Ruben Chapter 10 (and lecture): Know: definition of "relationship" for communication research; examples of what this definition can include that we might not think of as relationships in everyday sense. Know the various ways of thinking about relationships: number of people (Dyadic, Triadic); Task and Social relationships (what does each term mean? Examples? Ways task and social are related--i.e. are they ALWAYS mutually exclusive? Are they EVER mutually exclusive?); Short and Long Term (Examples? How do they relate to each other? How can you relate concepts of Short vs. Long Term to Task vs. Social?; What are differences between Casual and Intimate relationships? (What does each term mean? Characteristics associated with each?). Casual relationships as ritualized and impersonal--what do we mean by this? What purpose does this serve according to Erving Goffman? Give examples of each.

Ruben Chapter 11 (and lecture): Know differences between groups and relationships. How are these differences related to one another? Know differences between task & social dimensions of groups; between contrived and emergent groups. Be able to recognize different group communication networks. Be prepared to discuss group culture as involving symbols, rules, codes. Know different decision making methods: consensus, compromise, majority vote, by leader, arbitration. Know about the different broad types of roles possible in groups—don’t need to know everything about each specific role, but be able to recognize how given roles fit into the categories. Know the different theories of leadership. What is cohesiveness? Symptoms of too much or too little cohesiveness? Know about conflict in groups—is it always a problem? Why or why not? Know the conflict management styles and their relationships (p. 294).

Ruben Chap. 12 (and lecture): How organizations differ from groups: Nature of organizational goals; size; complexity; formality of communication networks; Division of labor & formally defined roles: aspects of formalization of roles--what’s specified; role relationships formalized (i.e. how roles are related to each other) in terms of organizational structure; chain of command, reporting lines (Ruben 386 & 387); communication networks conceived in terms of communication or information "flow" (hence term "flow chart"); Message flows: downward, upward; horizontal. Informal networks. External networks. Realities of communication networks in action in organizations: "Wiio’s laws;" Organizational control. Main schools of thought on organizational management, Scientific management school; human relations school; systems school; Quality School--the central metaphor for each, what each assumes about human nature, strengths and weaknesses of each. Organizational culture: defined as "sum of its symbols, events, traditions, standardized verbal and nonverbal behavior patterns, 'folk tales’ rules and rituals that give the organization its character or 'personality’ "--think of examples of symbols; symbolic behavior, etc.. Functions of organizational culture, climate & diversity.

Potter Chap. 5 (and lecture): Cognitive development: Interaction of skills & knowledge; stages (be able to relate to cog. Dev. In Ruben Ch. 6). Emotional development: emotions vs. emotional literacy; relation to cognitive development; interpretation & emotional effects. Moral development: stages.

Potter Chap. 13 (and lecture): Be able to explain the concept of the timing of media effects in terms of immediate vs. long term. Be able to explain the differences/relationships between the five levels of effects: cognitive, attitudinal, emotional, physiological & behavioral. Be prepared to give examples of immediate and long-term effects for each of the five levels. Know what each of the following terms mean and where Potter classifies them in terms of immediate/long-term and the five levels: generalization, exposing secrets, framing life, opinion creation/change, sleeper effect (boomerang effect, from lecture), internalization, desensitization, temporary arousal, imitation, habit formation, disinhibition.

Potter Chap. 14 (and lecture): Be able to explain the difference between deterministic and probabilistic theories of causation. Third variable problems in determining causation (from lecture). The many possible factors involved in probabilistic causation of media effects: developmental level; motivations; personal information; message content; context; identification; arousal; sociological factors; existing value structure; lifestyle. Understand ideas of thresholds, non-linear relationships; contingent, necessary & sufficient conditions.

Potter Chap. 15 (and lecture): Media influences on family, politics, religion, sports & society. Family issues: decline of traditional family; TV content, exposure, parental control. Politics: shift from conventions to primaries; spending issues; ad content; type of news coverage; agenda setting. Religion: who watches? Foci which shape religious programming; appeal ofeligious programming. Sports: money; rules; endorsements.

Potter Chap. 7 (and lecture): Know structure of ad industry. What does Potter mean when saying advertising is pervasive? What are the top two media for advertising expenditures? Examples of ad research industry findings. Be prepared to discuss criticism that advertising is deceptive. Be prepared to discuss negative & positive effects of ads; especially effects on individuals. Know subliminal suggestion.

Potter Chap. 8 (and lecture): TV characters: demographics, stereotypes. Plot elements: sex, violence, health. Themes: material consumption, mean world, male power, etc. Marketing perspective: genre conventions; sequels, spin-offs & clones. Paradox: conservative yet controversial.

Ruben Chap. 13 (and lecture): Cultures and Societies Relationships of individuals & culture: recursive (Giddens). Cultures as "complex and multifaceted"; Culture(s) as "invisible": when do they become visible? Cultures as "subjective"--or better, arbitrary & conventional. How does change come about in cultures? Mediated communication & culture--effects of media on culture generally; concerns specifically about mass media--socialization, etc. (See also Ruben chap. 8 pp. 273-276. Cultural adaptation; Intercultural Communication--what is it, how does it work? Societies as complex cultural and communication systems; Information society--characteristics? Economics and gaps of info society. Concept of " Global Village" and "cultural Imperialism" and risks to diversity

Pre midterm materials: Ruben’s & Richter’s definitions of communication. Go back to models: think about how a model or models can be related to inter-cultural or cross cultural communication. Be prepared to contextualize verbal & non-verbal codes in terms of culture.

Other: Discussion of media coverage of the elections. Know what exit polls are and why they've been criticized. Know what is meant by the term "horse race coverage."

Be prepared to discuss important findings from your group project.