very successful at what she does. The final trait that will be discussed is verbal aggressiveness and the stress that it causes. As one could probably guess, Miranda is the one possessing the verbal aggressiveness and Andy is the one that the verbal aggressiveness is causing stress to.Verbal aggressiveness is defined by the text book as, â€Å"A predisposition to attack the self-concept of another person with the intent to inflict psychological harm or pain† (Avtgis, 2010, p. 137). There are many different types of verbal aggressiveness, but in this paper we will just discuss teasing and threats. There are also many types of negative reactions to verbal aggression, but we will simply discuss the stress that it can cause. This film is an excellent example of verbal aggressiveness and the results that it can have.Miranda has a very strong verbal aggression trait; this comes out toward Andy in two forms, teasing an d threats. In the first half of the movie, Miranda is constantly making fun of the way Andy dresses, making comments such as, â€Å"your lumpy blue sweater,† and Andy â€Å"fishing her clothing out of a clearance bin† (The Devil Wears Prada, Miranda). This type of verbal aggressiveness can cause psychological harm to the individual on the receiving end. The second trait of verbal aggressiveness Miranda shows against Andy is threats. Threats can be very damaging and cause much stress.An excellent example of this is when Andy does something wrong, to punish her Miranda asks for Andy to accomplish an outrageous task, and if she fails to do so, â€Å"Just don’t bother coming back† (The Devil Wears Prada, Miranda). Instead of firing her immediately, Miranda wishes to inflict worry and stress on Andy, just to pay her back, this is not effective communication! Verbal aggressiveness is a trait that goes hand in hand with stress reaction. Andy naturally feels stre ss when she is being threatened and teased constantly.Andy displays this stress in frequent situations, running down the street arms full of bags for Miranda, or walking (more like running) her dog, and carrying trays of steaming Starbucks. She also displays stress caused by verbal aggressiveness in her personal life, she is always telling her boyfriend she is burnt out, tired, and fed up with Miranda, who gives her a constant headache (The Devil Wears Prada, Andy). This is a perfect example of just how much verbal aggressiveness can negatively affect someone.I really enjoyed watching this movie, it was an excellent example of personality traits, I had a hard time narrowing down the ones I wanted to write about. This film has demonstrated almost perfectly the different personality traits in an organization and how these traits are directly related to how people communicate with each other. I now have a deeper understanding of Machiavellianism, communication style, verbal aggressiven ess and the results of that verbal aggressiveness, and how those specific personality traits work in an organization.While Miranda may be viewed as cruel, selfish and mean, she was truly successful and wonderful at what she did. Personality traits that sometimes are viewed negatively can be the best thing for a competitive company. Andy was a sweet and good-natured girl, at the end of the movie she gets a job interview at the New Yorker to be a journalist; this job would definitely better fit her personality traits and her strengths. This just goes to show that personality traits are directly related to specific jobs and organizations. Personality Traits in the Devil Wears Prada Organizational Communication 418631