COMMUNICATION SKILLS ppt is an overall combination of all main topics such as Listening,Hearing,Presentation Strategies,Reading ,Writing Skills
We also have details on each topic which you would like.
Thank you for Watching :)
The document discusses four models of listening in language learning: listening and repeating, listening and answering comprehension questions, task listening, and interactive listening. It also outlines principles for developing listening comprehension activities, including making materials relevant, transferable to real life, and task-oriented. Finally, it discusses developing listening skills through language use tasks and language analysis tasks to build students' content and operational experiences.
Listening comprehension in efl teachingmora-deyanira
This document summarizes research on listening comprehension in EFL teaching. It discusses the nature of listening comprehension as an active process involving both bottom-up and top-down processing. It also examines the listening process, including perception, parsing, and utilization of information. Finally, it outlines key listening skills such as processing sounds and meanings, as well as top-down and bottom-up processing skills.
The document discusses different types of classroom listening performance, including reactive, intensive, responsive, selective, extensive, and interactive listening. It defines each type and provides examples. Reactive listening involves students playing the role of "tape recorders" while intensive listening focuses on language components. Responsive listening requires immediate responses to teacher language. Selective listening involves listening for specific information. Extensive listening provides global understanding while interactive listening incorporates speaking skills. The document also outlines principles for designing effective listening techniques, such as making input comprehensible, appealing to student interests, and using authentic language and contexts. It discusses bottom-up and top-down listening strategies and provides tips for teachers on implementing listening lessons.
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
This document outlines a presentation on teaching listening skills. It begins with definitions of listening as an active process of constructing meaning from what is heard using both bottom-up processing of individual words and sounds as well as top-down processing using background knowledge. It then discusses the history of incorporating listening instruction in language teaching methodology. Principles for teaching listening are presented, including exposing students to bottom-up and top-down processing, different types of listening tasks, considerations for text difficulty and authenticity, and strategies for listening. Classroom techniques are provided such as dictation and modifying materials to focus on specific information, gist, and inference. The role of pre-listening and post-listening tasks is discussed.
Listening: As Comprehension and Acquisition/Sklls and StrategiesMara Gabriel
This document discusses listening as comprehension and acquisition. It defines listening as the ability to accurately receive and interpret messages, which is key to effective communication. Hearing involves perceiving sounds while listening involves understanding. Comprehension refers to understanding, while acquisition is developing new skills. The document outlines types of listening skills like metacognitive, cognitive, and socioaffective strategies. It also discusses top-down listener-based strategies and bottom-up text-based strategies. Finally, it provides some ways to help students listen better in the classroom, like turn and talk activities, note taking, and cooperative learning.
Listening comprehension is an interactive process that involves both bottom-up and top-down processing. It depends on the listener's existing knowledge (schemas) to interpret what is heard. Traditionally, it was viewed as a linear bottom-up process, but it is now understood that both bottom-up and top-down processes interact. Key factors like text function, features, processing load, and oral language features contribute to difficulty. The listening lesson involves pre-listening, listening, and post-listening activities focused on perception or comprehension.
The document discusses four models of listening in language learning: listening and repeating, listening and answering comprehension questions, task listening, and interactive listening. It also outlines principles for developing listening comprehension activities, including making materials relevant, transferable to real life, and task-oriented. Finally, it discusses developing listening skills through language use tasks and language analysis tasks to build students' content and operational experiences.
Listening comprehension in efl teachingmora-deyanira
This document summarizes research on listening comprehension in EFL teaching. It discusses the nature of listening comprehension as an active process involving both bottom-up and top-down processing. It also examines the listening process, including perception, parsing, and utilization of information. Finally, it outlines key listening skills such as processing sounds and meanings, as well as top-down and bottom-up processing skills.
The document discusses different types of classroom listening performance, including reactive, intensive, responsive, selective, extensive, and interactive listening. It defines each type and provides examples. Reactive listening involves students playing the role of "tape recorders" while intensive listening focuses on language components. Responsive listening requires immediate responses to teacher language. Selective listening involves listening for specific information. Extensive listening provides global understanding while interactive listening incorporates speaking skills. The document also outlines principles for designing effective listening techniques, such as making input comprehensible, appealing to student interests, and using authentic language and contexts. It discusses bottom-up and top-down listening strategies and provides tips for teachers on implementing listening lessons.
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
This document outlines a presentation on teaching listening skills. It begins with definitions of listening as an active process of constructing meaning from what is heard using both bottom-up processing of individual words and sounds as well as top-down processing using background knowledge. It then discusses the history of incorporating listening instruction in language teaching methodology. Principles for teaching listening are presented, including exposing students to bottom-up and top-down processing, different types of listening tasks, considerations for text difficulty and authenticity, and strategies for listening. Classroom techniques are provided such as dictation and modifying materials to focus on specific information, gist, and inference. The role of pre-listening and post-listening tasks is discussed.
Listening: As Comprehension and Acquisition/Sklls and StrategiesMara Gabriel
This document discusses listening as comprehension and acquisition. It defines listening as the ability to accurately receive and interpret messages, which is key to effective communication. Hearing involves perceiving sounds while listening involves understanding. Comprehension refers to understanding, while acquisition is developing new skills. The document outlines types of listening skills like metacognitive, cognitive, and socioaffective strategies. It also discusses top-down listener-based strategies and bottom-up text-based strategies. Finally, it provides some ways to help students listen better in the classroom, like turn and talk activities, note taking, and cooperative learning.
Listening comprehension is an interactive process that involves both bottom-up and top-down processing. It depends on the listener's existing knowledge (schemas) to interpret what is heard. Traditionally, it was viewed as a linear bottom-up process, but it is now understood that both bottom-up and top-down processes interact. Key factors like text function, features, processing load, and oral language features contribute to difficulty. The listening lesson involves pre-listening, listening, and post-listening activities focused on perception or comprehension.
This document discusses the importance of listening skills for language learners and provides tips for teachers to help students become better listeners. It explains that listening is the most used language skill but also the hardest for learners. Some key points made include:
- Listening strategies like predicting, note-taking, and recognizing sounds can aid comprehension.
- Active listening means understanding the full message, not just words.
- Teachers should activate students' background knowledge, assess their familiarity with topics, and use questions to focus attention on key elements.
- Predicting and reviewing comprehension helps students monitor understanding as they listen.
- Visual aids can provide context clues and help make input more comprehensible.
This document summarizes a thesis proposal on teaching listening at a university in Malang, Indonesia. It discusses challenges in teaching listening, objectives of studying how teachers select materials, conduct activities, and assess students. It reviews literature on listening comprehension and teaching methods. The proposed research method is classroom observation to understand how materials are selected and assessed.
This document discusses theories and approaches to teaching listening and speaking skills. It covers the evolution of how listening and speaking are taught, from mastery of skills to a more communicative approach. For listening, it describes bottom-up and top-down processing, as well as strategies for noticing and restructuring language. For speaking, it outlines conversational routines, functions of speaking as interaction, transaction, or performance, and implications for teaching different speaking skills. The challenges of developing fluency, accuracy and appropriateness are also addressed.
The document discusses listening as a complex cognitive process and skill. It explains that listening involves both bottom-up processing of sounds and words as well as top-down processing using background knowledge to understand meaning. The document also discusses factors that can cause difficulties in listening and strategies teachers can use to help students develop effective listening skills and raise awareness of their own listening processes.
This document discusses teaching listening skills. It covers:
1. The objectives of understanding listening skills, mental processes involved in listening, common difficulties students face, and how to design effective listening activities and lessons.
2. The content includes the process of listening and teaching listening. Common listening problems can arise from speaker factors, text factors, and listener factors.
3. Effective teaching involves both bottom-up processing, where students decode sounds and language structures, and top-down processing, where students use context and background knowledge to understand meanings. The document provides examples of classroom activities and tasks to develop both types of listening skills.
The FOUR(4) Macro Skills
REMEDIAL INSTRUCTION (ELT – 325) – Third Year Students – Module 1: The Four (4) Macro Skills: Reading, Speaking, Writing, Listening; 2021
MEMBERS:
BATIAO, REYMOND
ESCOTO, CHRISTIAN
SINAMPAGA, DIANA GRACE
Principles of teaching listening and speaking skillsNasir Mohammad
The document discusses listening as an important English language skill that is often overlooked in ESL classrooms. It provides definitions of listening and describes the various sub-skills involved, such as discriminating sounds, recognizing words, and using context clues. Effective listening requires both bottom-up processing of linguistic elements and top-down use of background knowledge. A survey of students found that regular listening practice in a language lab improved their speaking confidence, vocabulary, and cultural understanding. The document argues that teachers should provide structured listening activities with clear objectives, such as preparing students with background information and guiding them to focus on key details, in order to develop students' listening comprehension.
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
HD Brown's Principles for Teaching Listening SkillsDaniel Beck
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
The document discusses the speaking process, which includes three main stages: pre-speaking, speaking, and post-speaking. In the pre-speaking stage, students choose topics, determine their purpose and audience, and decide on a format. During speaking, students engage with others to share information, stories, or opinions. In the post-speaking stage, students reflect on their performance and set goals for improvement with teacher guidance. The document emphasizes creating a supportive environment where students can develop their speaking skills through various activities and assessments.
This document discusses four language skills - listening, speaking, reading, and writing. It provides information on how to teach each skill. For listening, it recommends giving listening tasks as homework and using videos. For speaking, it suggests role playing and giving opportunities for oral communication. For reading, it advises using simple texts and reading strategies. For writing, it notes copying, filling in blanks, and summarizing. The document concludes that writing and speaking are more complex skills as they require producing new language.
This document discusses material for teaching listening and speaking skills. It provides an agenda that covers why listening and speaking are important, different types of listening and speaking, material for each skill, and skills that can be developed. For listening material, it should follow a process, activate background knowledge, develop comprehension skills, and exercise different spoken language types. For speaking, material should allow students to practice pronunciation, fluency, vocabulary and performance skills. The document provides examples and considerations for effective listening and speaking exercises.
English language Teaching, LSRW Skills, Listening skill, Active Listening, types of Listening, difference between Listening and hearing Elementat collages and learning center
The document discusses strategies for improving listening comprehension in English. It notes that English pronunciation can differ from spelling, and native speakers may link words together when speaking quickly. Some obstacles to understanding include unfamiliar vocabulary, speed, accents, idioms and lack of context. It recommends listening to English for 15 minutes daily using sources like VOA Special English and TED Talks. When listening, relax and focus on the general topic the first time before trying to understand more details in subsequent listenings, or by reading the transcript. Regular practice is important to improve listening skills.
The document discusses key aspects of listening comprehension. It explains that listening is a complex skill that involves more than just hearing - it requires receiving, attending to, interpreting, and responding to verbal messages. It also relies on non-verbal cues and the listener's background knowledge.
It notes that listening is the most widely used language skill and plays an important role in language learning by providing input. The document also discusses the importance of schema/schemata, which is the listener's background knowledge and experiences that help them understand listening situations and texts.
Finally, it outlines two approaches to processing listening texts - top-down processing, which uses the listener's background knowledge and expectations to focus on general meaning, and bottom
This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.
Nghien cuu khoa hoc - Listening Comprehension StrategiesVo Linh Truong
This document presents a study on listening comprehension strategies for students at Hutech University. The study aims to identify difficulties students have with listening comprehension and strategies to improve it. It involved surveying 100 students, analyzing the data, and providing recommendations. The results showed that listening is the most difficult skill for students, with problems including poor listening habits, inability to focus, and lack of strategies. The document recommends cognitive and practice strategies for pre-, during, and post-listening activities. It suggests that with improved strategies and teacher guidance, students can upgrade their listening ability.
The document discusses the difference between a static identity and a dynamic identity. A static identity is defined by past achievements and qualifications, while a dynamic identity is defined by one's ability to contribute and take responsibility. The document provides examples of teachers and coaches to illustrate how their mindset (static vs. dynamic) impacted outcomes. It emphasizes that a dynamic identity with a vision to contribute brings long-term benefits and success, whereas a static identity focused on personal goals can be selfish and hinder growth.
This document discusses the design of single point cutting tools. It covers the types of tools, tool geometry, tool designation systems, and the effects of various tool angles and geometry on machining. The types of tools covered are single point and multi-point cutting tools. Tool geometry and material both play important roles in tool performance. Systems for designating tools include the ASA and ORS systems. Factors like back rake angle, side rake angle, relief angle, cutting edge angle, and nose radius influence machining forces and tool life. A variety of tool materials are also discussed.
This document describes a cell phone detector circuit that uses a CA3130 IC and 0.22 μF capacitor to sense radio frequency signals from activated cell phones within 1.5 meters. When the circuit detects an RF signal, the capacitor releases energy to the IC, causing the output to go high and the LED to blink until the signal ceases. The detector can find use in places where cell phones should be silenced like exam halls, hospitals, and courts.
This document discusses the importance of listening skills for language learners and provides tips for teachers to help students become better listeners. It explains that listening is the most used language skill but also the hardest for learners. Some key points made include:
- Listening strategies like predicting, note-taking, and recognizing sounds can aid comprehension.
- Active listening means understanding the full message, not just words.
- Teachers should activate students' background knowledge, assess their familiarity with topics, and use questions to focus attention on key elements.
- Predicting and reviewing comprehension helps students monitor understanding as they listen.
- Visual aids can provide context clues and help make input more comprehensible.
This document summarizes a thesis proposal on teaching listening at a university in Malang, Indonesia. It discusses challenges in teaching listening, objectives of studying how teachers select materials, conduct activities, and assess students. It reviews literature on listening comprehension and teaching methods. The proposed research method is classroom observation to understand how materials are selected and assessed.
This document discusses theories and approaches to teaching listening and speaking skills. It covers the evolution of how listening and speaking are taught, from mastery of skills to a more communicative approach. For listening, it describes bottom-up and top-down processing, as well as strategies for noticing and restructuring language. For speaking, it outlines conversational routines, functions of speaking as interaction, transaction, or performance, and implications for teaching different speaking skills. The challenges of developing fluency, accuracy and appropriateness are also addressed.
The document discusses listening as a complex cognitive process and skill. It explains that listening involves both bottom-up processing of sounds and words as well as top-down processing using background knowledge to understand meaning. The document also discusses factors that can cause difficulties in listening and strategies teachers can use to help students develop effective listening skills and raise awareness of their own listening processes.
This document discusses teaching listening skills. It covers:
1. The objectives of understanding listening skills, mental processes involved in listening, common difficulties students face, and how to design effective listening activities and lessons.
2. The content includes the process of listening and teaching listening. Common listening problems can arise from speaker factors, text factors, and listener factors.
3. Effective teaching involves both bottom-up processing, where students decode sounds and language structures, and top-down processing, where students use context and background knowledge to understand meanings. The document provides examples of classroom activities and tasks to develop both types of listening skills.
The FOUR(4) Macro Skills
REMEDIAL INSTRUCTION (ELT – 325) – Third Year Students – Module 1: The Four (4) Macro Skills: Reading, Speaking, Writing, Listening; 2021
MEMBERS:
BATIAO, REYMOND
ESCOTO, CHRISTIAN
SINAMPAGA, DIANA GRACE
Principles of teaching listening and speaking skillsNasir Mohammad
The document discusses listening as an important English language skill that is often overlooked in ESL classrooms. It provides definitions of listening and describes the various sub-skills involved, such as discriminating sounds, recognizing words, and using context clues. Effective listening requires both bottom-up processing of linguistic elements and top-down use of background knowledge. A survey of students found that regular listening practice in a language lab improved their speaking confidence, vocabulary, and cultural understanding. The document argues that teachers should provide structured listening activities with clear objectives, such as preparing students with background information and guiding them to focus on key details, in order to develop students' listening comprehension.
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
HD Brown's Principles for Teaching Listening SkillsDaniel Beck
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
The document discusses the speaking process, which includes three main stages: pre-speaking, speaking, and post-speaking. In the pre-speaking stage, students choose topics, determine their purpose and audience, and decide on a format. During speaking, students engage with others to share information, stories, or opinions. In the post-speaking stage, students reflect on their performance and set goals for improvement with teacher guidance. The document emphasizes creating a supportive environment where students can develop their speaking skills through various activities and assessments.
This document discusses four language skills - listening, speaking, reading, and writing. It provides information on how to teach each skill. For listening, it recommends giving listening tasks as homework and using videos. For speaking, it suggests role playing and giving opportunities for oral communication. For reading, it advises using simple texts and reading strategies. For writing, it notes copying, filling in blanks, and summarizing. The document concludes that writing and speaking are more complex skills as they require producing new language.
This document discusses material for teaching listening and speaking skills. It provides an agenda that covers why listening and speaking are important, different types of listening and speaking, material for each skill, and skills that can be developed. For listening material, it should follow a process, activate background knowledge, develop comprehension skills, and exercise different spoken language types. For speaking, material should allow students to practice pronunciation, fluency, vocabulary and performance skills. The document provides examples and considerations for effective listening and speaking exercises.
English language Teaching, LSRW Skills, Listening skill, Active Listening, types of Listening, difference between Listening and hearing Elementat collages and learning center
The document discusses strategies for improving listening comprehension in English. It notes that English pronunciation can differ from spelling, and native speakers may link words together when speaking quickly. Some obstacles to understanding include unfamiliar vocabulary, speed, accents, idioms and lack of context. It recommends listening to English for 15 minutes daily using sources like VOA Special English and TED Talks. When listening, relax and focus on the general topic the first time before trying to understand more details in subsequent listenings, or by reading the transcript. Regular practice is important to improve listening skills.
The document discusses key aspects of listening comprehension. It explains that listening is a complex skill that involves more than just hearing - it requires receiving, attending to, interpreting, and responding to verbal messages. It also relies on non-verbal cues and the listener's background knowledge.
It notes that listening is the most widely used language skill and plays an important role in language learning by providing input. The document also discusses the importance of schema/schemata, which is the listener's background knowledge and experiences that help them understand listening situations and texts.
Finally, it outlines two approaches to processing listening texts - top-down processing, which uses the listener's background knowledge and expectations to focus on general meaning, and bottom
This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.
Nghien cuu khoa hoc - Listening Comprehension StrategiesVo Linh Truong
This document presents a study on listening comprehension strategies for students at Hutech University. The study aims to identify difficulties students have with listening comprehension and strategies to improve it. It involved surveying 100 students, analyzing the data, and providing recommendations. The results showed that listening is the most difficult skill for students, with problems including poor listening habits, inability to focus, and lack of strategies. The document recommends cognitive and practice strategies for pre-, during, and post-listening activities. It suggests that with improved strategies and teacher guidance, students can upgrade their listening ability.
The document discusses the difference between a static identity and a dynamic identity. A static identity is defined by past achievements and qualifications, while a dynamic identity is defined by one's ability to contribute and take responsibility. The document provides examples of teachers and coaches to illustrate how their mindset (static vs. dynamic) impacted outcomes. It emphasizes that a dynamic identity with a vision to contribute brings long-term benefits and success, whereas a static identity focused on personal goals can be selfish and hinder growth.
This document discusses the design of single point cutting tools. It covers the types of tools, tool geometry, tool designation systems, and the effects of various tool angles and geometry on machining. The types of tools covered are single point and multi-point cutting tools. Tool geometry and material both play important roles in tool performance. Systems for designating tools include the ASA and ORS systems. Factors like back rake angle, side rake angle, relief angle, cutting edge angle, and nose radius influence machining forces and tool life. A variety of tool materials are also discussed.
This document describes a cell phone detector circuit that uses a CA3130 IC and 0.22 μF capacitor to sense radio frequency signals from activated cell phones within 1.5 meters. When the circuit detects an RF signal, the capacitor releases energy to the IC, causing the output to go high and the LED to blink until the signal ceases. The detector can find use in places where cell phones should be silenced like exam halls, hospitals, and courts.
Taxiways provide pathways for aircraft movement between parts of an airfield. They include apron taxiways around aircraft parking areas and exit taxiways connecting runways. Design considerations for taxiways include layout, width, longitudinal and transverse gradients, sight distances, safety areas, and separation clearances. Taxiway geometry is specified by standards bodies like ICAO based on airport class. Proper design ensures safe and efficient aircraft ground movements.
This document provides information about building construction components and their functions. It discusses the classification of buildings based on occupancy and structure, including residential, educational, and industrial buildings. It also describes the different types of building loads like dead, live, wind, and earthquake loads. The key building components are foundations and superstructure. Foundations can be shallow like spread footings or deep like pile foundations, and transfer load from the superstructure to the soil.
Building construction has evolved from basic shelter building by early humans to a significant modern industry. It involves designing, planning, and erecting structures according to regulatory standards. New 3D printing techniques may allow for more flexible and rapid construction of buildings with integrated utilities. The US construction industry generates around $850 billion annually but high unemployment reflects the impact of the economic downturn. Various concrete construction systems now offer alternatives to traditional building methods.
Mind Melds and BattleBots: Creating the Right Kind of Designer/Developer DynamicWebVisions
Improving the designer/developer relationship is an ardent wish on a lot of project teams. And yet, a lot of excuses seem to be made for bad relationships between designers and developers… several of which are tied to when and how each are involved.
Do these sound familiar?
“There’s not enough budget to involve all members of the team from beginning to end.”
“We don’t want to limit designer creativity too soon by bringing tech into the process.”
“We don’t want to waste developer time at the beginning when there’s nothing fully defined yet.”
“If we design a detailed enough style guide, development should be able to implement without retaining a designer through implementation.”
How do you find the right balance of involvement without breaking the budget - and make the most of the skills that each team member can bring to the table?
In this presentation, Carolyn Chandler (Experience Designer and instructor) and Don Bora (Developer and iconic tech mentor) will take you on a journey through the main stages of a project from both sides of the divide.
This document provides guidance on writing mechanical engineering essays. It explains that essay writing is an important skill for mechanical engineering students and professionals to express ideas to colleagues and employers. The document outlines the key parts of an essay, including the introduction, discussion, and conclusion. It provides tips for each section, such as stating the problem in the introduction and using headings and transitions to guide the reader through the discussion. Overall, the document offers a comprehensive overview of how to structure and write a strong mechanical engineering essay.
People are slowly beginning to realize that the times, they are a-changing. When it comes to the future of work and automation, it’s not a question of how, but when. We usually only react when it’s already too late. But this time, the writings on the wall are too overwhelming to just ignore them.
Now don’t get me wrong. I’m not saying that you should stock up on guns, build a shelter and prepare for Skynet. But it’s probably a good idea to at least start considering the idea that things might change faster than you think. And in the end, we would hate to say we told you so. So start preparing right now with these 6 crucial tips to survive the second machine age.
Wireless technology allows for the transfer of information between two points not physically connected by wires. It includes technologies like radio frequency communication, microwave communication, infrared communication, cellular networks, WiFi, and Bluetooth. Some important developments in wireless technology history include Alexander Graham Bell and Charles Sumner Tainter inventing the photophone in 1880, the first wireless telephone, and Heinrich Hertz demonstrating electromagnetic waves in 1888, proving James Clerk Maxwell's electromagnetic theory. Modern applications of wireless technology include mobile phones, wireless internet access, and wireless energy transfer.
Keynote presented at SDD (12th May 2015)
Somewhere in the heart of a development process, essential to the very being of a product's existence, are the people who write, consider and wrestle with code. What motivates and demotivates them? What are the intellectual challenges and rewards? What are the skills they have and need and cognitive biases and environment they work with and against?
This talk by the editor of 97 Things Every Programmer Should Know considers the act of programming and those who do it and want to get better at it, from the perspective of development process to craft, from architecture to code.
Communication skill (micro-teaching) for B.Ed students, teachers and for lead...manoj goswami
The document discusses communication skills and effective listening. It defines communication and its importance. There are different types of communication including verbal, non-verbal, and written. Effective listening involves hearing, understanding, remembering, interpreting, evaluating, and responding. Barriers to communication are also outlined. Key aspects of communication include listening skills, speaking skills, reading skills, and writing skills. Listening is the most important communication skill and involves concentration to understand meanings. Hearing is simply perceiving sounds while listening requires understanding. The document provides steps and strategies for effective listening.
The document discusses the process of listening and its importance. It describes the key steps in listening as sensing/hearing the message, decoding/interpreting it, and evaluating the information. Effective listening is important for communication, learning, problem-solving, and building relationships. The document also differentiates between hearing and listening, outlines different types of listening like informative, critical, and empathetic listening. It discusses barriers to listening like physiological, psychological, physical and linguistic factors. Finally, it provides tips to improve listening skills for both listeners and speakers.
Professional English - Week 1 ( Slideshow PPT )MelD16
This document provides an overview of a university course on professional English and oral communication skills. It discusses the essentials of communication, including the roles and goals of oral communication. It emphasizes the importance of listening in communication. There are different types of listening, including recall listening and empathic listening. Recall listening involves interpreting, remembering and providing feedback on a message. Empathic listening requires fully understanding other perspectives in a non-judgmental way. The document also covers preparing for oral communication, such as determining the purpose, selecting topics and analyzing the audience.
Effective communication requires understanding between parties. The communication process involves a sender encoding a message that is sent through a channel and decoded by a receiver. Feedback is important to ensure understanding occurred. Barriers like noise, selective perception, and differing perspectives can interfere with clear communication. Key aspects of strong communication include listening skills, presenting information effectively, and providing constructive feedback.
This document provides guidance on effective listening instruction and activities. It recommends the MINUS approach: focus on meaning, interest, manageable new language, understanding, and a stress-free environment. Suggested activities include listening to stories, cloze exercises, picture ordering, and information transfer tasks. Dictation and dictogloss activities are also discussed, along with developing fluency, assessment, and online listening resources. The document emphasizes selecting meaningful, level-appropriate materials and supporting comprehension through pre-listening activities and cooperative learning.
This document discusses listening as a communication skill. It defines listening as an active process of interpretation that involves receiving, constructing meaning, negotiating meaning with the speaker, and creating meaning through involvement. The document outlines various contexts, purposes, types and stages of listening. It also discusses impediments to effective listening and strategies to improve listening skills, including bottom-up and top-down processing approaches.
1. The document provides guidance on effective communication skills, including communicating when first meeting someone, maintaining appropriate personal space during interactions, and types of communication.
2. It discusses both verbal and non-verbal communication, with non-verbal communication making up 93% of interactions. Body language, facial expressions, eye contact, and other non-verbal cues are important to effective communication.
3. The document outlines various questioning techniques that can be used for different purposes like learning, building relationships, managing people, and persuading others. Open-ended questions elicit more information while closed questions confirm understanding.
Communication skill - A four-fold analysis of Communication skills - Skill of...Vijayalakshmi Murugesan
The document discusses communication skills, specifically focusing on listening skills. It provides a four-fold analysis of communication skills, identifying the main components as listening, speaking, reading, and writing. Of these four, listening is described as the most important skill, with people spending more time listening than any other communication activity. Effective listening is characterized as an active process that involves hearing, understanding, and judging what is being communicated. Barriers to listening and techniques for improving listening skills are also outlined.
This document summarizes a class on oral communication skills. It includes:
- A discussion about sharing lesson plans and getting feedback from peers on upcoming practicum teaching responsibilities.
- An overview of expectations for listening and speaking skills in the curriculum, noting the similarities between how these skills are taught.
- Suggestions for explicitly teaching language skills through modeling, practice opportunities, self-reflection, and incorporating skills into various classroom situations.
- Ideas for using storytelling, debate activities and dialogue to develop oral communication abilities.
- Reflections on maintaining professionalism when communicating orally.
This document discusses the nature and elements of communication. It defines communication as a dynamic process of transmitting and interpreting messages between a sender and receiver. It outlines the key elements of the communication process, including the sender, message, encoding, channel, receiver, decoding, feedback, and context. It also describes three models of communication: linear, interactive, and transactional. Finally, it discusses verbal and nonverbal communication, effective communication skills like listening and empathy, and intercultural communication skills.
This document discusses various aspects of communication including the definition of communication, the communication process, types of communication (verbal, non-verbal, written), barriers to communication, and skills related to communication such as listening, speaking, reading, and writing.
It defines communication as the exchange of information between two or more people through various methods. The communication process involves a sender encoding a message, selecting a channel to send the message through, the receiver decoding the message, and feedback. There can be barriers at each stage of the process.
It also outlines different forms of verbal (oral) communication, types of listening and reading, best practices for skills like public speaking, presentation, and email writing, and how to develop important
The document discusses communication and interpersonal skills for managers. It covers defining communication and interpersonal skills, the importance of communication, communication models like the linear and transactional models, listening skills, overcoming communication barriers, and using a personal development plan to improve managerial performance. The objectives are to reflect on the previous day's learning, evaluate strategies to overcome communication barriers, understand how interpersonal skills affect management, and develop a personal development plan.
1. communication skill
a oral communication
2. presentations
a preparation step
b research thoroughly
c document your source
d write your speech
e prepare slides
f rehearsal alone
g tweak the presentation
3. delivery of speech
a conducting discussion
b guidelines in effective GD
4 who to conduct a group discussion
a their goals
b your goals
5 type of interviews question
a prepare
b introduction
c probing
6 written communication
a the art of good writing
b outlines
c Cs of writing
7 paragraphing
8 tips for written communication
9 news paper writing
10 written for magazines
11 effective listening
12 effective reading
This document discusses various aspects of communication including definitions, models, barriers, and effective strategies. Some key points:
- Communication is the exchange of information between a sender and receiver through symbols and their meanings. It can be thought of as an action, interaction, or meaning construction process.
- Barriers to communication include physical, psychological, attitudes, biases, and distractions. Overcoming barriers requires clarity, precision, understanding different perspectives, feedback, and using multiple channels.
- Effective communication involves planning, choosing an appropriate medium, removing barriers, active listening, and getting feedback. Good presentation skills are also important.
- Both verbal and nonverbal communication provide meaning. Body language, tone, pacing and
This document provides an overview of effective communication skills and strategies. It discusses:
- The importance of effective communication in careers and personal lives
- Key elements of the communication process such as listening skills, asking questions, communication styles, and barriers
- Tips for active listening, questioning techniques, and adjusting communication style
- The overall communication process involving encoding messages, choosing channels, decoding feedback
- How to communicate effectively through listening attentively, tailoring messages, using appropriate tone and body language
PRESENTATION AND COMMUNICATION SKILLS.pptxDrNamrataMane
This document discusses presentation and communication skills. It covers types of presentations like informational, discursive, and demonstrative. It outlines the preparation, structure, and timing of effective presentations. Structure includes an introduction, main presentation with 3-4 key messages, and conclusion. Timing depends on allotted time. The document also covers types of communication like verbal, written, nonverbal. It describes the stages of communication as sender, message, encoding, channel, receiver, decoding, and feedback. Principles of effective communication discussed are clarity, completeness, conciseness, consideration, and correctness. The importance of communication is also highlighted.
This document discusses effective speaking and listening. It covers various modes and types of listening like active listening, empathetic listening, and barriers to listening. It also discusses types of conversations, paralinguistic features that affect speaking, confidence and clarity in speaking, types of speaking like persuasive speaking, and public speaking. The key aspects of persuasive speaking discussed are credibility, evidence, emotional appeal, and reasoning. Tips are provided for effective conversation, telephone etiquette, writing dialogues, and overcoming barriers to speaking.
The document discusses communication in the workplace. It defines communication as a two-way process of exchanging information through verbal and non-verbal messages. Effective communication is important for having productive relationships and includes getting and giving feedback, motivating others, and more. There are various barriers that can interfere with communication, such as noise, assumptions, emotions, poor listening skills, and lack of sensitivity to the receiver. The document provides tips for overcoming barriers and improving communication skills, such as using body language effectively, being culturally sensitive, summarizing what is said, and asking questions for understanding.
Build the Next Generation of Apps with the Einstein 1 Platform.
Rejoignez Philippe Ozil pour une session de workshops qui vous guidera à travers les détails de la plateforme Einstein 1, l'importance des données pour la création d'applications d'intelligence artificielle et les différents outils et technologies que Salesforce propose pour vous apporter tous les bénéfices de l'IA.
Home security is of paramount importance in today's world, where we rely more on technology, home
security is crucial. Using technology to make homes safer and easier to control from anywhere is
important. Home security is important for the occupant’s safety. In this paper, we came up with a low cost,
AI based model home security system. The system has a user-friendly interface, allowing users to start
model training and face detection with simple keyboard commands. Our goal is to introduce an innovative
home security system using facial recognition technology. Unlike traditional systems, this system trains
and saves images of friends and family members. The system scans this folder to recognize familiar faces
and provides real-time monitoring. If an unfamiliar face is detected, it promptly sends an email alert,
ensuring a proactive response to potential security threats.
Use PyCharm for remote debugging of WSL on a Windo cf5c162d672e4e58b4dde5d797...shadow0702a
This document serves as a comprehensive step-by-step guide on how to effectively use PyCharm for remote debugging of the Windows Subsystem for Linux (WSL) on a local Windows machine. It meticulously outlines several critical steps in the process, starting with the crucial task of enabling permissions, followed by the installation and configuration of WSL.
The guide then proceeds to explain how to set up the SSH service within the WSL environment, an integral part of the process. Alongside this, it also provides detailed instructions on how to modify the inbound rules of the Windows firewall to facilitate the process, ensuring that there are no connectivity issues that could potentially hinder the debugging process.
The document further emphasizes on the importance of checking the connection between the Windows and WSL environments, providing instructions on how to ensure that the connection is optimal and ready for remote debugging.
It also offers an in-depth guide on how to configure the WSL interpreter and files within the PyCharm environment. This is essential for ensuring that the debugging process is set up correctly and that the program can be run effectively within the WSL terminal.
Additionally, the document provides guidance on how to set up breakpoints for debugging, a fundamental aspect of the debugging process which allows the developer to stop the execution of their code at certain points and inspect their program at those stages.
Finally, the document concludes by providing a link to a reference blog. This blog offers additional information and guidance on configuring the remote Python interpreter in PyCharm, providing the reader with a well-rounded understanding of the process.
Optimizing Gradle Builds - Gradle DPE Tour Berlin 2024Sinan KOZAK
Sinan from the Delivery Hero mobile infrastructure engineering team shares a deep dive into performance acceleration with Gradle build cache optimizations. Sinan shares their journey into solving complex build-cache problems that affect Gradle builds. By understanding the challenges and solutions found in our journey, we aim to demonstrate the possibilities for faster builds. The case study reveals how overlapping outputs and cache misconfigurations led to significant increases in build times, especially as the project scaled up with numerous modules using Paparazzi tests. The journey from diagnosing to defeating cache issues offers invaluable lessons on maintaining cache integrity without sacrificing functionality.
Mechatronics is a multidisciplinary field that refers to the skill sets needed in the contemporary, advanced automated manufacturing industry. At the intersection of mechanics, electronics, and computing, mechatronics specialists create simpler, smarter systems. Mechatronics is an essential foundation for the expected growth in automation and manufacturing.
Mechatronics deals with robotics, control systems, and electro-mechanical systems.
Blood finder application project report (1).pdfKamal Acharya
Blood Finder is an emergency time app where a user can search for the blood banks as
well as the registered blood donors around Mumbai. This application also provide an
opportunity for the user of this application to become a registered donor for this user have
to enroll for the donor request from the application itself. If the admin wish to make user
a registered donor, with some of the formalities with the organization it can be done.
Specialization of this application is that the user will not have to register on sign-in for
searching the blood banks and blood donors it can be just done by installing the
application to the mobile.
The purpose of making this application is to save the user’s time for searching blood of
needed blood group during the time of the emergency.
This is an android application developed in Java and XML with the connectivity of
SQLite database. This application will provide most of basic functionality required for an
emergency time application. All the details of Blood banks and Blood donors are stored
in the database i.e. SQLite.
This application allowed the user to get all the information regarding blood banks and
blood donors such as Name, Number, Address, Blood Group, rather than searching it on
the different websites and wasting the precious time. This application is effective and
user friendly.
Generative AI Use cases applications solutions and implementation.pdfmahaffeycheryld
Generative AI solutions encompass a range of capabilities from content creation to complex problem-solving across industries. Implementing generative AI involves identifying specific business needs, developing tailored AI models using techniques like GANs and VAEs, and integrating these models into existing workflows. Data quality and continuous model refinement are crucial for effective implementation. Businesses must also consider ethical implications and ensure transparency in AI decision-making. Generative AI's implementation aims to enhance efficiency, creativity, and innovation by leveraging autonomous generation and sophisticated learning algorithms to meet diverse business challenges.
https://www.leewayhertz.com/generative-ai-use-cases-and-applications/
Digital Twins Computer Networking Paper Presentation.pptxaryanpankaj78
A Digital Twin in computer networking is a virtual representation of a physical network, used to simulate, analyze, and optimize network performance and reliability. It leverages real-time data to enhance network management, predict issues, and improve decision-making processes.
Supermarket Management System Project Report.pdfKamal Acharya
Supermarket management is a stand-alone J2EE using Eclipse Juno program.
This project contains all the necessary required information about maintaining
the supermarket billing system.
The core idea of this project to minimize the paper work and centralize the
data. Here all the communication is taken in secure manner. That is, in this
application the information will be stored in client itself. For further security the
data base is stored in the back-end oracle and so no intruders can access it.
Discover the latest insights on Data Driven Maintenance with our comprehensive webinar presentation. Learn about traditional maintenance challenges, the right approach to utilizing data, and the benefits of adopting a Data Driven Maintenance strategy. Explore real-world examples, industry best practices, and innovative solutions like FMECA and the D3M model. This presentation, led by expert Jules Oudmans, is essential for asset owners looking to optimize their maintenance processes and leverage digital technologies for improved efficiency and performance. Download now to stay ahead in the evolving maintenance landscape.
2. THE TEAM
DHRUV MISTRY 106026
NILESHWAR RAWAL 106041
DHRUVAN SHAH 106064
HARSHANG PATEL 106039
DHRUVIL CHAVDA 106052
DHRUV SHAH 106027
3. Communication is a series of
experience of
Hearing
Smell
Seeing
Taste Touch
4. Communication skills is the ability to
use language (receptive) and express
(expressive) information.
5. Types Of Communications :
COMMUNICATION
VERBAL
Communication
NON – VERBAL
Communication
Written Oral
6. COMMUNICATION CYCLE
(1) Sender:
The person who intends to convey the message
with the intention of passing information and
ideas to others is known as sender or
communicator.
(2) Ideas:
This is the subject matter of the communication.
This may be an opinion, attitude, feelings, views,
orders, or suggestions.
7. (3) Encoding:
Since the subject matter of communication is theoretical
and intangible, its further passing requires use of certain
symbols such as words, actions or pictures etc. Conversion
of subject matter into these symbols is the process of
encoding.
(4) Communication Channel:
The person who is interested in communicating has to
choose the channel for sending the required information,
ideas etc. This information is transmitted to the receiver
through certain channels which may be either formal or
informal.
8. (5) Receiver:
Receiver is the person who receives the message or
for whom the message is meant for. It is the receiver
who tries to understand the message in the best
possible manner in achieving the desired objectives.
(6) Decoding:
The person who receives the message or symbol
from the communicator tries to convert the same in
such a way so that he may extract its meaning to his
complete understanding.
(7) Feedback:
Feedback is the process of ensuring that the receiver
has received the message and understood in the
same sense as sender meant it.
9. • Lack of Sensitivity to Receiver
• Lack of Basic Communication
Skills
• Insufficient Knowledge of the
Subject
• Emotional Interference
• Lacking confidence
Encoding
Barriers
• Physical Distractions
• Channel Barriers.
• Long Communication Chain.
Transmitting
Barriers
Barriers To
Effective
Communication
:
10. • Lack of Interest.
• Lack of Knowledge.
• Lack of Communication Skills
• Emotional Distractions
• Information overload
• Conflicting Messages
Decoding
Barriers.
• No Provision for Feedback
• Inadequate Feedback.
Responding
Barriers
11.
12. LISTENING SKILLS
•Listening is not just being quite
while someone else is speaking.
•Listening is a process of receiving,
interpreting, and reacting to a
message received from the speaker.
•It is an Active Process.
13. Listening is the language modality
that is used most frequently but…
…why is listening in English so
hard?
14. • Students have to process the
messages as they come, cope with the
speaker’s choice of vocabulary,
structure, and rate of delivery.
• The complexity of the listening process
is magnified in second language
context where the listener also has an
incomplete control of the language.
Because…
16. Barriers to Listening ::
Person
speaks too
slowly
Includes
unfamiliar
terms
Person
speaks too
fast
Noisy work
space
Expectations
Emotion
Visual
distractions
17. PRESENTATION STRATEGIES
• A Presentation is a means of
communication which can be adapted to
various speaking situations, such as talking
to a group, addressing a meeting or
briefing a team.
18. Presentation skills
• Following are the steps include in preparing
effective presentation:
Plan
Prepare
Practice
Present
19. Planning
• Planning usually include following questions:
• Who is your audience?
• Why are they there?
• What is your goal?
• How long will it be?
• Where will it take place?
20. Prepare
• Following points must keep in mind while
preparing:
Structure
Prompt
Visual aids
Voice
Appearance
Style
Questions
21. Practice
• Rehearse all points what you prepare.
• Rehearse with all visual aids and handouts.
• Practice again and again to manage time.
• Rehearse in front of mirror or a friend.
22. Present
• Make a strong start.
• Engage the audience in first 2-3 minutes.
• Show your passion through your movements
and gestures.
• Make an eye contact.
• Don’t forget to smile as well,
unless your topic is very grim.
23. READING SKILLS
Why are we reading?
• To discover opinion
• To get facts
• To get instruction
• To have fun
• To learn new information
• To learn new vocabulary
• To review notes
24. • Inability to understand a word
• Inability to understand a sentence
• Inability to understand how sentences are co-
related
• Lack of concentration
• Lack of interest
REASONS FOR POOR
COMPREHENSION
25. IMPROVING
COMPREHENSION SKILLS
By not limiting our self
• By reading variety of materials
By recalling whatever we read
• By reading long portion of material
27. WRITING SKILLS
• Writing can be said to be
the act of forming the
symbols, making marks on
flat surface of some kind...
28. • Writing is a process where symbols have to
be arranged according to a certain
conventions to from word and words have to
be arranged to form sentences..
• Writing involves
encoding of a
message of some
kind. That is we
translate our thoughts
into language..