This bulletin provides interpreters with refreshers on professional standards and ethics through discussing various challenges they may face. It presents case studies on topics like ensuring accurate interpretation of nuances, handling interruptions during sessions, responding when asked not to interpret something, addressing conflicts of interest, and more. Interpreters are reminded to communicate with coordinators about assignment issues and upcoming training workshops are announced. The goal is to help interpreters continue upholding their mandate of faithful communication between all parties.
The document discusses improving business writing skills. It recommends having good teaching materials with model documents, an effective writing process, a trainer, and practice. The writing process involves prewriting like analyzing the purpose and audience, identifying the purpose, and selecting the best communication channel. Factors that determine the best channel include importance, feedback needs, permanence needs, cost, and formality. The document also discusses choosing positive, inclusive, and clear language appropriate for the audience.
Pragmatics: Conversation and Preference StructureEko Alreza
Conversation analysis is a method for studying social interaction through analyzing ordinary conversation. It focuses on how participants exchange talk and social actions on a turn-by-turn basis through mechanisms like turn-taking, transition relevance places, and turn-constructional units. Key aspects of conversation that are examined include pauses, overlaps, backchannels, conversational styles, adjacency pairs, opening and closing sections, and preference structure.
This document provides an overview of concepts related to conversation analysis. It discusses terms like interaction, conversation structure, and conversation analysis. Specific concepts covered include pauses and overlaps in conversation, conversational style, adjacency pairs, and preference structure. Adjacency pairs refer to automatic response patterns like greetings. Preference structure divides responses into preferred and dispreferred based on social expectations. Dispreferred responses require more hesitation and account-giving language. Overall, the document analyzes different elements that shape conversations between participants.
This document discusses semantics and pragmatics, implicature, and Grice's theory of implicature. It defines semantics as the study of literal meaning and pragmatics as the study of intended meaning. Pragmatics considers what is meant rather than solely what is said. Grice's theory proposes that speakers follow a cooperative principle with maxims of quantity, quality, relation, and manner to ensure conversations are cooperative and successful. Implicature is the additional meaning implied rather than stated. There are different types of implicature including scalar, conversational, conventional, generalized, and particularized.
This document provides training on workplace communication skills for plumbers. It discusses the importance of communication in the plumbing industry and covers verbal, written, and visual communication. The key points covered include defining communication, the communication process, tips for effective verbal and written communication like avoiding slang, the use of signs and body language for visual communication, and emphasizing listening as important for good communication. The overall message is that communication is essential for safety and productivity in the plumbing industry.
05 cooperation and implicature for studentsgadis pratiwi
This document discusses conversational implicature and related concepts. It defines implicature as implied meanings communicated through conversation beyond the literal meaning of the words. Conversational implicatures arise through adherence to the Cooperative Principle and its maxims of Quantity, Quality, Relation, and Manner. Generalized implicatures can be calculated without specific context, while particularized implicatures depend on contextual assumptions. Scalar implicatures occur through terms on scales like "some but not all." Conversational implicatures are cancelable and reinforceable, unlike conventional implicatures associated with words like "but."
This document outlines the requirements and evaluation criteria for an English speech assignment. It provides grading rubrics for an interpretive speech using an existing graph. For a C level grade, the speech must be at least 1 minute long with 140 words, include a labeled graph, have 2 audience interactions, and answer 2 post-speech questions with no more than 4 brief glances at notes. Higher grades require less reliance on notes and demonstrate greater accuracy in language skills and performance quality.
The document discusses cooperation and implicature in conversations. It explains that cooperation is the basis for successful conversations, as people try to converse smoothly. Cooperation and implicature are fundamentally linked, as conversations assume people are not trying to confuse or withhold information from each other. Implicature conveys additional meaning beyond what is literally said, which listeners infer. The cooperative principle and Grice's maxims provide guidelines for effective language use. Scalar, particularized, conventional implicatures are discussed as ways additional meanings are communicated.
The document discusses improving business writing skills. It recommends having good teaching materials with model documents, an effective writing process, a trainer, and practice. The writing process involves prewriting like analyzing the purpose and audience, identifying the purpose, and selecting the best communication channel. Factors that determine the best channel include importance, feedback needs, permanence needs, cost, and formality. The document also discusses choosing positive, inclusive, and clear language appropriate for the audience.
Pragmatics: Conversation and Preference StructureEko Alreza
Conversation analysis is a method for studying social interaction through analyzing ordinary conversation. It focuses on how participants exchange talk and social actions on a turn-by-turn basis through mechanisms like turn-taking, transition relevance places, and turn-constructional units. Key aspects of conversation that are examined include pauses, overlaps, backchannels, conversational styles, adjacency pairs, opening and closing sections, and preference structure.
This document provides an overview of concepts related to conversation analysis. It discusses terms like interaction, conversation structure, and conversation analysis. Specific concepts covered include pauses and overlaps in conversation, conversational style, adjacency pairs, and preference structure. Adjacency pairs refer to automatic response patterns like greetings. Preference structure divides responses into preferred and dispreferred based on social expectations. Dispreferred responses require more hesitation and account-giving language. Overall, the document analyzes different elements that shape conversations between participants.
This document discusses semantics and pragmatics, implicature, and Grice's theory of implicature. It defines semantics as the study of literal meaning and pragmatics as the study of intended meaning. Pragmatics considers what is meant rather than solely what is said. Grice's theory proposes that speakers follow a cooperative principle with maxims of quantity, quality, relation, and manner to ensure conversations are cooperative and successful. Implicature is the additional meaning implied rather than stated. There are different types of implicature including scalar, conversational, conventional, generalized, and particularized.
This document provides training on workplace communication skills for plumbers. It discusses the importance of communication in the plumbing industry and covers verbal, written, and visual communication. The key points covered include defining communication, the communication process, tips for effective verbal and written communication like avoiding slang, the use of signs and body language for visual communication, and emphasizing listening as important for good communication. The overall message is that communication is essential for safety and productivity in the plumbing industry.
05 cooperation and implicature for studentsgadis pratiwi
This document discusses conversational implicature and related concepts. It defines implicature as implied meanings communicated through conversation beyond the literal meaning of the words. Conversational implicatures arise through adherence to the Cooperative Principle and its maxims of Quantity, Quality, Relation, and Manner. Generalized implicatures can be calculated without specific context, while particularized implicatures depend on contextual assumptions. Scalar implicatures occur through terms on scales like "some but not all." Conversational implicatures are cancelable and reinforceable, unlike conventional implicatures associated with words like "but."
This document outlines the requirements and evaluation criteria for an English speech assignment. It provides grading rubrics for an interpretive speech using an existing graph. For a C level grade, the speech must be at least 1 minute long with 140 words, include a labeled graph, have 2 audience interactions, and answer 2 post-speech questions with no more than 4 brief glances at notes. Higher grades require less reliance on notes and demonstrate greater accuracy in language skills and performance quality.
The document discusses cooperation and implicature in conversations. It explains that cooperation is the basis for successful conversations, as people try to converse smoothly. Cooperation and implicature are fundamentally linked, as conversations assume people are not trying to confuse or withhold information from each other. Implicature conveys additional meaning beyond what is literally said, which listeners infer. The cooperative principle and Grice's maxims provide guidelines for effective language use. Scalar, particularized, conventional implicatures are discussed as ways additional meanings are communicated.
Chapter 2 Business Communications : Writing for Business AudiencesKhairee Kaery Sahil
The document discusses improving business writing skills. It recommends that business writing be audience-oriented, purposeful, and concise. It outlines the writing process as involving prewriting, writing, and revising stages. It discusses factors to consider when selecting a communication channel, such as importance, feedback needs, cost, and formality. It provides tips for using inclusive, positive, and conversational language to improve tone. Technology can help with tasks like outlining, fact-checking, and designing professional documents.
Charlie Gordon, a 37-year-old man with an IQ of 68, has begun recording his thoughts and experiences at the suggestion of his teacher Miss Kinnian. He took a Rorschach inkblot test with Bert but struggled to see any images in the inkblots. Charlie is worried this means the doctors at the hospital won't select him for an experimental brain surgery that could potentially make him smarter.
This document discusses key concepts in conversation analysis. It explains that conversation analysis looks at everyday spoken discourse to understand how people manage interactions and develop social relations. Conversation analysis involves transcribing recordings of conversations, where the transcription itself is part of the analysis process. Transcription conventions are used to systematically represent speech. Aspects of conversational structure that are examined include openings, closings, turn-taking, sequences of related utterances known as adjacency pairs, and preferences for certain responses.
This document contains tips and best practices for effective communication and presentation skills. It discusses the importance of language, body language, tone of voice, preparing effectively, structuring communications, and providing feedback. Specific tips include using simple language, maintaining eye contact, varying vocal tones, defining unfamiliar terms, and focusing on the listener. The document emphasizes preparation, credibility, clarity and making the audience the priority in communications. It is meant to help people improve their communication and presentation abilities.
This document outlines the Cooperative Principle and how speakers can hedge maxims in conversations. It discusses Grice's four maxims of quantity, quality, relation, and manner. Hedging occurs when speakers implicitly state something to demonstrate they may not be fully adhering to the maxims. For second language teachers, hedging is relevant to provide better language examples and understand implied meanings. For learners, it is important to recognize when hedging is necessary to avoid being misunderstood and improve receptive skills.
The document discusses adjacency pairs and conversation analysis (CA). Some key points:
- Adjacency pairs refer to utterances between two speakers that are related/expected responses to each other, like questions/answers or greetings/greetings.
- CA examines the sequential structure and patterns of conversation. Context is created through talk rather than external to it.
- Conversations follow cooperative principles like quantity of information, quality/truthfulness, relation to prior statements, and clarity. These can be observed or flouted/violated.
- Other concepts discussed include preference structures, dispreferred responses, presequences, insertion sequences, and openings/closings. Limitations of CA are also noted
The document discusses key aspects of conversation including turn-taking, adjacency pairs, speech acts and illocutionary acts. It provides examples of common adjacency pairs such as question-answer, request-granting, apology-acceptance. It also categorizes different types of speech acts such as assertives, directives, commissives, expressives and declarations. The document concludes with an example conversation analyzing it in terms of adjacency pairs and speech acts.
This document summarizes key aspects of communication theory, including system constraints and conversational analysis. It discusses eight system constraints that are universal in all human communication: channel open/close signals, backchannel signals, turnover signals, message adequacy and interpretability, bracket signals, nonparticipant constraints, preempt signals, and Gricean communication norms. It also examines how to analyze conversations by transcribing spoken language into written form using transcription conventions to capture elements like intonation, stress, overlaps, and pauses. The document provides examples to illustrate phone call openings and closings, as well as backchannel signals, turnover signals, and overlaps during conversations.
Turn-taking in conversations involves transition relevance places where a change of turn is possible, interruptions where one person begins speaking before another is finished, and overlaps where two people begin speaking simultaneously. Specific devices for taking turns include linguistic cues like phrases requesting a turn or back-channel responses, linguistic phenomena like drops in pitch, and body language signals.
1. In the first conversation, the Quality maxim is being flouted.
2. In the second conversation, the Quantity maxim is being flouted.
3. In the third conversation, the Relevance maxim is being flouted.
4. In the fourth conversation, the Manner maxim of avoiding ambiguity is being flouted.
2. Yes, the implicatures are successful in each case because the hearer recognizes that a maxim is being flouted and is able to infer the implicated meaning.
To receive the highest grades of A+ or A for a speech, students must speak for at least 1 minute without referring to notes. To receive a B grade, students may refer to notes up to 2 times briefly. For a C grade or lower, more references to notes or a lack of clarity in speaking will result in a lower grade. All speech grades require having the item or a picture of the item, including the main parts of the speech, and interacting with the audience at least twice. A friend must hold any notes used. Accuracy and the performance itself will also be graded on clarity, fluency and engaging the audience.
This document discusses the discourse particles "well" and particles in other languages. It analyzes the uses and meanings of "well" in responses, as a sign of consideration before speaking, and in discourse-initial contexts. It also examines the Arrernte particles "-itanye" and "-iknge", which can convey surprise, criticism, or imply attitudes depending on the context. "-itanye" highlights prevailing conditions and "-iknge" indicates perceived excessive involvement in an event.
This slides of presentation are more simple than you guys thinking! Hope that it will make you easy to understand what the presenter trying to explain... ~ ENJOY it Guys.
The document summarizes Paul Grice's theory of conversational implicature. It explains that Grice proposed that speaker meaning arises from both sentence meaning and what is implicated based on assumptions of cooperation between conversation participants. Grice's cooperative principle consists of four maxims - quality, quantity, relation, and manner. The document provides examples of how conversational implicatures can arise from observing, violating, or flouting the maxims in context.
This document discusses Grice's cooperative principle and maxims of conversation. It explains that according to Grice, conversations are cooperative efforts by participants to achieve mutual understanding. Grice proposed four maxims - quantity, quality, relation, and manner - that participants generally observe, such as being as informative as needed, not saying false things, being relevant, and avoiding ambiguity. The document provides examples of both following and violating the maxims. It also briefly discusses how pragmatics differs across cultures and how this affects intercultural communication.
This document provides guidance on bringing pronunciation into English language classes. It discusses the importance of pronunciation for student confidence and outlines some key pronunciation features to address, such as intelligibility, comprehensibility, and accents. The document recommends focusing first on suprasegmentals like stress, rhythm, intonation, and linking as these provide the most benefit. It provides techniques for practicing suprasegmentals like using rubber bands to mark stress or dots and lines on words. General classroom techniques are also outlined, such as having students listen before seeing text, linking words, and correcting pronunciation "on the fly" with modeling.
The document discusses speech acts, which are utterances defined by the speaker's intention and effect. It describes three types of speech acts: locutionary acts (what is said), illocutionary acts (what is done in saying something), and perlocutionary acts (effects on feelings/actions). It provides examples of different illocutionary acts like statements, questions, commands, and identifies five illocutionary points including assertives, directives, commissives, expressives, and declaratives. The document aims to help students understand and identify different types of speech acts.
The document discusses cooperation and implicature in conversations. It states that generally, speakers and listeners cooperate with each other by telling the truth. Cooperation is a basic assumption where participants contribute appropriately to the conversation. Implicature refers to meanings implied rather than stated to maintain cooperation. The cooperative principle and its maxims of quantity, quality, relation, and manner are introduced as basic guidelines for conversation.
El documento resume la obra Marianela de Benito Pérez Galdós. Explica que la protagonista, Marianela, cuyo nombre real es María pero es llamada Nela por su madre, da nombre a la obra. La autora propone cambiar el título a "El ocaso de Nela" para enfatizar que la obra se centra en Marianela. Además, define varios términos usados en la obra como crepúsculo, pedrusco, algazara, entre otros.
El documento presenta una propuesta de María Tereza Quiroz sobre cómo integrar mejor los medios de comunicación en las aulas escolares, comparándola con el uso actual de los medios en las escuelas dominicanas. La propuesta incluye adoptar la pedagogía de la imagen y los lenguajes audiovisuales, enseñar a analizar imágenes desde perspectivas sociales, políticas y culturales, y usar la televisión y tecnología para enseñar. Sin embargo, el uso actual en las escuelas dominicanas se queda corto, con poca tecn
Chapter 2 Business Communications : Writing for Business AudiencesKhairee Kaery Sahil
The document discusses improving business writing skills. It recommends that business writing be audience-oriented, purposeful, and concise. It outlines the writing process as involving prewriting, writing, and revising stages. It discusses factors to consider when selecting a communication channel, such as importance, feedback needs, cost, and formality. It provides tips for using inclusive, positive, and conversational language to improve tone. Technology can help with tasks like outlining, fact-checking, and designing professional documents.
Charlie Gordon, a 37-year-old man with an IQ of 68, has begun recording his thoughts and experiences at the suggestion of his teacher Miss Kinnian. He took a Rorschach inkblot test with Bert but struggled to see any images in the inkblots. Charlie is worried this means the doctors at the hospital won't select him for an experimental brain surgery that could potentially make him smarter.
This document discusses key concepts in conversation analysis. It explains that conversation analysis looks at everyday spoken discourse to understand how people manage interactions and develop social relations. Conversation analysis involves transcribing recordings of conversations, where the transcription itself is part of the analysis process. Transcription conventions are used to systematically represent speech. Aspects of conversational structure that are examined include openings, closings, turn-taking, sequences of related utterances known as adjacency pairs, and preferences for certain responses.
This document contains tips and best practices for effective communication and presentation skills. It discusses the importance of language, body language, tone of voice, preparing effectively, structuring communications, and providing feedback. Specific tips include using simple language, maintaining eye contact, varying vocal tones, defining unfamiliar terms, and focusing on the listener. The document emphasizes preparation, credibility, clarity and making the audience the priority in communications. It is meant to help people improve their communication and presentation abilities.
This document outlines the Cooperative Principle and how speakers can hedge maxims in conversations. It discusses Grice's four maxims of quantity, quality, relation, and manner. Hedging occurs when speakers implicitly state something to demonstrate they may not be fully adhering to the maxims. For second language teachers, hedging is relevant to provide better language examples and understand implied meanings. For learners, it is important to recognize when hedging is necessary to avoid being misunderstood and improve receptive skills.
The document discusses adjacency pairs and conversation analysis (CA). Some key points:
- Adjacency pairs refer to utterances between two speakers that are related/expected responses to each other, like questions/answers or greetings/greetings.
- CA examines the sequential structure and patterns of conversation. Context is created through talk rather than external to it.
- Conversations follow cooperative principles like quantity of information, quality/truthfulness, relation to prior statements, and clarity. These can be observed or flouted/violated.
- Other concepts discussed include preference structures, dispreferred responses, presequences, insertion sequences, and openings/closings. Limitations of CA are also noted
The document discusses key aspects of conversation including turn-taking, adjacency pairs, speech acts and illocutionary acts. It provides examples of common adjacency pairs such as question-answer, request-granting, apology-acceptance. It also categorizes different types of speech acts such as assertives, directives, commissives, expressives and declarations. The document concludes with an example conversation analyzing it in terms of adjacency pairs and speech acts.
This document summarizes key aspects of communication theory, including system constraints and conversational analysis. It discusses eight system constraints that are universal in all human communication: channel open/close signals, backchannel signals, turnover signals, message adequacy and interpretability, bracket signals, nonparticipant constraints, preempt signals, and Gricean communication norms. It also examines how to analyze conversations by transcribing spoken language into written form using transcription conventions to capture elements like intonation, stress, overlaps, and pauses. The document provides examples to illustrate phone call openings and closings, as well as backchannel signals, turnover signals, and overlaps during conversations.
Turn-taking in conversations involves transition relevance places where a change of turn is possible, interruptions where one person begins speaking before another is finished, and overlaps where two people begin speaking simultaneously. Specific devices for taking turns include linguistic cues like phrases requesting a turn or back-channel responses, linguistic phenomena like drops in pitch, and body language signals.
1. In the first conversation, the Quality maxim is being flouted.
2. In the second conversation, the Quantity maxim is being flouted.
3. In the third conversation, the Relevance maxim is being flouted.
4. In the fourth conversation, the Manner maxim of avoiding ambiguity is being flouted.
2. Yes, the implicatures are successful in each case because the hearer recognizes that a maxim is being flouted and is able to infer the implicated meaning.
To receive the highest grades of A+ or A for a speech, students must speak for at least 1 minute without referring to notes. To receive a B grade, students may refer to notes up to 2 times briefly. For a C grade or lower, more references to notes or a lack of clarity in speaking will result in a lower grade. All speech grades require having the item or a picture of the item, including the main parts of the speech, and interacting with the audience at least twice. A friend must hold any notes used. Accuracy and the performance itself will also be graded on clarity, fluency and engaging the audience.
This document discusses the discourse particles "well" and particles in other languages. It analyzes the uses and meanings of "well" in responses, as a sign of consideration before speaking, and in discourse-initial contexts. It also examines the Arrernte particles "-itanye" and "-iknge", which can convey surprise, criticism, or imply attitudes depending on the context. "-itanye" highlights prevailing conditions and "-iknge" indicates perceived excessive involvement in an event.
This slides of presentation are more simple than you guys thinking! Hope that it will make you easy to understand what the presenter trying to explain... ~ ENJOY it Guys.
The document summarizes Paul Grice's theory of conversational implicature. It explains that Grice proposed that speaker meaning arises from both sentence meaning and what is implicated based on assumptions of cooperation between conversation participants. Grice's cooperative principle consists of four maxims - quality, quantity, relation, and manner. The document provides examples of how conversational implicatures can arise from observing, violating, or flouting the maxims in context.
This document discusses Grice's cooperative principle and maxims of conversation. It explains that according to Grice, conversations are cooperative efforts by participants to achieve mutual understanding. Grice proposed four maxims - quantity, quality, relation, and manner - that participants generally observe, such as being as informative as needed, not saying false things, being relevant, and avoiding ambiguity. The document provides examples of both following and violating the maxims. It also briefly discusses how pragmatics differs across cultures and how this affects intercultural communication.
This document provides guidance on bringing pronunciation into English language classes. It discusses the importance of pronunciation for student confidence and outlines some key pronunciation features to address, such as intelligibility, comprehensibility, and accents. The document recommends focusing first on suprasegmentals like stress, rhythm, intonation, and linking as these provide the most benefit. It provides techniques for practicing suprasegmentals like using rubber bands to mark stress or dots and lines on words. General classroom techniques are also outlined, such as having students listen before seeing text, linking words, and correcting pronunciation "on the fly" with modeling.
The document discusses speech acts, which are utterances defined by the speaker's intention and effect. It describes three types of speech acts: locutionary acts (what is said), illocutionary acts (what is done in saying something), and perlocutionary acts (effects on feelings/actions). It provides examples of different illocutionary acts like statements, questions, commands, and identifies five illocutionary points including assertives, directives, commissives, expressives, and declaratives. The document aims to help students understand and identify different types of speech acts.
The document discusses cooperation and implicature in conversations. It states that generally, speakers and listeners cooperate with each other by telling the truth. Cooperation is a basic assumption where participants contribute appropriately to the conversation. Implicature refers to meanings implied rather than stated to maintain cooperation. The cooperative principle and its maxims of quantity, quality, relation, and manner are introduced as basic guidelines for conversation.
El documento resume la obra Marianela de Benito Pérez Galdós. Explica que la protagonista, Marianela, cuyo nombre real es María pero es llamada Nela por su madre, da nombre a la obra. La autora propone cambiar el título a "El ocaso de Nela" para enfatizar que la obra se centra en Marianela. Además, define varios términos usados en la obra como crepúsculo, pedrusco, algazara, entre otros.
El documento presenta una propuesta de María Tereza Quiroz sobre cómo integrar mejor los medios de comunicación en las aulas escolares, comparándola con el uso actual de los medios en las escuelas dominicanas. La propuesta incluye adoptar la pedagogía de la imagen y los lenguajes audiovisuales, enseñar a analizar imágenes desde perspectivas sociales, políticas y culturales, y usar la televisión y tecnología para enseñar. Sin embargo, el uso actual en las escuelas dominicanas se queda corto, con poca tecn
Breve presentación para apoyar la explicación del contexto histórico, la diversidad dialectal griega y la transmisión textual a los/as alumnos de Griego II de 2º de bachillerato. En gallego.
The document is about a United Methodist Men conference in Western North Carolina. It will bring together Methodist men from across the region to focus on faith, fellowship, and service. The goals are to inspire the men in their spiritual journey and encourage opportunities to support their churches and communities.
Rev. Dr. James Howell has been nominated as an Episcopal nominee from the Western North Carolina Conference. He is currently the pastor at Myers Park United Methodist Church. The document contains repeated links to Flickr photos related to Rev. Dr. James Howell's nomination.
PH Marketing PTY Ltd is a black empowered South African company established in 2000 that specializes in supplying electrical equipment and accessories to the power and railway sectors. The company has a level 1 B-BBEE rating and ISO 9001 certification. PH Marketing supplies a wide range of products including cable, joints, terminations, circuit breakers, insulators, and overhead line equipment. They have completed contracts for major South African organizations like Eskom, City Power, Transnet, and Denel. The company aims to be a leader in their sector through quality service, profitability, and strong customer relationships.
Este documento presenta un cuadro comparativo de las similitudes y diferencias entre los movimientos sociales, los partidos políticos y los grupos de presión. Algunas similitudes incluyen una estructura organizativa estable, objetivos e intereses comunes entre sus miembros, y la voluntad de influir en política. Algunas diferencias son que los movimientos sociales tienen una estructura más débil, se enfocan en temas específicos y suelen adoptar un enfoque conflictivo hacia el poder.
Breaking Down the EdChoice “Surveying State Legislators” ReportEdChoice
In Surveying State Legislators: Views on K–12 Education, Choice-Based Policies, and the Profession, EdChoice Vice President of Research and author Paul DiPerna reports findings from a phone survey of 344 state legislators from across the country. We believe this is the first systematic phone-only survey of this population in more than 15 years. This Slideshare breaks down the findings to better inform educational choice and school choice advocates about state lawmakers’ opinions, behaviors and preferences.
For the full report, visit http://www.edchoice.org/LegislatorSurvey.
Este documento trata sobre la filiación en el derecho civil venezolano. Explica que la filiación es el vínculo jurídico entre padres e hijos y analiza los principios, tipos, pruebas y presunciones de la filiación materna y paterna según la legislación venezolana. Además, describe los efectos jurídicos de la filiación como los apellidos, deberes de los padres, derechos de los hijos en la herencia, entre otros.
Este documento trata sobre la filiación en el derecho civil venezolano. Explica que la filiación es el vínculo jurídico entre padres e hijos y constituye un hecho natural y jurídico. Destaca que la filiación debe ser legalmente probada y que los efectos de la filiación son independientes del medio de prueba o del tiempo de la prueba. Finalmente, resume los artículos del código de procedimiento civil venezolano relacionados con la prueba de la filiación materna y paterna y la posesión de estado.
The document discusses various aspects of communication including its importance, elements, process, barriers, listening skills, verbal communication skills like speaking, and non-verbal communication skills like body language. It emphasizes that communication is crucial, provides tips for effective listening and speaking, and explains how body language conveys different meanings.
This Presentation on communication is my heartily effort. It can be said as a small package where you will find its definition, importance, 7 Cs of communication, Barriers and many more.
More of Pictures are used to make things easy in more understandable way.
Hope any one who will go through this presentation will enjoy to its utmost.
This document provides an overview of effective communication skills for the plumbing industry. It discusses the importance of good verbal, written, and visual communication. It outlines key aspects of communication including listening skills, body language, types of written documents, and workplace signage. The goal is for learners to understand how to communicate clearly using various mediums so messages are understood in the workplace.
Communicating effectively is the most important soft skill. It involves clearly conveying messages to others as a two-way process of both sending and receiving information. To communicate a message successfully, one must effectively encode the message, choose an appropriate channel to transmit it through, and ensure the receiver can properly decode and understand the intended meaning. Effective communication requires skills from both the sender and receiver at each stage of the process.
This document discusses choosing the right words when writing and speaking. It covers several topics:
1. The writing process of choosing words, assembling phrases, connecting sentences, and organizing paragraphs.
2. The different types and meanings of words including denotative, connotative, and how the same word can have different meanings depending on context.
3. Using references like dictionaries and thesauruses to help select words and understand meanings.
4. Guidelines for choosing words including using specific words, positive words, and avoiding negative, redundant or complex words. The goal is to communicate clearly and maintain goodwill.
This document discusses different definitions and perspectives of grammar that writing consultants may encounter when students request help with their grammar. It outlines four main definitions: descriptive grammar, which describes how language is actually used; prescriptive grammar, which prescribes rules of correctness; rhetorical grammar, which focuses on effective use of language for a purpose; and functional grammar, which concerns a person's ability to use language that can be understood. The document suggests various strategies writing consultants can use to determine which definition a student means when they ask for grammar help and how to have a productive conversation about grammar that addresses the student's actual needs.
The document outlines several criteria for effective communication, including the proper use of words, clarity, conciseness, continuity, correctness, commonness, credibility, and completeness. It emphasizes selecting the right words and phrases for the audience and organizing them clearly. It also discusses the importance of the 7 C's of communication - clarity, conciseness, continuity, correctness, commonness, credibility, and completeness. Additional tips provided include maintaining flow between sentences and paragraphs, using language the audience can understand, fact-checking for correctness, understanding the audience's perspective, and establishing credibility through sources and examples. Body language and an engaging delivery style are also highlighted as important for effective oral communication.
Semantic barriers can arise from misunderstandings due to ambiguous words, bypassed instructions, and differences in denotative and connotative meanings. People may also comprehend reality differently due to individual abstracting processes and mental filters, leading to miscommunication. Physical barriers like noise, time, and distance can also interfere with clear transmission of messages if not properly addressed. Choosing the right communication medium is important to avoid issues from wrong channels of communication.
Interpersonal communication skills involve verbal and non-verbal interactions in one-on-one and small group settings. They are also known as people skills or soft skills. Effective interpersonal skills include assertion skills like using "I" statements to express feelings constructively, active listening skills like paraphrasing, and accepting criticism respectfully. These skills allow individuals to communicate effectively and resolve conflicts while maintaining respect and understanding between all parties.
It is very useful presentation to understand what is paralinguistics. It is useful to effectively understand the component of non-verbal communication.
This document discusses effective communication and common mistakes made in spoken and written English. It emphasizes that mistakes are opportunities to learn and should not be seen as embarrassing. While accuracy is important, the main goal of communication is to convey meaning clearly. The document outlines strategies for effective speaking, such as maintaining eye contact and developing listening skills. It also discusses challenges faced by some English learners in pronouncing certain sounds correctly. Overall, the document promotes focusing on intelligible communication over perfection and avoiding unnecessary bias or offense.
The document discusses communication and effective listening. It defines communication as conveying information between a transmitter and receiver. It notes there are verbal and non-verbal forms of communication, and barriers can exist like language, listening skills, or feelings. The document also discusses active listening as a key part of communication, which involves hearing, understanding, and judging what is said rather than just passive listening. It provides tips for active listening such as focusing on the speaker, not interrupting, listening for main ideas, asking questions, and providing feedback.
This slide about on Presentation strategies. And it is included in 1st year engineering syllabus of Gujarat technical university. this is my first slide on Slideshare so, I hope this will help you.
This document discusses effective communication skills. It outlines the three components of communication: verbal messages, paraverbal messages, and nonverbal messages. Verbal messages refer to the content and choice of words used. Paraverbal messages refer to tone, pacing, and volume of speech. Nonverbal messages refer to body language. These three components are used both to send clear messages and receive and understand messages from others. Listening is key to effective receiving of messages and requires concentration, suspension of judgment, and understanding other perspectives. The document also discusses barriers to communication such as inconsistent messaging and outlines best practices for sending and receiving verbal, paraverbal, and nonverbal messages.
The document discusses the importance of listening skills as an essential part of effective verbal communication. It notes that listening makes up 50% of communication and defines different types of listening including sympathetic listening, where one shares the feelings of the speaker, and empathetic listening, where one seeks to understand how the speaker feels without necessarily sharing their emotions. Developing empathetic listening skills requires attention to details and encouraging self-disclosure from the speaker. The document also addresses how to structure presentations and speeches through various storage systems and outlines guidelines for effective speaking such as controlling speed, clarity, pronunciation, punctuation, familiarity, fluency and expression.
This document discusses effective communication skills for resolving conflicts, including active listening. It emphasizes understanding other perspectives, focusing on interests rather than positions, and using "I statements". Key points include:
- Active listening shows understanding of both content and emotion of messages to help speakers feel heard and encourage constructive discussion.
- Good listening is the most important skill for mediators to help parties in conflict understand each other.
- Paraphrasing, summarizing, asking questions, and reflecting feelings without judgment are techniques for active listening.
- Using "I statements" to openly share one's own perspective and feelings can help address issues without attacking or blaming others.
This document discusses discourse analysis and how language is used beyond the sentence level. It provides examples of newspaper headlines, notices, and paragraphs to illustrate discourse. It explains that discourse analysis is the study of language in text and conversation. When analyzing discourse, we draw on schemas and scripts to help interpret fragments and make sense of information that is not fully expressed. We assume coherence and cohesion in a text and consider social factors like participants and setting in a speech event. Conversation analysis also examines turn-taking conventions.
Similar to INH Bulletin Principles in Practice - Winter 2015 (20)
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INH BULLETIN JANUARY 2015
This edition is devoted to a professional refresher!
TALK THE TALK, WALK THE WALK
Being an interpreter is not easy as it seems
If you are an interpreter, you
realize how intense our line of
work can be! Interpreters in
training spend much of their time
memorizing and internalizing
eight ethical principles and forty-
seven standards of practice that
guide our interpretation role. We
analyze
countless
case studies,
learn to think
and speak
outside our
comfort zones
(Remember the session
“interpreting obscenities”?), and
we interpret role simulations that
test our knowledge, skills and
application of principles. This on
top of all the necessary language
competencies and interpretation
skills that we must possess. So why
do we undergo all this training?
Simply because we love our work,
and because we strive to do it
well; in essence that is the
difference between bilinguals
who claim to be “language
interpreters” and those who
undergo training and
accreditation tests. On the other
hand, we must also admit that
not every situation is as clear as
we encountered in class. Every
once in a while we are taken by
surprise by
all the real-
life “gray
zones”
found in our
working
environments. So what do we do
then? How do we analyze and
determine our course of action
when faced with real-time
ethical or language dilemmas?
How do we walk the tight-rope of
interpreting faithfully, remaining
as “invisible” as possible and
asserting our professional role so
that communication does not
breakdown?
PRINCIPLES IN PRACTICE
Principles in
Practice (see below)
provides examples of
challenges that we
may encounter in
interpretation. It is
our desire to refresh
and ignite the
knowledge that you
are already possess;
to help you develop a
sense of professional
judgment so that
ultimately we can
continue upholding
our mandate in every
session that we
interpret: To deliver
the message, as
faithfully as possible
between individuals
who do not share a
common language.
Every once in a while we are
taken by surprise by all the real-
life “gray zones” found in our
working environments
2. PRINCIPLES IN PRACTICE - APPLYING ACCURACY AND FIDELITY
Are we conveying the nuances in a speaker’s message?
OK, so we don’t “add, omit,
embellish or distort a speaker’s
message”. Easy enough to
remember, but the trick is to
convey the nuances found in a
speaker’s message. The “mm’s”,
“ah’s”, and restarts of sentences,
tone of voice and register of the
speaker, body language…all
make up the speaker’s intended
or unintended message. Let’s
take a look at the following
sentence as an example: She
didn’t steal his money.
- She didn’t steal his money.
(Implies that someone else stole
his money)
- She didn’t steal his money.
(Implies that the action of
stealing his money was not done
by her)
- She didn’t steal his money.
(Implies that she may have done
something with his money, but
she didn’t steal it)
- She didn’t steal his money.
(Implies that she stole someone
else’s money)
- She didn’t steal his money.
(Implies that she could have
stolen something from him but it
was not the money)
This sentence can have five
different meanings, depending
on the emphasis given on any of
the individual words. (Yikes!)
Let’s take a look at another
example: the interpretation of a
victim statement in a legal
setting. If a victim of domestic
violence is giving a statement to
the police, and her sentences are
full of “ah’s, mm’s” and
hesitations… this itself can convey
that the victim is not sure of what
she is saying, that she is editing
her message as she goes.
If nuances are properly included
in the interpretation, then the
police will be able to assess for
themselves the credibility of the
victim’s story. These nuances are
so important that they are even
included court transcripts!
So, as interpreters we must refrain
from including our own nuances
in the interpretation (by thinking
out loud, for example) as this can
distort the original.
HOW WELL DO YOU KNOW YOUR COLLOQUIAL LANGUAGE?
Interpreting idioms and phrasal verbs
I recently heard a story in class: There once was an
old Chinese man who was getting a psychological
assessment to determine his mental status. The
psychologist working on the Chinese man asked,
“When are you most depressed?” The interpreter
proceeded to interpret and the old man replied:
“when the cow jumps over the blue moon”.
Naturally, if you are not Chinese and are unfamiliar
with this idiom the tendency would be to provide a
literal interpretation of the message, but the
meaning of the message would be completely lost!
The idiom in the previous story means: when winters
are long. Effective communication can only take
place when the intended message uttered by the
speaker is indeed
the message
understood by the
listener. In the case
of this short story,
the psychologist
may make a wrong report of the client’s mental
status if the interpreter does not recognize that the
client’s answer was an idiom. As interpreters we are
expected to possess general knowledge of the
culture of the language that we are interpreting; but
when in doubt, always ask for clarification and don’t
be afraid to embrace cultural humility.
3. ]
INTERPRETATION TABOOS
What do we do when a service provider asks you not to interpret the message?
The service provider has asked you to pause
your interpretation because the following is not
important to convey to the other party. Apart from
the warning bells that are immediately going off in
your head, what do you do? Perhaps that
scenario may look like this:
- The phone rings in the middle of the
session, and the service provider
picks up and starts a phone
conversation.
- Another service provider walks in
the middle of your session and
starts a side conversation with the
service provider.
- A service provider is mumbling
something under their breath while typing
away in the computer.
- A service provider asks you not to interpret
everything said in the session because it
would take too much time to do.
- The service provider is asking for your
opinion.
As an interpreter, how would you respond to all
these scenarios? We must remember that our sole
presence in the encounter is to bridge a
communication gap. If these were English-to-
English situations (meaning that if the client and
service provider could communicate in the same
language), the client would have understood
everything said in the above examples. However,
since there is a language barrier, we are present
as an aid to communication, even if
communication was not at all intended towards
our client. Omitting interpretation could result in a
lack of transparency and power balance
between the parties. Choosing to omit some parts
of communication can hinder the overall trust in
the encounter. Therefore, as interpreters, we
should assertively remind all parties
of the expectations for the
encounter. We begin to do that
proactively at the beginning of the
session by providing a well-informed
professional introduction of our role,
in both languages. It is also equally important to
recognize that each situation that tests our
standards and principles will be unique in their own
way. Memorizing a set of scripts to address
different challenges and to spit them out as robots
at the appropriate moment will not do the trick.
One shoe size does not fit all! However, what will
work and will get you out of a hitch is a good
comprehension of your role, standards and
principles. Based on your own understanding you
should provide the reasons why you need to take
a specific course of action. Remember to always
be transparent by also providing your intervention
in both languages at all times.
4. ]Interpretation Lab - Case Studies
Ethical Dilemma
You are interpreting for a
client and a social worker at
the client’s home. Three of
the client’s family members
are also present in the
appointment and they are
bilingual. The family members
continuously interrupt,
speaking in both English and
Spanish, and occasionally
correcting your interpretation
as you interpret. How would
you handle this situation?
Issue
The flow of interpretation
is being disrupted as
different parties speak
simultaneously and in
different languages. It’s
difficult to interpret when
others are scrutinizing
and “correcting” your
work.
Accuracy of
interpretation is affected
as the interpreter will
have to interpret back
and forth all utterances
said in the assignment.
Ethical Decisions
- Determine whether the
presence of an interpreter is
needed in the session; seek
direction from the service
provider and N/LES.
- If services are needed,
clearly state your professional
accreditation, re-state the
interpreter introduction about
accuracy, fidelity, impartiality
and confidentiality and
request that one party speak
at a time.
- If third parties continue
interrupting and suggesting
“interpretation” of utterances,
the interpreter should
gracefully thank the party and
interpret that intervention and
continue on with the
interpretation, if possible.
Sample Intervention
“The interpreter, would
like to remind you that
my professional services
were contracted for this
session. If my services are
not required, please let
me know. If you would
like me to stay I will
interpret all utterances
during communication in
this session. Each party
needs to speak one at a
time and allow for
interpretation as I will
faithfully and accurately
render all your
communication in the
other language. “–
(interpret exact same
script in the other
language and wait for
directions.)
The nurse tells the mother,
whose baby is running a
fever and has a cough, that
her baby has a virus and they
will not be prescribing
antibiotics. She advises the
mom to give her baby
Tylenol and cough medicine.
The mother responds angrily
and complains that the clinic
is a waste of time, that they
never give her children the
medicine they need. She
quickly also asks you not to
interpret her comment. - How
will you interpret this
response?
- The mother is fearful
that the nurse will react
negatively once she
hears the interpretation
of her comments and
quickly asks the
interpreter to omit what
she has just said.
- The interpreter is
expected to interpret all
communication in the
assignment faithfully and
accurately.
- The interpreter’s role is
not to fix or filter
communication.
Interpret the client’s message
anyway. If this was an English
to English situation the nurse
would have heard the
comment directly from the
patient’s mother.
-Remind both parties that
everything said in the
appointment will be
interpreted. If there is
something that you do not
want interpreted then it is
better not to say it.
“The interpreter is
obliged to interpret all
messages, without
omitting, adding or
embellishing any part of
the message.” – interpret
the exact same script in
the other language and
continue interpreting.
5. ]Ethical Dilemma
A consent form for access is
handed over to you by the
probation officer. He asks
you to sight translate for the
L/NES the form while he goes
to consult about another
client for a moment.
Issue
- The interpreter and the
L/NES are not supposed
to be left alone because
it could compromise the
interpreter’s impartiality.
- The interpreter also has
to first determine if they
are able to do a sight-
translation of the
document in terms of
length and terminology
of the document.
- The L/NES might not
understand the
document and might
have questions for the
interpreter. The
interpreter is present to
interpret, not to explain
anything.
Ethical Decisions
The interpreter must inform the
probation officer that he is not
to stay alone with the L/NES.
- The interpreter informs the
probations officer that he
needs a couple of minutes to
briefly look over the access
form to confirm that he is able
to perform a sight-translation
faithfully and accurately in the
time that has been provided.
- The interpreter requests that
the sight-translation be done
only in the presence of all
parties in case the L/NES has
any questions.
Sample Intervention
“The interpreter needs
you to stay in the room
while he performs a
sight-translation of this
legal document. The
client might have some
questions that I would
not be able to answer.
The interpreter also
requests two minutes to
go over the access
document in order to
ensure that he will be
able to sight-translate all
information accurately in
the time provided.”
Interpret exact same
script in the other
language and continue
interpreting.
You have interpreted for a
man that has been charged
with domestic assault. He
also has AIDS and drug and
alcohol problems. You
discover he is dating your
cousin. What should you do?
My client’s girlfriend is
my family.
- This knowledge affects
my impartiality towards
the client.
- I immediately lose
focus on interpretation
because I may be in
shock and may start to
wonder if my cousin is
aware of her boyfriend’s
health problems.
- I may start to wonder if
my cousin is HIV positive.
I will have to excuse myself
from the assignment the
moment I realize that I can no
longer be impartial in this
situation.
- A bi-product of not excusing
myself would be that I could
unconsciously start filtering the
information that I am
interpreting and I could also
be judgmental towards my
client in my demeanour
towards him.
“I am unable to continue
interpreting in this session
as I have a conflict of
interest. I will contact my
interpreting agency and
will request that they find
another interpreter to
replace me.”
6. ]
INH PROTOCOL REMINDERS
It is important to remember to let Haydee (Interpreter
Coordinator) know if your assignment was unfulfilled, if the client
did not come, or if you missed the appointment.
If you were scheduled to provide phone interpretation and were
unable to connect with the service provider at the assigned
time, definitely contact Haydee to let her know so that she can
follow up.
If you learn you will be unable to interpret for an assignment that
you accepted earlier, please contact Haydee immediately to let
her know. She will arrange for another interpreter and will
contact the service provider.
You are responsible as a self-employed individual, to keep your
pay stubs as proof of income. INH will not provide further
documentation.
Be in the habit of keeping a reliable scheduling tool, be it
electronic or paper.
Plan to be at your appointment location a minimum of 15
minutes before your assignment time. That way if there is traffic,
or you have trouble finding the location, you will still be on time.
Please refrain from providing your own business cards to service
providers or clients. If a service provider wishes to request your
services, they must make their request to Haydee, but there is no
guarantee that you will be given the assignment.
Finally, INH extends a warm thanks to you, our interpreters, the key player in the INH team. Your work enables
thousands of victims of domestic and sexual violence and human trafficking to break the silence and
isolation they would otherwise suffer.
Elizabeth Martinez
Newsletter Editor and Interpreter Liaison
Inh@incommunities.ca
905 682-1900 ext. 320
MARK THE DATES...
INH WORKSHOPS
Mental Health Workshop
Lunch N Learn
February 6th @ noon
Improving your memory for
interpretation
April 18th @ 9:00 AM
Improving your note-taking
skills for interpretation
May 16th @ 9:00 AM
Please confirm your interest
in attending these training
activities by emailing or
calling Elizabeth Martinez
(contact info is below) so we
can better accommodate
all participants. Seating is
limited to 15 spots.