Author: Tierra Thomas

Throughout this course, I have learned a number of communication ethics issues and approaches. I plan to incorporate my studies into my personal, professional, and even academic life. The overarching theme that I received during the semester is the importance of acknowledging difference and learning from it. Arnett, Fritz, and Bell (2009) state, “Communication ethics is the call to learn about differing views of the good assumed by differing positions” (p. 213). The very essence of communication ethics is realizing that various definitions of the “good” coexist in our society.

This concept resonates with me because it brings up diversity and inclusion. As a marketing and communications professional, I must always consider the audience, what they need, and how to reach them. This involves constantly putting myself in the shoes of others to recognize how they would best receive a particular message based on what they consider to be “good.” For instance, I recently designed an infographic for our school-based telehealth program. In this piece I highlighted that the program would allow students to stay in school, and parents to stay at work. For students, it seemed most obvious to me to include graphics of a backpack, chalk board, ruler, and scissors; however, selecting images for the parents was a challenge. I initially used a laptop, cup of coffee, pen, and sticky notes. One of my colleagues brought it to my attention that these selections were biased and only represented parents who work white-collar jobs.

In this situation, it was necessary for me to take a step back and really reflect. In the midst of creating an infographic I assumed that most parents worked office jobs, but the truth of the matter is that there are an array of occupations. Since then, I have begun working on an alternate version to include characteristics of blue-collar jobs as well.

“The goal is to learn from alterity, from that which is outside us, outside what we expect to understand within conventional expectations” (Arnett, Fritz, & Bell, 2009, p. 218). I learned a lot from this suggestion and it will definitely impact my future work. This instance along with this course have taught me to consider more than just my own “good,” and reflect on ways to improve message delivery in all aspects of my life.

 

Arnett, R. C., Fritz, J. M. H. & Bell, L. M. (2009). Communication ethics literacy: Dialogue and difference. Los Angeles, CA: Sage Publications, Inc.

When I was in the eighth grade, I began experiencing stomach pains and nausea that persisted for months. My symptoms became so bad that I would have to stay home from school sometimes, and eventually had to have a homebound teacher. I was in and out of doctors’ offices of all specialties: primary care, gastroenterology, gynecology… the list goes on.

I went through numerous tests and scans so that providers could assess the results and come to a conclusion about what was wrong with me. In the process, I received some unhelpful responses from some health care professionals. I was persistently asked if I was sexually active, although I had already given my honest answer of “no” in previous visits. There was even a time that they asked my mother to leave the exam room in the hopes that her absence would affect my response.

Another negative response that I encountered was false diagnoses and various prescriptions. For instance, I was once told that I had acid reflux and that I should begin taking Prevacid. I also recall being given medication for my pain that made me feel worse due to the side effects.

Things started to take a turn for the better when my mother and I were introduced to a pediatric surgeon. He performed one exam and suggested exploratory laparoscopy. Since other physicians before him could not determine the source of my pain, he decided that by opening me up, he could surely get to the bottom of this. His determined attitude and sympathy for what I had been through gave my family a sense of comfort that we had not felt before. I no longer felt as if these symptoms were something I had made up in my head. I was especially relieved following surgery when the surgeon came in and told us that I had a cyst on my Fallopian tube, and that he had removed it.

Even though I faced unfortunate interactions with some health care providers, my parents and I had “a responsive sense of hope in the ongoing meeting of questions of human health” (Arnett, Fritz, & Bell, 2009, p. 194). We continued to reach out for answers from an array of specialists. When we met the pediatric surgeon, he responded with a sense of hope that matched ours and we found that quite comforting. Words cannot explain how happy we all were once I healed from surgery and no longer felt the pain that I had before.

 

Arnett, R. C., Fritz, J. M. H. & Bell, L. M. (2009). Communication ethics literacy: Dialogue and difference. Los Angeles, CA: Sage Publications, Inc.

Youtube links:
https://www.youtube.com/watch?v=Pb1aRz-aurM
https://www.youtube.com/watch?v=McDeTvh9sbU

Article:
Shiri, S., Wexler, I. D., Simonsson, P. R., & Kreitler, S. (2010). Fear and hope: The relationships between traumatic stress symptoms and positive psychological impact following exposure to politically motivated violence. At the Interface / Probing the Boundaries, 68, 153–164.

In high school, I was a part of the Dazzlers dance team. My teammates and I encountered a rhetorical interruption during my second year on the team. According to Arnett, Fritz, and Bell (2009), “rhetorical interruption is simply a communicative event that disrupts our sense of the routine” (p. 164). We were all used to our first coach, who was a bit of a pushover. Everything changed when our new coach stepped in and provided more structure and held us all accountable for our actions. Under this new leadership, we formed a stronger bond. My team and I were able to acknowledge the difference between the coaches, and realize that more discipline actually helped us excel more as a team.

“A community of memory is both a collection of the past and an engagement with the future” (Arnett, Fritz, & Bell, 2009, p. 147). As a result of spending so much time with these ladies at events and practices, there was a strong sense of family. I remember joining the team as a “rookie,” and being assigned a “big sister” who supported me throughout my time on the team. My big sister served as a mentor that I could reach out to if I had any questions or concerns.

We also had a tradition before our local dance competitions. We would all meet in the coach’s hotel room, put our phones in a box, and play Catch Phrase. This is something that I will never forget, which speaks to the power of this organization and its mission to promote the good of what it means to be a team. To this day, this team is still very much of a family to me. We have a Dazzlers Alumni group message on Facebook through which our coach is able to stay in contact with us, and provide words of encouragement.

 

Arnett, R. C., Fritz, J. M. H. & Bell, L. M. (2009). Communication ethics literacy: Dialogue and difference. Los Angeles, CA: Sage Publications, Inc.

 

Learning about narratives this week immediately brought up the topic of religion for me, especially since Arnett, Fritz, and Bell (2009) cite “religious traditions” as one of the very first examples (p. 37). I have lived in what is considered the Bible Belt my entire life, but I don’t remember going to church consistently when I was growing up. When I reached a certain age, my parents began to be more open with me about their own individual beliefs and principles that they choose to live by. I was very thankful that they gave me the freedom to explore and embark on my own spiritual journey.

At this point in my life, I use the Chakra narrative to inform my everyday decisions. Chakra Alignment is complex and involves many moving parts, but in short, this way of living focuses on energy as a means to reach self-realization. This is a practice that I actually picked up from my aunt, who willingly gave me her “Chakra Bible,” The Book of Chakra Healing by Liz Simpson. This book has been a great resource for me in learning the ways I can balance each of the seven chakras through exercise, meditation, affirmations, and crystal healing.

This narrative really resonated with me because each chakra corresponds with a specific organ in the body and a practical life necessity. For instance, the fourth chakra is the Heart Chakra, which is associated with the heart, chest, and lungs. This chakra controls love and relationships. Practical, because we already think of the heart when we are thinking about love. There are many other similar examples I could share about the remaining six chakras.

Another reason I choose this narrative is the constant effort and discovery that must take place for an effective journey. Simpson (2013) describes the chakras as “individual gears in an interconnecting structure of cogged wheels” (p. 20). All parts of the system must be balanced and running equally to maintain proper functioning. What I like about this is that there is no level of balance that doesn’t involve persistent effort, causing you to learn more about yourself. Sure, you could reach a point when achieve realization after balancing the seventh Crown Chakra; however, you cannot forget to provide tender love and care to the other six at any given moment.

In my everyday life, I use chakra healing in the following ways to deal with particularly difficult situations:

• Rub my rose quartz worry stone, which promotes self love and confidence
• Incorporate yoga and/or stretching into my day
• Repeat mantras aloud to myself

I hope to continue to dedicate myself to this practice, and feel as peaceful as I did the first time I ever entered a crystal shop ^_^

 

Arnett, R. C., Fritz, J. M. H. & Bell, L. M. (2009). Communication ethics literacy: Dialogue and difference. Los Angeles, CA: Sage Publications, Inc.

Simpson, L. (2013). The book of chakra healing. New York, NY: Sterling Ethos.

When someone is living the “good” life, I immediately think that they have stability in regards to financial security, career, and social/love life. This interpretation comes from a combination of observing my family, friends, and various media that I am exposed to on a daily basis.

According to this definition, I am living the “good” life because:

• I am working through this graduate program in order to develop my career
• I am able to pay my bills on time and keep a roof over my head
• I have friends that I trust and enjoy spending time with

Of course, there are times when I feel discouraged and long to achieve more at a quicker pace, which is mostly influenced by social media posts. I try my best to stop and think that everyone grows at a different rate. More importantly, every individual has their own definition of success. With this said, I will leave off on a great quote:

A flower does not think of competing with the flower next to it. It just blooms.

-Zen Shin

I cannot believe that I am writing the final blog post for my very first grad school class. What a wild 8 weeks it’s been managing the workload of an accelerated course!

COM 601 has given me an idea of how future classes will be structured. The most important thing this course has taught me is the importance of time management. I have to get a lot better about utilizing my free time outside of work to complete assignments. I found that I was frequently racing the clock to submit homework dangerously close to the deadline. I always gave the excuse, “I work well under pressure,” but feel that I could reduce my stress levels by working on things ahead of time.

After reviewing my classmates’ digital presentations, I believe that their final papers were phenomenal. Speaking for those I left comments for, they really grasped the concept of equipment for living, and how the films they chose could serve as a tool for specific audiences. There were great takeaways from these projects that I will be able to use for my own future assignments:

Diante’ Gibbs taught me to elaborate and provide background information so that viewers can fully understand my argument.

Olivia Blaggrove taught me to speak with enthusiasm when giving a presentation to keep viewers engaged.

Da’Teisha Graham taught me to choose topics that I am passionate about when writing papers and giving presentations.

Not only did my classmates provide helpful feedback, but I was also able to gain a playlist of new movies to watch. Thanks for the weekend plans everyone!

I am ready to face the upcoming Communication courses within my program. Bring em on!

 

Let’s talk about the SEVEN traditions of communication theory during week SEVEN of my Queens University COM 601 course. Coincidence? I think not. I’m sure this is some sign that the odds are ever in our (my classmates and I) favor for final grades.

In the beginning of this communication course, just a few weeks ago, we were introduced to the seven traditions of communication theory:

Semiotic, Phenomenological, Cybernetic, Sociopsychological, Sociocultural, Critical, Rhetorical

A few of the discussion post assignments required us to apply the tradition of our choice to theories, personal experiences, and even movies. The traditions I leaned towards most were phenomenological (people understand and perceive situations based on experiences they have lived through) and sociocultural (people define who they are based on their relationships and interactions with others). These made the most sense to me because I truly believe that people are influenced by their previous life events, and who they are surrounded by. These factors can affect the way someone comprehends, relays, and responds to messages.

The communication accommodation theory is a theory that stuck out to me the most. It reminded me of times when I was still living with my parents and my dad would talk on the phone. My mom and I would always play the game, “Who’s he talking to?” We could make guesses based on his tone of voice and phrases he chose to use. Even though we all have separate unique identities, it is interesting to see how we show variations of our identity when communicating with certain people.