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This document provides guidance on communication skills for discussions. It discusses both verbal and non-verbal communication. It emphasizes the importance of clear speaking, making eye contact, including everyone, and focusing on the discussion agenda. The document also reviews good group discussion rules like allowing everyone to speak and listening to others. Proper body language and interactions are described using the SOLER technique of squaring your face toward the person, using an open posture, leaning in, maintaining eye contact, and being relaxed. The document concludes by outlining the steps to prepare for a debate, including creating an opening statement, developing questions for the opponent, and having a concluding argument.
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Presentation task1
This document provides guidance on communicating effectively for a media production discussion. It discusses both verbal and nonverbal communication skills. It emphasizes the importance of clear speaking, using understandable language, actively listening to others, and ensuring all participants have opportunity to provide input. The document also outlines potential consequences of poor communication skills, such as not being understood or taken seriously. It provides tips for facilitating a productive discussion through an appropriate environment, established ground rules, and use of supporting resources.
Lucas task 1 (1)
The document discusses verbal and non-verbal communication. It describes tasks where students built newspaper towers both with and without verbal communication. It explains that verbal communication is important for discussing ideas in a group, while non-verbal communication is important for those with speech difficulties. Good communication skills in groups include speaking clearly, allowing others to speak, and not speaking over each other. Poor communication can cause ideas to be missed or arguments to ruin presentations. The document also provides guidelines for group discussions and debates.
Seansee
This document discusses various communication skills needed for media production discussions. It covers both verbal and non-verbal communication, as well as good group communication skills like listening, considering all ideas, and doing research. It also discusses the importance of environment, having an agenda, allowing time for discussion, and establishing ground rules for discussions. Interacting respectfully with others using the SOLER technique of squarely facing them, keeping an open posture, leaning in, maintaining eye contact, and being relaxed is also covered.
Communication ashley
This document discusses various aspects of communication including verbal, nonverbal, group communication skills, and consequences of poor communication. It provides guidance on discussing topics including setting an appropriate environment, having supporting resources, establishing discussion ground rules and agenda, and allowing enough time. Interacting with others through the Soler theory of nonverbal communication is mentioned. Steps for preparing a social media debate are outlined, including creating an opening statement, developing questions for the opponent, preparing answers, and having a concluding statement. Good preparation and backing arguments with evidence are emphasized for winning the debate.
Sean
This document discusses various communication skills needed for group work and media production discussions. It covers both verbal and non-verbal communication, as well as good and poor group communication skills. Specific tips are provided, such as doing research before pitching ideas, listening to others, and considering everyone's ideas. The document also discusses creating an agenda, allocating sufficient time, and establishing ground rules to facilitate effective group discussions.
Presentation task1
This document discusses verbal and non-verbal communication. It provides examples of each, including speaking, gestures, and body language. It describes an activity where groups had to plan and build a tower using only verbal communication first, then non-verbal to build it. Both forms of communication were found to be essential for success. The document also discusses good communication skills like speaking clearly and letting everyone contribute. Poor communication can cause projects to fall apart from lack of understanding or cooperation. Discussion skills are also covered, like using an agenda and time limits, as well as rules to ensure respect and staying on topic. The SOLER model of non-verbal communication teaches skills like making eye contact and having an open posture to improve interactions. Debate preparation
Presentation task1
This document provides guidance on communication skills for participating in a group debate on social media. It outlines the key elements of an effective debate strategy, including developing an opening statement, preparing questions to ask opponents, having answers prepared for potential questions, and concluding with a final argument. The debate topics center around whether or not social media sites should censor bullying content. Participants are advised to thoroughly research all material, back claims with evidence, and aim to outperform opponents through preparedness.
Communication f
This document discusses communication skills for media production discussions. It provides information on verbal and nonverbal communication, as well as challenges involving building a newspaper tower with only nonverbal cues. Good communication skills discussed include listening, participation, clear speaking, and understanding word choice. The consequences of poor communication are explained. Discussion guidelines cover environment, resources, agenda, time management, participation, language, and structure. The SOLER model of nonverbal communication is described. Sample debate topics on social media are provided along with examples of opening statements, questions to ask opponents, and conclusions.
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Presentation task1
This document provides guidance on communicating effectively for a media production discussion. It discusses both verbal and nonverbal communication skills. It emphasizes the importance of clear speaking, using understandable language, actively listening to others, and ensuring all participants have opportunity to provide input. The document also outlines potential consequences of poor communication skills, such as not being understood or taken seriously. It provides tips for facilitating a productive discussion through an appropriate environment, established ground rules, and use of supporting resources.
Lucas task 1 (1)
The document discusses verbal and non-verbal communication. It describes tasks where students built newspaper towers both with and without verbal communication. It explains that verbal communication is important for discussing ideas in a group, while non-verbal communication is important for those with speech difficulties. Good communication skills in groups include speaking clearly, allowing others to speak, and not speaking over each other. Poor communication can cause ideas to be missed or arguments to ruin presentations. The document also provides guidelines for group discussions and debates.
Seansee
This document discusses various communication skills needed for media production discussions. It covers both verbal and non-verbal communication, as well as good group communication skills like listening, considering all ideas, and doing research. It also discusses the importance of environment, having an agenda, allowing time for discussion, and establishing ground rules for discussions. Interacting respectfully with others using the SOLER technique of squarely facing them, keeping an open posture, leaning in, maintaining eye contact, and being relaxed is also covered.
Communication ashley
This document discusses various aspects of communication including verbal, nonverbal, group communication skills, and consequences of poor communication. It provides guidance on discussing topics including setting an appropriate environment, having supporting resources, establishing discussion ground rules and agenda, and allowing enough time. Interacting with others through the Soler theory of nonverbal communication is mentioned. Steps for preparing a social media debate are outlined, including creating an opening statement, developing questions for the opponent, preparing answers, and having a concluding statement. Good preparation and backing arguments with evidence are emphasized for winning the debate.
Sean
This document discusses various communication skills needed for group work and media production discussions. It covers both verbal and non-verbal communication, as well as good and poor group communication skills. Specific tips are provided, such as doing research before pitching ideas, listening to others, and considering everyone's ideas. The document also discusses creating an agenda, allocating sufficient time, and establishing ground rules to facilitate effective group discussions.
Presentation task1
This document discusses verbal and non-verbal communication. It provides examples of each, including speaking, gestures, and body language. It describes an activity where groups had to plan and build a tower using only verbal communication first, then non-verbal to build it. Both forms of communication were found to be essential for success. The document also discusses good communication skills like speaking clearly and letting everyone contribute. Poor communication can cause projects to fall apart from lack of understanding or cooperation. Discussion skills are also covered, like using an agenda and time limits, as well as rules to ensure respect and staying on topic. The SOLER model of non-verbal communication teaches skills like making eye contact and having an open posture to improve interactions. Debate preparation
Presentation task1
This document provides guidance on communication skills for participating in a group debate on social media. It outlines the key elements of an effective debate strategy, including developing an opening statement, preparing questions to ask opponents, having answers prepared for potential questions, and concluding with a final argument. The debate topics center around whether or not social media sites should censor bullying content. Participants are advised to thoroughly research all material, back claims with evidence, and aim to outperform opponents through preparedness.
Communication f
This document discusses communication skills for media production discussions. It provides information on verbal and nonverbal communication, as well as challenges involving building a newspaper tower with only nonverbal cues. Good communication skills discussed include listening, participation, clear speaking, and understanding word choice. The consequences of poor communication are explained. Discussion guidelines cover environment, resources, agenda, time management, participation, language, and structure. The SOLER model of nonverbal communication is described. Sample debate topics on social media are provided along with examples of opening statements, questions to ask opponents, and conclusions.
Communication
This document discusses communication skills for media production. It addresses both verbal and non-verbal communication. It describes an activity where a group had to build a newspaper tower using only non-verbal cues. Good communication skills discussed include listening, ensuring all parties can contribute, using an appropriate environment, and clear speaking. Poor communication can lead to misunderstandings and missed opportunities. The document also discusses preparing for discussions, including setting an agenda, allocating time, and establishing ground rules. Interacting respectfully and making eye contact are important parts of non-verbal communication. The document concludes by outlining the components of participating in a debate, including opening statements, questioning opponents, and having a strong conclusion.
Presentation task1
This document discusses various aspects of communication, including verbal and non-verbal communication. It provides examples of verbal communication, such as telling someone your birthday, and non-verbal communication, such as using thumbs up. The document also describes a newspaper tower building challenge that involved limited verbal communication. Additionally, it discusses good group communication skills, consequences of poor communication, and strategies for interacting with others, such as using the SOLER technique of making eye contact and engaging in an open posture. The last section provides guidance for participating in a social media group debate.
Soler theory
This document provides guidance on verbal and nonverbal communication skills as well as effective group discussion skills. It discusses the importance of clear speaking, maintaining eye contact, being engaged rather than distracted, and allowing all group members to contribute. The consequences of poor communication skills like being unprepared or distracted during a job interview are outlined. Tips are provided for setting an agenda, allocating time, and creating a focused environment for discussions. Rules for active listening and maintaining an open, interested posture are described. The document also includes templates for structuring a debate with an opening statement, questions for opponents, answers to anticipated questions, and a concluding argument.
Presentation task1
This document provides guidance on verbal and nonverbal communication skills. It discusses the importance of verbal communication for expressing opinions and being understood. Nonverbal communication like body language and gestures can clarify messages and convey feelings. Good group communication involves listening, not being repetitive, being open to ideas, avoiding swearing, and preparing. Poor communication can result in less work getting done, confusion, mistakes, and not wanting to work with someone. The document also outlines strategies for an effective social media debate, including preparing an opening statement, questions for the opponent, and a concluding argument.
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This document discusses various aspects of communication including verbal, non-verbal, and group communication. It provides examples of verbal communication and highlights its prevalence. Non-verbal communication examples include sign language and gestures. The challenges of communicating effectively in groups are also examined through an example newspaper tower building activity. Guidelines for effective discussion are outlined, including setting an agenda, establishing ground rules, and using techniques like the Soler theory of active listening. The importance of preparing for debates by developing opening/closing statements and questions is emphasized.
Jomedia
This document discusses communication skills for group work and media production. It addresses both verbal and non-verbal communication. Good communication skills for groups include listening to others, considering different ideas, and avoiding loud distracting areas. Poor communication can cause groups to fail projects if members do not get along or complete their work. The document also provides guidelines for group discussions, including using agendas, setting time limits, and establishing ground rules like letting everyone participate.
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This document discusses verbal and non-verbal communication skills. It provides examples of tasks that involve describing a tower building project verbally without paper and building a tower non-verbally without speaking. The document also discusses good group communication skills, consequences of poor communication, and guidelines for leading discussions including creating an agenda, setting ground rules, and using the SOLER technique for effective in-person interactions. It includes templates for opening statements, questions to ask opponents, responses to anticipated questions, and a concluding statement for a debate about social media.
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Lucas task 1 (1)
This document discusses communication skills for media production discussions. It covers both verbal and nonverbal communication. It provides examples of tasks using each type of communication, such as building a newspaper tower both with and without talking. It also discusses good communication skills like speaking clearly, not interrupting, and giving others opportunities to speak. Poor communication can cause ideas to be missed or arguments. The document provides discussion guidelines and rules. It explains Soler's theory of effective nonverbal communication through eye contact and body language. Finally, it outlines the structure of preparing for a social media debate.
Lucas task 1 (1)
This document discusses communication skills for media production discussions. It covers both verbal and nonverbal communication. It provides examples of tasks using each type of communication, such as building a newspaper tower both with and without talking. It also discusses good communication skills like speaking clearly, not interrupting, and giving others time to speak. Poor communication can cause ideas to be missed or arguments. The document provides discussion guidelines and rules. It also explains Soler's theory of effective nonverbal communication through eye contact and body language. Finally, it outlines the structure of preparing for a social media debate.
Soler theory
This document discusses verbal and non-verbal communication skills. It provides tips for good communication such as speaking clearly, making eye contact, and being an active listener. Poor communication skills can negatively impact job interviews. The document also discusses creating an environment conducive to discussion, using an agenda to stay on topic, and following ground rules like being on time and avoiding distractions. Interacting with others involves facing them squarely, keeping an open posture, making eye contact, and being relaxed. The final sections provide guidance for participating in a social media debate.
Soler theory
This document provides guidance on verbal and nonverbal communication skills as well as effective group discussion skills. It discusses the importance of clear speaking, maintaining eye contact, being engaged rather than distracted, and allowing all group members to contribute. Consequences of poor communication like a missed job opportunity are described. The document also outlines best practices for facilitating discussions, including setting an agenda, timing, and ensuring a focused environment. Rules for active listening and maintaining eye contact during interactions are presented. Finally, tips are provided for structuring a debate, including preparing an opening statement, questions for opponents, answers to anticipated questions, and a concluding argument.
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This document provides guidance on verbal and nonverbal communication skills, group discussion skills, and interacting effectively with others. It discusses the importance of verbal communication using words, nonverbal communication using gestures and body language, and having good group communication skills like making eye contact and speaking clearly. Poor communication skills can hurt job prospects. It provides tips for leading effective group discussions, such as creating an agenda, managing time, and making participants comfortable. Guidelines are given for social media debates, such as preparing an opening statement, questions for opponents, and a concluding argument. The SOLER method of effective interpersonal communication is also outlined.
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This document discusses communication skills for media production. It addresses both verbal and non-verbal communication. It describes an activity where a group had to build a newspaper tower using only non-verbal cues. Good communication skills discussed include listening, ensuring all parties can contribute, using an appropriate environment, and clear speaking. Poor communication can lead to misunderstandings and missed opportunities. The document also discusses preparing for discussions, including setting an agenda, allocating time, and establishing ground rules. Interacting respectfully and making eye contact are important parts of non-verbal communication. The document concludes by outlining the components of participating in a debate, including opening statements, questioning opponents, and having a strong conclusion.
Presentation task1
This document discusses various aspects of communication, including verbal and non-verbal communication. It provides examples of verbal communication, such as telling someone your birthday, and non-verbal communication, such as using thumbs up. The document also describes a newspaper tower building challenge that involved limited verbal communication. Additionally, it discusses good group communication skills, consequences of poor communication, and strategies for interacting with others, such as using the SOLER technique of making eye contact and engaging in an open posture. The last section provides guidance for participating in a social media group debate.
Soler theory
This document provides guidance on verbal and nonverbal communication skills as well as effective group discussion skills. It discusses the importance of clear speaking, maintaining eye contact, being engaged rather than distracted, and allowing all group members to contribute. The consequences of poor communication skills like being unprepared or distracted during a job interview are outlined. Tips are provided for setting an agenda, allocating time, and creating a focused environment for discussions. Rules for active listening and maintaining an open, interested posture are described. The document also includes templates for structuring a debate with an opening statement, questions for opponents, answers to anticipated questions, and a concluding argument.
Presentation task1
This document provides guidance on verbal and nonverbal communication skills. It discusses the importance of verbal communication for expressing opinions and being understood. Nonverbal communication like body language and gestures can clarify messages and convey feelings. Good group communication involves listening, not being repetitive, being open to ideas, avoiding swearing, and preparing. Poor communication can result in less work getting done, confusion, mistakes, and not wanting to work with someone. The document also outlines strategies for an effective social media debate, including preparing an opening statement, questions for the opponent, and a concluding argument.
How to speak so that people want to listen
Julian Treasure discusses how to speak so that people want to listen in his TED Talk. He identifies 7 deadly sins of talking that should be avoided, such as complaining and making excuses. Treasure also provides tools to increase the power of speaking, including using clear language, speaking from the heart, meaning what you say, and wishing others well. His vision is of a world where people speak powerfully and listen consciously to better understand each other.
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The document discusses how to speak powerfully and effectively so that people listen. It recommends avoiding the "seven sins of deadly speaking": gossiping, judging, negativity, complaining, excuses, lying, and dogmatism. Instead, one should follow the H.A.I.L. model of being honest, authentic with integrity and showing love. It also suggests warming up one's voice and using techniques like register, timbre, prosody, pace, and pitch. The overall goal is to speak consciously and create an environment where understanding is the norm.
Communication skills for the creative media production
This document discusses various aspects of communication including verbal, non-verbal, and group communication. It provides examples of verbal communication and highlights its prevalence. Non-verbal communication examples include sign language and gestures. The challenges of communicating effectively in groups are also examined through an example newspaper tower building activity. Guidelines for effective discussion are outlined, including setting an agenda, establishing ground rules, and using techniques like the Soler theory of active listening. The importance of preparing for debates by developing opening/closing statements and questions is emphasized.
Jomedia
This document discusses communication skills for group work and media production. It addresses both verbal and non-verbal communication. Good communication skills for groups include listening to others, considering different ideas, and avoiding loud distracting areas. Poor communication can cause groups to fail projects if members do not get along or complete their work. The document also provides guidelines for group discussions, including using agendas, setting time limits, and establishing ground rules like letting everyone participate.
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This document outlines the key traits of a good listener. It discusses 6 traits: 1) Being non-evaluative by not judging the speaker, 2) Paraphrasing to clarify understanding, 3) Reflecting implications to encourage the speaker, 4) Reflecting hidden feelings by relating to the speaker's situation, 5) Inviting further contribution through follow up questions, and 6) Responding non-verbally through positive body language and eye contact to show engagement. The document provides examples for paraphrasing, reflecting feelings, and inviting further details to demonstrate how to effectively communicate as an active listener.
Communication pp
This document discusses verbal and non-verbal communication skills. It provides examples of tasks that involve describing a tower building project verbally without paper and building a tower non-verbally without speaking. The document also discusses good group communication skills, consequences of poor communication, and guidelines for leading discussions including creating an agenda, setting ground rules, and using the SOLER technique for effective in-person interactions. It includes templates for opening statements, questions to ask opponents, responses to anticipated questions, and a concluding statement for a debate about social media.
Presentation week 4 interviews
A delivered to undergraduates studying Journalism in Practice at Birmingham City Uni. The course covers all aspects of journalism by giving them plenty of practice. This week we look at interviews.
Keep it stupidly simple - Long Version
Here is a longer version of KISS that I think will make it clearer how to develop a successful presentation.
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This document provides information about body language tips for job interviews. It begins with introducing the agenda and objectives, which are to learn new vocabulary words related to body language, learn about body language during interviews, and how to write a letter sharing what was learned. Various activities are included, such as reviewing vocabulary, listening to dialogues, and discussing scenarios. Key tips discussed are maintaining eye contact, having good posture, avoiding fidgeting or touching your face, and using hand gestures moderately. The workshop aims to help participants understand how body language communicates and makes a good impression during a job interview.
Empathic Listening Think Sheet
Use this Think Sheet to practice using empathy when someone talks to you about something important or that affects their emotions. It is a skit that you can use as a role playing activity for any life skills groups or conferences that you host and do for others to teach them empathy or effective listening skills.
10 Tips in Providing a Memorable Speech by Sergio Ristie
1. The document provides 10 tips for giving a memorable speech: practice your speech, grab your audience's attention at the beginning, introduce yourself, have a clear central point, show emotion, provide informative facts, do not read your speech, maintain eye contact, connect with your audience through body language and movement, and leave them wanting more information.
2. Some key tips include practicing your speech to become comfortable with the content, grabbing attention at the start through a question or facts, having a main theme or idea for the speech, showing personality and matching emotions to topics, and leaving the audience with questions to think about further.
Informative speech critique
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It will be truism to say that English has become indispensable. Everyone knows it, but the fact is not many academic institutions give serious attention to communicative skills in English during a student's formative years. In many schools and colleges it is taught as a subject ignoring the very purpose of studying a language: to communicate.
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Communication skills for the creative media production
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Lucas task 1 (1)
This document discusses communication skills for media production discussions. It covers both verbal and nonverbal communication. It provides examples of tasks using each type of communication, such as building a newspaper tower both with and without talking. It also discusses good communication skills like speaking clearly, not interrupting, and giving others opportunities to speak. Poor communication can cause ideas to be missed or arguments. The document provides discussion guidelines and rules. It explains Soler's theory of effective nonverbal communication through eye contact and body language. Finally, it outlines the structure of preparing for a social media debate.
Lucas task 1 (1)
This document discusses communication skills for media production discussions. It covers both verbal and nonverbal communication. It provides examples of tasks using each type of communication, such as building a newspaper tower both with and without talking. It also discusses good communication skills like speaking clearly, not interrupting, and giving others time to speak. Poor communication can cause ideas to be missed or arguments. The document provides discussion guidelines and rules. It also explains Soler's theory of effective nonverbal communication through eye contact and body language. Finally, it outlines the structure of preparing for a social media debate.
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The document discusses communication skills for media production discussions. It covers both verbal and nonverbal communication examples. It then discusses the importance of good group communication skills like speaking clearly and explaining plans. The consequences of poor communication are mentioned like misunderstandings. Tips are provided for discussion environments, resources, ground rules, and interacting with others using the SOLER theory. A debate preparation outline is also included that discusses creating an opening statement, preparing questions for opponents, and having a conclusion statement.
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The response provides guidelines for effective listening. It discusses 10 techniques for active listening including maintaining eye contact, avoiding distractions, responding appropriately, keeping an open mind, engaging with the speaker through questions, and paraphrasing to understand their point of view. Mastering these listening skills can improve social, emotional and professional success.
Pp game1
This document is a game that tests knowledge about effective communication techniques through a series of multiple choice questions. It covers topics like modulating voice, engaging audiences, asking questions, body language, active engagement, barriers to communication, cultural differences, sign language, guidelines, grammar, spelling, speech structure, relevance, proofreading, viewpoints, note taking, and capitalization. The game provides feedback on each answer to help reinforce best practices for presentations and communication.
Listening 3 : Skill 17 (Listen for Expression of Uncertainty and Suggestion)
This document discusses listening skills for the TOEFL exam. It explains that Part A of the Listening section contains short conversations followed by questions. It is important to be familiar with expressions of uncertainty and suggestion, as they are common in Part A questions. Expressions of uncertainty include question tags and phrases like "as far as I know." Suggestions are often made using phrases like "let's" or "why don't." The document provides examples of conversations containing these expressions and the correct answers to the associated questions. It emphasizes the need to choose answers that indicate uncertainty or suggestion rather than definite statements. Exercises are included to allow practice identifying these expressions in short dialogs.
Communication
This document provides tips for effective communication. It discusses how to be a good communicator, communicate effectively, listen strategically, win people's cooperation, negotiate, give feedback, deal with criticism, keep discussions from turning into arguments, resolve conflicts, present, use email, voice mail, telephone calls, and one's voice properly. It also offers guidance for having effective meetings and brainstorming sessions. The document emphasizes active listening, understanding different perspectives, being concise and respectful, and focusing on interests and solutions rather than positions.
Effective communication
The document discusses effective communication and leadership. It defines communication, lists common barriers, and describes different communication styles. Assertive communication is identified as most effective. The document also discusses listening skills, non-verbal communication cues, using "I" statements, and ensuring message perception matches intention to achieve effective communication.
TOP 10 WAYS TO IMPROVE THE COMMUNICATION SKILLS.pdf
The document provides 10 tips for improving communication skills: 1) Watch your body language and be aware of how you are communicating non-verbally. 2) Remove filler words from your speech like "um" and "ah". 3) Prepare for small talk conversations by having common topics like family, occupation, recreation, and dreams prepared. 4) Tell stories when communicating to make your message more engaging and persuasive. 5) Ask questions and repeat back what the other person said to show you are listening and to clarify understanding. 6) Minimize distractions when communicating with others. 7) Tailor your message to your specific audience. 8) Keep written and verbal communication brief but ensure all necessary information is included. 9) Develop empathy
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Listening 3 : Skill 17 (Listen for Expression of Uncertainty and Suggestion)
Listening 3 : Skill 17 (Listen for Expression of Uncertainty and Suggestion)
TOP 10 WAYS TO IMPROVE THE COMMUNICATION SKILLS.pdf
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Que card template
The document discusses different fighting game genres that inspired a game's combat cut scenes. Mortal Kombat X is noted as a violent game that shows gore and uses x-ray special attacks. Street Fighter focuses more on punching and kicking without weapons and shows less blood than Mortal Kombat. Soul Calibur features more weapon combat than fist fights and allows many special moves and combos.
Rt script
The document discusses inspiration for the genre and cut scenes of a combat game. It describes fighting games like Mortal Kombat X, Street Fighter, Soul Calibur, and Tekken that involve punching, kicking, and some use of weapons. The game will feature stereotypical character designs and an intro cut scene set in a jungle, city or oil rig with battle music and insults exchanged before combat. Audio assets will be recorded or created to mimic those in inspirational games, using royalty-free music if needed.
Ig2 task 1 work sheet
1) The document provides definitions for various sound design and production terms along with their relevance to the author's own production practice.
2) Terms defined include Foley artistry, sound libraries, uncompressed and lossy file formats like .wav and .mp3, digital sound processors, random access memory, mono/stereo/surround sound, pulse code modulation, analog vs digital recording, storage mediums like compact discs and MIDI, software like sequencers and plugins, and concepts like bit depth and sample rate.
3) For each term, the author provides a short internet definition and describes how the term relates to their own work creating music and sounds for video games.
Character profiling
Raldur is a half human half elf who is next in line to become king but is banished from his kingdom after his father is murdered. He sets out on a journey to regain his throne, gaining allies and skills in sword fighting and archery along the way. Raldur has some special abilities like firing flaming arrows or hiding in camouflage, and can destroy enemies in a radius with another ability, becoming more powerful as he levels up and upgrades his abilities.
Presentation find my car
Find My Car is an app that helps users locate their parked car by allowing them to enter their license plate number. The app then uses maps to show where the car is currently parked and where it has been in the last couple days. Find My Car costs £2.99 and requires a Bluetooth device placed in the vehicle. The app connects to this device to detect the car's location. It is available for iOS devices like iPhone 4s and above as well as Android devices. The company that developed Find My Car is called RT Productions, which has helped develop other location apps and has been working on Find My Car since late 2013.
Final presentaion
The story of Paragos is about Raldur, the rightful heir to the throne, who has been overthrown by the evil Noraus. Raldur sets out to build an army and defeat Noraus in battle to reclaim his throne, joined by the wizard Florg. In their final battle, Florg is killed but Raldur defeats Noraus, becoming the new king of Paragos.
Script 666
John goes for a jog in the park and receives a threatening phone call telling him he has 3 hours to live. While jogging, an object is thrown and hits John's head. Later, a suspicious person bumps into John on a path. John expresses frustration with the phone, believing everything strange that has happened is connected to it. When the phone rings again, the caller says John is going to die. The final scene shows John running down a path and being shot.
My review
The student was assigned to a group to create a short film. Their group decided to film a horror story written by the student called "666" about a man who finds a phone and receives mysterious calls. The student was the director since they wrote the story. They assigned roles like actor, cameraman, and co-director. They created storyboards and scripts. Their filming skills improved over time as they learned techniques like scaling scenes. Sound effects were added to the ending gunshot scene since they lacked a real gun. The student learned the value of group work since members contributed different skills, but scheduling issues arose when members could not attend filming on some days.
My review
The student was assigned to a group to create a short film. Their group decided to film a horror story written by the student called "666" about a man who finds a phone and receives mysterious calls. The student was the director since they wrote the story. They assigned roles like actor, cameraman, and co-director. They created storyboards and scripts. Their filming skills improved over time as they learned techniques like scaling scenes. Sound effects were added to the ending gunshot scene since they lacked a real gun. The student learned the value of group work since members contributed different skills, but scheduling issues arose when members could not attend filming on some days.
Dan review
1. The process of making a short film involved being put into groups to come up with an idea, choosing one idea to develop, and assigning group roles like director, cameraman, and actor.
2. The group was assigned the horror story "666" and decided on roles with Callum as actor, Ryan as director, Sean as cameraman, and the author as backup cameraman.
3. They created a storyboard and script to plan the shots and dialogue before filming. Weather issues made the final film less scary than intended.
Wills review
The document summarizes a group film project completed by the author and their classmates Ryan, Callum, Daniel, and Sean. Ryan came up with the idea for a short film about a jogger who finds a phone and receives mysterious calls that ultimately result in him being killed. The group decided on their roles, with Callum as the main character, Ryan in a side role, Sean as cameraman, and the author as co-director. They storyboarded and planned the shoot. Filming was fun but had challenges like needing to repeat scenes due to mistakes. Ryan then edited the final film, which matched Ryan's original idea despite some adjustments. The author felt the project went well overall despite problems encountered in the process
Production schedule template 1
The production schedule outlines the timeline for Programme Title 666 from March 26, 2015 to June 18, 2015. It details that the treatment was completed on March 26, 2016 after beginning on March 26, 2015. The shooting schedule ran from March 28, 2015 to June 11, 2015, and post-production was finished on March 31, 2015 after beginning the prior day.
Production review sean
The group had to pitch short film ideas and chose Ryan's horror film "666". Ryan was the director, Callum the actor, and the document discusses their roles. They storyboarded scenes and wrote a script. When filming, they got desired shots along with extras, but had to re-film scenes due to mistakes. Editing techniques like scaling were used. Difficulties included their director being absent for two weeks and an actor wearing different clothes, delaying them. Going forward, more planning and organization would help.
Location reconnaissance
This document provides details for a location reconnaissance for a programme titled 666, with client Damen Bramwell. It lists the writer as Ryan Tucker, producer as Callum Wilkinson, and director as Ryan Tucker. The date of reconnaissance is 12/05/2015 and includes a rough sketch of the location and notes about electricity points.
Location (1)
This short film was filmed in three locations - Three Sisters field near college, which provided a dark and scary atmosphere, Ecclesfield, which was more open but good for a chase scene as it had few obstacles and allowed for a fast-paced shot, and an unspecified third location.
Location (1)
This short film was filmed in three locations - Three Sisters field near college, which provided a dark and scary atmosphere, Ecclesfield, which was more open but worked well for a chase scene as it had few obstacles and allowed for a fast-paced shot, and an unspecified third location.
Short film review
The document summarizes a short film project created by a group of students. They were assigned to come up with an idea and film it. The group chose Ryan's idea of a man going for a jog who finds a mysterious phone. Strange things start happening to the man during his run after the phone calls him. They filmed in a good location that fit the atmosphere. The filming went well, though the voice acting needed improvement. In editing, they scaled and cut parts of the video and added sound effects to make it more realistic. Through the project, they learned about setting up the camera and how long it takes to get scenes right. Some issues arose from people not showing up or wearing the wrong costumes.
666 risk assessment
Film Project 666 was assessed for risks at Three Sisters, Eccles. Hazards identified included hygiene and comfort issues, trips and falls, and fire hazards. Controls already in place addressed each hazard, such as providing drinking water and preparing the filming area. Additional controls were not needed. The likelihood, severity, and overall risk level of each hazard was evaluated on a scale of 1 to 3. Trips and falls posed the highest risk of 4. Very high risks above 6 would require immediate action, but no risks met that threshold.
Production schedule template 2
This production schedule outlines the requirements for a short film titled "Programme Title 666" including one camera, a camera man, two actors (Callum as the main actor and Ryan as a side actor), a mobile phone prop, and a gunshot sound effect in post-production. No transport is required.
Paragos raldurs revenge
This document is a screenplay summary for a video game story. It introduces the setting of a post-apocalyptic land ruled by the tyrannical Noruas. The player controls Raldur who rises through the ranks of the army to challenge Noruas. In mission 1, the player learns Raldur's combat abilities. In mission 2, the player strengthens Raldur before battling Noruas' lieutenant Namuras. Namuras kills Raldur's ally Florg. In mission 3, the player must defeat Namuras in battle as Raldur to continue the quest to defeat Noruas.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Discussion
- 1. Be able to communicate about media production in discussions Task 1: Name _____
- 2. Verbal Communication Verbal communication is using things like speech and noises or sounds. You can also show your feelings through verbal communication.
- 3. Non Verbal Communication Non verbal communication is showing how you feel through non verbal actions like sign language or gestures like waving. You can also use body language in non verbal communication. You can tell people how you feel in a negative way.
- 4. The newspaper challenge The first thing we did is we had 5 minutes to talk about what our plan was to build the highest newspaper tower. Then we had 15 minutes to build the highest tower and then it had to stand for 1 minute without no one next to it.
- 5. Good Group Communication Skills Make sure you are speaking clearly. Make sure your voice is loud enough to understand. Make sure you are speaking in an appropriate area. Meaning you shouldn’t be in an area with a lot of background noise. Make sure you are making eye to eye contact when talking to a certain person in the group. Make sure everyone gets a chance to speak.
- 6. Consequences of poor communication skills If you speak with a low tone not everyone will hear you. If you are in an area with a lot of background noise then you wont be able to understand who is speaking. If you are not making eye to eye contact then the person you are speaking to wont know you are talking to them. If your voice isn’t loud enough then the other people in the group wont be able to understand you.
- 7. Discussion Guide: Environment The environment should be in a calm and peaceful area where the rest of the group feel comfortable. The place should be quiet where there isn’t a lot of background noise. Supporting Resources The supporting resources is the stuff you should have prepared like flyers, it should be stuff that you should have to help the discussion.
- 8. Discussion Ground Rules Resources: Agenda The agenda is the goal that your group wants to achieve by the end of the discussion and should be about the topic that you want to achieve. Time There should be a lot of time so the group can discuss and get involved with everything they need to talk about .
- 9. Discussion Ground Rules: 1. Allow everyone in the group to speak. 2. Don’t argue about other peoples opinions. 3. Don’t speak when everyone is speaking. 4. Allow everyone to share there ideas. 5. Don’t use bad language. 6. Speak appropriately. 7. Be respectful to others that are speaking. 8. Stick to the agenda 9. Listen to other people speaking. 10. Be open to new ideas.
- 10. Interacting with others: The Soler theory S: face squarely. when talking to someone you want to show them that you are interested. For example if you was in a job interview you want to show that you want the job. O: open posture. Sit straight and don’t cross your arms or legs. For example if you was in a job interview you don’t want to be in a bad posture and show that you want the job. L: lean forward. If you lean forward then it shows that you are interested. E: eye contact. Use eye contact . If you show you eye contact it means that you are not being disrespectful and want to be involved. R: be relaxed. If you are relaxed then it shows that you are not nervous. for example if you are on a job interview then it shows that you don’t want the job so you should just relax and be yourself.
- 11. Social Media Group Debate 1. You must decide upon an opening statement. This should state your opinion, position and the arguments you will be proposing. E.g. Censorship is wrong because everyone has the right to free speech. Opening statement: Social media is bad because it can cause cyberbullying and the victims will commit suicide
- 12. Questioning Your Opponent 2. You should have at least 10 questions that can be asked of your opponent. These should be on separate sheets of paper or on note cards for easy reference. The questions should be specifically directed to your opponent and should be concise and clear. 1. If Facebook is a good website why do people commit suicide after it causes bad problems. 2. Why is there a lot of fake news on Facebook. 3. Why are there games on Facebook if it is made for people getting along and talking. 4. If Facebook is good why are there crimes committed because of it. 5. Why does Facebook need to buy WhatsApp. 6. Why are some of your adverts fake . 7. Why do Facebook allow adverts to see your ip address 8. Why has Facebook bought oculus. 9. Why has Facebook bought snap chat 10.Why has Facebook bought Instagram.
- 13. Answering Debate Questions 3. You should have answers prepared which will be used to respond to your opponent’s questions. Imagine that you are from the other team and determine what questions may be asked of your team.
- 14. My point on debate My point will be about why people are being bullied and commit suicide. I can explain this because a man in April last year was found hanged in buile hill park because of Facebook
- 15. Conclusion 4. You should have a final conclusive argument/statement drawn up which will be proposed at the end of your debate. When you have determined who will be responsible for each portion of your team's debate, it is up to you to prepare yourself for the challenge that lies ahead. Only one team will win this debate. The winning team will: Have a solid background regarding all material. Have plenty of evidence to back up claims. Be creative/psyche out opponents. Outclass opponents/never give an answer of "uh...."