Title: Discussion with Scenario
Course: BTEC-1300-301-302-303-F21

For this discussion, you’ll need to pick a five five number sequence, using the numbers 1 - 15 (e.g., 1-3-9-14-10) -- consisting of all different numbers.  After selecting your sequence, refer to the table to get your basic communication act:

- Source-Sender
  - Further Identifiers
- Message Situation
- Receiver-Audience
  - Further Identifiers

The numbers from your sequence indicate which row you take the information from as you move across the five columns in the table.

Here is an example of how it works -- Using the numbers 1-3-9-14-10, my communication act would include:

- Source Sender: (1) Australian
  - Further Identifiers: (3) male nursery school teacher
- Message Situation: (9) competing for leadership in an organization
- Receiver-Audience: talking to a (14) German
  - Further Identifiers: (10) hearing impaired male, recent college graduate.

Using the communication act that your numbers indicated, address the following points in your discussion board post:

1. Explain the communication and cultural factors operating in this basic interpersonal communication act as you see it. Consider, for example:

- Are there likely to be significant self-concept (e.g. race and ethnicity, social class, generational differences, disabilities) differences?
- What type of noise might get in the way of the message?
- What difficulties associated with culture might affect the message? (e.g. Customs, gender roles, high-context vs low-context culture, power distance, masculinity)
- If you were asked to give these two people advice to make their communications more effective--even before they begin to speak--what would it be?

2. Respond to at least two other peers.

 | Source-Sender | Further Identifiers | Message Situation | Receiver-Audience | Further Identifiers
1 | Australian | Male MBA | Applying for an entry-level office job | Australian | Male MBA
2 | African American | Female, sightless and uneducated | Giving a speech to  support a politician | African American | Female, sightless and uneducated
3 | Latino | Male nursery school teacher | Asking for a date | Latino | Male nursery school teacher
4 | Native American | Female PhD | Giving a compliment | Native American | Female PhD in physics
5 | Mexican | Male Lawyer earning $400,000 | Asking Directions on a subway late at night | Mexican | Male lawyer earning $400,000
6 | Jewish American | Father who owes three years child support | Asking for a sizable favor | Jewish American | “Deadbeat Dad” who owes child support
7 | Asian | Gay Male, uneducated | Working together on a project | Asian | Gay Male, uneducated
8 | European white | Lesbian, MD, mother of 4 | Planning to marry | European white | Lesbian, MD, mother of 4
9 | South African | Male welfare recipient for last seven years | Competing for leadership in an organization | South African | Male Welfare recipient for last seven years
10 | Japanese | Hearing impaired male, recent college graduate | Firing someone for incompetence | Japanese | Hearing impaired male, recent college graduate
11 | Chinese | Female ex-convict (armed robber) | Asking for a handout | Chinese | Female ex-convict (armed robber)
12 | Iranian | Homeless male, twenty-five years old | Complaining about poor service | Iranian | Homeless male, twenty-five years old
13 | Ugandan | Male model | Buying an expensive sweater | Ugandan | Male model
14 | German | Rap singer | Self-disclosing past indiscretions | German | Rap singer
15 | Northern Irelander | Female HIV drug user | Opening a conversation | Northern Irelander | Female HIV drug user

Source: Adapted from Devito, J.A. (2015) The Interpersonal communication book: Instructor's Manual. Pearson: Boston, MA.