This PowerPoint presentation accompanies N4 Communication & Management Communication published by Future Managers Pty Ltd. Its content relates to page 23 of the above named book.
N4 Communication - Interviews for students at TVET Colleges in South Africa.Varsity College
Interviews is Module 4 for the theory paper for students at TVET Colleges in South Africa. It also links with the module in N6 Communication, also about interviews. This slideshow can be used as notes to understand the module better.
N4 Communication - Basic Communication Principles for N4 students at TVET Col...Varsity College
This module lays the foundation for all communication studies. The Basic Communication Principles is Module 1 for N4 students at TVET Colleges in South Africa. These notes can be used as background for students' studies.
N4 Communication - Organisational Communication for students at TVET Colleges...Varsity College
Organisational Communication, Module 3 for N4 students studying Communication at TVET Colleges in South Africa. This slideshow can be used as notes for this module.
N4 Interpersonal relationships and social interaction, FET Colleges, South Af...Suzaan Oltmann
Interpersonal relationships and social interaction. This N4 Module for Communication in FET Colleges, South Africa, is explained on a slideshow. For all N4 students studying at FET Colleges in South Africa.
The Précis or Summary, for N4, N5 or N6 Communication students studying at FE...Suzaan Oltmann
The summary is important in the N4, N5 and N6 Communication Module. Use this short presentation to get you to write more effectively. Especially for students studying Communication at FET Colleges in South Africa.
N4 Communication - Interpersonal relationships and social interaction. A modu...Varsity College
Module 2 covers interpersonal relationships and social interaction and all you need to know as a student to understand this module. Especially for TVET College students studying in South Africa.
N4 Communication - Interviews for students at TVET Colleges in South Africa.Varsity College
Interviews is Module 4 for the theory paper for students at TVET Colleges in South Africa. It also links with the module in N6 Communication, also about interviews. This slideshow can be used as notes to understand the module better.
N4 Communication - Basic Communication Principles for N4 students at TVET Col...Varsity College
This module lays the foundation for all communication studies. The Basic Communication Principles is Module 1 for N4 students at TVET Colleges in South Africa. These notes can be used as background for students' studies.
N4 Communication - Organisational Communication for students at TVET Colleges...Varsity College
Organisational Communication, Module 3 for N4 students studying Communication at TVET Colleges in South Africa. This slideshow can be used as notes for this module.
N4 Interpersonal relationships and social interaction, FET Colleges, South Af...Suzaan Oltmann
Interpersonal relationships and social interaction. This N4 Module for Communication in FET Colleges, South Africa, is explained on a slideshow. For all N4 students studying at FET Colleges in South Africa.
The Précis or Summary, for N4, N5 or N6 Communication students studying at FE...Suzaan Oltmann
The summary is important in the N4, N5 and N6 Communication Module. Use this short presentation to get you to write more effectively. Especially for students studying Communication at FET Colleges in South Africa.
N4 Communication - Interpersonal relationships and social interaction. A modu...Varsity College
Module 2 covers interpersonal relationships and social interaction and all you need to know as a student to understand this module. Especially for TVET College students studying in South Africa.
Bcom 275 final exam guide 33) What is the belief that laws are justified if t...kishorekuttan
33) What is the belief that laws are justified if they prevent a person from harming him- or herself known as?
A. Offense principle
B. Harm principle
C. Legal paternalism
D. Legal moralism
Bcom 275 final exam guide 14) Audience analysis should occur at what point in...kishorekuttan
14) Audience analysis should occur at what point in the creation of a message?
A. Before the message is sent
B. Once feedback is received
C. After selecting the channel
D. Before the message is created
N6 Interview concepts (Communication students at FET Colleges South Africa)Suzaan Oltmann
N6 Interview concepts focuses on the interviewer and the interviewee during an interview process. Especially for N6 Communication student at South African FET Colleges.
Presentation Presenting Ourselves We spend a lot of time trying.docxharrisonhoward80223
Presentation: Presenting Ourselves
We spend a lot of time trying to understand all the info that the world throws at us. So much so that it's easy to forget the world is also viewing and trying to understand us. The way we present ourselves to the world depends on everything from our speech, to our clothing, and even our
physical characteristics. These cues stick to people in the form of primacy effects and recency effects. Otherwise known as first and last impressions.
For this week’s discussion you will be reflecting on the various concepts and principles covered throughout this lesson. You will be required to write a two to three (2-3) paragraph reflection in which you:
Identify the two (2) most valuable lessons you learned about communication principles from this course. Provide at least two (2) examples to support your rationale.
Consider the two (2) most valuable business writing lessons you learned from this course. Provide at least two (2) examples to support your rationale. Next, explain the significance of these lessons on your professional, academic, personal, and civic goals.
Use correct sentence mechanics, grammar, spelling, punctuation, and style.
Use correct APA formatting rules for body of paper.
(2) most valuable lessons you learned about communication principles from this course
1.Presentation: Presenting Ourselves
We spend a lot of time trying to understand all the info that the world throws at us. So much so that it's easy to forget the world is also viewing and trying to understand us. The way we present ourselves to the world depends on everything from our speech, to our clothing, and even our
Physical characteristics. These cues stick to people in the form of primacy effects and recency effects. Otherwise known as first and last impressions.
Each impression you give to the world is a little communication about who you are, the way the world interprets those messages helps form our relations with others in either a positive or negative way. The most positive method of presenting ourselves is by using prosaically presentation as opposed to self-serving presentation. This is a behavior aimed at benefiting others rather than yourself.
2. Clarity
A positive communication climate will make your audience more receptive to your ideas and pave the way for a productive conversation.
Now, let's discuss clarity. To get your message across clearly, you need to be as specific as possible in your choice of language. The more concrete and less abstract you are, the better able you'll be to communicate your meaning and avoid misunderstandings.
For example, the word "thing" is extremely abstract. "Animal" is less so. "Dog" narrows it down, and "beagle" is very specific. If I called the vet and said, "I'm going to bring a thing in." They'd be confused and maybe a little worried. Beagle would be more appropriate. The right language will give your meaning more precision.
Consider the two (2) most valuable business writing less.
A workshop that I presented to my research team at OHSU on writing more analytically productive observation fieldnotes. I sadly had to remove the examples to upload it publicly.
COMM 100Mass Media and Society Reflection Paper OutlineGuest S.docxmonicafrancis71118
COMM 100 Mass Media and Society Reflection Paper Outline
Guest Speech Reflection Paper Outline
The reflection paper should be between 2 to 4 pages. The paper should be written in narrative form and include the following two elements (do not number them in your essay). I have provided some fictitious examples for each part of the narrative, however these are merely suggestions for what the narrative might look like and do not prescribe a specific approach. Remember, you must have both elements in your paper. Each element counts 10 points, and the structure, organization, transition, and grammar of the paper count 5 points.
1. Briefly summarize some of the key points of the presentation, and comment on them. (10 points)
For example: A social virtual reality (SVR) exists when the user feels that the environment is "real" and the user has some sense of presence in the environment. If these two conditions are not met, then the experience is not a SVR. Presence was defined as the effect the user has of feeling outside the physical body and inside a virtual body. I took this emphasis on user perception to mean that if there is more than one person in an environment at the same time (picture a virtual chat room with avatars) one person may perceive it as SVR and the other might not. For me there was ambiguity in this definition, …
2. Discuss your reactions to or impressions of the presentation. This could include thoughts about extending the research, your reaction to the talk, your observation about others’ reaction to the talk or anything else that relates to the presentation (10 points).
My final thoughts reflect on the question about the "dark side" of technological communication. Given that technology is wrought from human endeavor, I believe a dark side would exist. I think though, that if its dangers are identified and recognized that the negative effects could be mitigated. The example raised dealt with hate groups, and their ability to create a presence and rally supporters. This is a valid concern and does need to be addressed by social scientists in many fields including those in computer mediated communication. To me one of the first defenses…
.
Here is the notes of Principles of management By Ch Muhammad Irfan
Preston University
Cell: +92-345-4426176
chmuhammedirfan@gmail.com
facebook.com/chmuhammedirfan
Skype Id: ch.irfan786
LitW Step Two Describe the situation, giving information that.docxssuser47f0be
LitW Step Two:
Describe the situation,
giving information that will be
relevant and necessary
to your analysis.
I expect this will take a minimum of 300 words. Include your transcript (with any revisions needed) above the description, but this is not included in the word count.
Use clear, plain language. You may find it helpful to refer to Hymes’ SPEAKING model for describing interaction; you can also refer to the list below.
Your task is here is to determine what information is
relevant and necessary
to understand your analysis. Aim to give neither
too little
nor
radically too much
information so that someone who has not witnessed the speech act/event can understand what is going on.
Remember also that, as a linguistic anthropologist-in-training your goal should be to remove yourself from your everyday, taken-for-granted, insider's understanding of what is going on here and try to adopt a distanced, analytical perspective. For those writing about interactions they participated in, this will be especially tricky. Use the tools of sociolinguistic analysis we have been learning to help you do this.
Some questions to ask yourself:
What was said before (or after) that is required to make sense of the section of talk you have chosen?
Participant Structures
: who is speaking? Who is being spoken to? What social roles do the participants occupy (e.g. mother, teacher, peer, friend, etc.) and what is their relationship to each other (if known)? Are other people present/listening? What language(s) do the participants speak? What linguistic backgrounds and attitudes do they have?
Where and when
and under what conditions is this speech act/event taking place? This question may be directly linked to the next one:
Label or Definition of the Speech Act or Event
: In ordinary, conversational terms, what would we call this interaction? What is the social situation here? (e.g. a formal lecture, chit-chat, mother-child playtime, etc.) See also, our discussion of
framing
in class. What norms govern such interactions generally. Do we see conformity to or violation of these norms in the interaction?
What is the general
speech environment or language ecology
in which the act or event takes place (if relevant); what ideas about the language varieties being used (and the speakers of those varieties) do people have in this cultural context?
What are the actors are
doing
or trying to do in this interaction? This may involve making reasonable inferences based on what we know about the type of interaction or general cultural context of the speech act/event. This question gets us closest to the
analysis
stage of the paper.
...
Guest Speech Reflection Paper OutlineThe reflection paper shou.docxjosephineboon366
Guest Speech
Reflection Paper Outline
The reflection paper
should
be between 2 to 4 pages
. The paper should be written in narrative form and include the following two elements (do not number them in your essay). I have provided some fictitious examples for each part of the narrative, however these are merely suggestions for what the narrative might look like and do not prescribe a specific approach. Remember, you must have both elements in your paper. Each element counts 10 points, and the structure, organization, transition, and grammar of the paper count 5 points.
1.
Briefly summarize some of the key points of the presentation, and comment on them.
(10 points)
For example:
A social virtual reality (SVR) exists when the user feels that the environment is "real" and the user has some sense of presence in the environment. If these two conditions are not met, then the experience is not a SVR. Presence was defined as the effect the user has of feeling outside the physical body and inside a virtual body.
I took this emphasis on user perception to mean that if there is more than one person in an environment at the same time (picture a virtual chat room with avatars) one person may perceive it as SVR and the other might not.
For me there was ambiguity in this definition, …
2. Discuss your reactions to or impressions of the presentation. This could include thoughts about extending the research, your reaction to the talk, your observation about others’ reaction to the talk or anything else that relates to the presentation
(10 points)
.
My final thoughts reflect on the question about the "dark side" of technological communication. Given that technology is wrought from human endeavor, I believe a dark side would exist. I think though, that if its dangers are identified and recognized that the negative effects could be mitigated. The example raised dealt with hate groups, and their ability to create a presence and rally supporters.
This is a valid concern and does need to be addressed by social scientists in many fields including those in computer mediated communication. To me one of the first defenses…
.
Pragmatics and Discourse , context & speech actsNaeemIqbal88
Pragmatics and Discourse
What is pragmatics?
An approach within DA which concentrates on the way language
acquires meaning in use. It has developed from the tradition of the
philosophy of language known as pragmatics.
Focus: The study of contextualised meaning and is concerned with
describing the principles that underlie how we interpret the meaning
behind words: how we get from what we say to what we mean.
Pragmatic approaches tend to be interested in the 'big picture': trying
to formulate generalisable principles about how people produce and
interpret discourse (eg’ the use of humour in business meetings’).
Context
Context is an important concept in DA. Language does not take place in a vacuum and we
need to consider the context in which it occurs in order to understand it.
However, this seemingly unproblematic statement masks the issues and debates that are
ongoing in discourse analysis around the concept of context and its significance.
Two types of context
The 'intrinsic' or 'linguistic' context which refers to information that can be found
within the text that surrounds the language that is being analysed at a particular
moment. It is generally agreed that this type of context is not only useful but essential.
The more problematic type of context lies outside the actual text: what is sometimes
called 'extrinsic' (Schegloff 1997) or 'experiential' context.
This refers to all sorts of information about setting, situation, social circumstances of the
participants such as age, gender, ethnicity and possibly also about the shared
background knowledge and assumptions of the participants.
So, in the example:
'Later, an item about vasectomy and the results of the do-it-yourself competition'
(from Cameron 2001:12)
 The issue with extrinsic context is moving from description to interpretation in
research. Along with describing 'what' is happening in the discourse , it is also
important to interpret 'why' it is happening.
 Extrinsic contextual evidence can be potentially very useful in discussing why
participants say a particular thing in a particular way at a particular time,
however, there is also a danger of 'reading too much into the text' and of
judging which out of many possible interpretations is the 'right' one.
For instance, if the analyst is aware of gender, age or ethic difference among
discourse participants, these variables may well appear to influence the
discourse but how do we know which of these particular variables are
important to the participants in an particular communicative event.
 This is not to say that we should ignore extrinsic context but to suggest that we
need to be cautious about what we select as significant and rigorous about how
we incorporate it into our analyses. Schegloff (1997) advises that the best
option is to use only what can be shown to be relevant to participants.
 Can you imagine a meaningful context for this text?
a. Which of you was the prawns?
O’Brien revised 1/18/20 with new parts in blue
Psy 342 / Soc 342 – Winter, 2020
Guidance for your two mini-papers:
What difference does social psychology make?
Follow this guidance to write two mini-papers for our course. Each mini-paper counts for
10% (up to 20 points) of your course grade, so that’s 20% of the course grade
altogether.
You’ll use each paper to explore a specific social psychological concept. Each paper will
be 900 to 1000 words, single spaced, with one inch margins. Papers will be graded
using a framework:
+ is like an A (this translates to 20 points in our 200-point system)
is like a B (16 points)
- is like a C (12 points),
and so on. I’d like to assign as many and + grades as possible, and if you plan
ahead, follow this guidance, and so on I believe you can do fine work on both your mini-
papers.
In each paper you will show that you know how a given concept in social psychology is
defined, describe how it relates to other social psych ideas, give an example how it
applies in real life, and describe what impact this knowledge makes.
In addition to your name and the usual info at the top of the document, your paper will
include:
(Section 1) Use this caption:
Concept: _____________ [fill in the blank with the name of the concept]
Name an established concept or theory from our social psychology text and/or
from classroom lecture. Don’t use Wikipedia, etc., for your concept – use our
class text and/or lecture notes. You may use any chapter of the text even if we’re
not covering that chapter this quarter.
Provide the definition of the concept or theory. Use quote marks and provide
the page number for the definition by adding an in-text citation like this: (Myers &
Twenge, 13/e, page xx). If you use another recent edition of the book, that’s fine,
just cite it appropriately (11/e or 12/e). It's also okay to copy a definition directly
from your lecture notes, but I still expect you to use quote marks and tell the date
of your notes in which you wrote the definition.
(Section 2) Use this caption:
Related ideas: __________[fill in the blank by naming the 2-3 related ideas]
Using your own words, connect this concept to 2-3 related ideas from our social
psychology textbook. You’ll probably need 5-6 sentences to do this. Use more
sentences if necessary to meet your 900-1000 word target for the paper overall.
Make it easy for us to tell what the related concepts are. Besides naming them in
the caption for the section you might underline them in the paragraphs.
2
(Section 3) Use this caption:
Factual example.
In your own words, describe a factual situation in your own life, in which you saw this
concept or theory at work. You might be recalling something that happened before you
knew the concepts, and you only realize the concept applies in retrospect – that’s okay..
Narrator If youve ever participated in a telephone survey , you .docxMARRY7
Narrator If you've ever participated in a telephone survey , you probably discovered that is very difficult to get personal information. The reason for that is because the person you're talking to can't judge your non-verbal communication. They have to depend on their ears without help from their eyes. We generally think that communication involves our mouth and ears, but the truth is our eyes play just as big of a role in the communication process. It's through our eyes that we interpret a person's non-verbal communication. A good communicator will always make sure that their non-verbal communication supports what they are verbally communicating because a receiver will interpret the source of the message as well as the message itself. So, it's important that the source and the message are complementary and not contradictory. For example, banks want you to think they are being conservative with your money therefore they want their employees to non-verbally project a conservative image. Suits and dresses are conservative and at home, these people wear jeans and T-shirts like everyone else but at work they dress to match their environment conservative. A sporting-goods store on the other hand, is selling leisure products and should reinforce the leisure image with casual dress. Dressing casually when working in a bank or wearing a suit in a sporting-goods store would non-verbally contradict the desired message. Take a look at this office and see if you can draw any conclusions about me: Am I sloppy and disorganized? Who knows? You can't judge by this office because it's not mine. I didn't say look at "my" office, I said "this" office. Your brain interpreted what you thought I said not what I actually said.
Bird
in the
the hand
Narrator Here's and old saying. Or is it?
Bird
in the
hand
Narrator What you perceived was "bird in the hand" but what you saw was "bird in the the hand".
Bird
in the
the hand
Bird
in the
hand
Narrator You physically saw one phrase but your brain perceived another: which was the most powerful? Now, if we're going to communicate, you'll have to pay attention and that's not easy. Since this program began how much time have you spent in the present? How much time have you spent thinking about last night? How much time have you spent in the future? On average, you've only been in the present about 50% of the time and somewhere else the other 50%. You've heard everything I've said so far but only listened to half of it. Don't confuse hearing and listening. Hearing is a physical process while listening is a cognitive process. Think about how many time you've been introduced to somebody at an event and within five minutes you forgot their name. You forgot their name because you didn't listen in the first place. You heard but you didn't listen. You didn't make a conscious effort to internalize what was said.
Non-verbal communication is
the process of transferring
meaning witho ...
Do you know why numbers look like they do? Someone, at some point in time, had to create their shapes and meaning.
Watch this short presentation and then you will know how our Arabic numbers were originally created a very long time ago and what logic the people that created them used to determine their shapes. It is really very simple and quite creative.
You have to admire the intelligence of a person or people that created something so simple and perfect that it has lasted thousands and thousands of years and will probably never change.
When the presentation gets to the number "seven" you will notice that the7 has a line through the middle of it. That was the way the Arabic 7 was originally written, and in Europe and certain other areas they still write the 7 that way. Also, in the military, they commonly write it that way. The nine has a kind of curly tail on it that has been reduced, for the most part nowadays, to a simple curve, but the logic involved still applies.
NCV 4 Personal Assistance Hands-On Support - Module 4Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 4 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with liaising with a range of customers in a business.
NCV 4 Personal Assistance Hands-On Support - Module 3Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 3 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with customer complaints.
NCV 4 Personal Assistance Hands-On Support - Module 7Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 7 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with identifying expertise and resources.
NCV 4 Personal Assistance Hands-On Support - Module 1Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 1 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with planning and conducting meetings.
NCV 4 Personal Assistance Hands-On Support - Module 2Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 2 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with applying basic business principles.
NCV 4 Personal Assistance Hands-On Support - Module 6Future Managers
This slide show accompanies the textbook NCV 4 Personal Assistance Hands-On Training - Module 6 published by Future Managers Pty Ltd. It is intended to be used for support material for lecturers teaching this subject. This module deals with improving single factor productivity.
Mechanical Technology Grade 10 Chapter 10 Systems And ControlFuture Managers
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Mechanical Technology Grade 12 Chapter 6 Terminology Of MachinesFuture Managers
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Mechanical Technology Grade 12 Chapter 3 Safety In The WorkshopFuture Managers
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
N4 Communication & Management Communication - Module 1 case study
1. What is a case study?
At this level, you will be given a short
“story” of an incident in the
workplace, which could involve two or
more people talking to each other
(verbal communication).
Some non-verbal communication
could also be described.
2. What will you be asked?
In addition to theory
(definitions, etc.), you will be
asked contextual questions as in
a comprehension test.
3. What do you need to know?
You need to understand the
theoretical background that is in
this module in order to answer
those questions.
4. What must you do?
Read the case study carefully in
order to see which
communication principles are
being illustrated.
5. Example
The scene is a job interview for
an office job and the
interviewee arrives in shorts
and sandals. The interviewer
frowns.
6. “The interviewee arrives in
shorts and sandals”
1. What type of communication is this?
2. The message is an element of
communication. What is the message in
this communication? Explain.
7. Answer
1. This is non-verbal, visual
communication with regard to clothing
(dress).
2. The message is that he/she is either
ignorant of how to behave in such a
situation or is deliberately showing
disrespect.
8. “The interviewer frowns.”
1. What type of communication is
this?
2. Feedback is an element of
communication. Explain the
feedback in this communication.
9. Answer
1. This is non-verbal visual
communication with regard to
kinesics (facial expression).
2. The frown indicates negative
feedback, showing disapproval of
the message that was sent by the
clothing.