The Art Of Conversation
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CAN WE TALK? This training for adult ESOL instructors, volunteer tutors and administrators discusses the most effective and practical techniques for developing oral skills: the communicative approach in context relevant to students' lives encourages meaningful conversation.
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The document summarizes an interview with Jane Fiva about her two identities - one within her Tongan culture and one within New Zealand society. In the interview, Jane discusses how she takes on different roles and positions herself differently depending on the context. She is more open about rejecting the need to learn Tongan within a New Zealand context, but hides this belief in traditional Tongan settings to avoid seeming rude. The document analyzes Jane's identities through the lenses of Bourdieu's concepts of habitus, cultural capital, and symbolic capital to explain how her experiences have led her to value her English identity over her Tongan one.
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Why do people use profanity?
Profanity refers to socially offensive language used to express emotions like frustration, anger, or surprise. There are many types of swear words across cultures relating to sex, religion, disgusting things, animals, ethnic slurs, and offensive terms. Whether and which swear words people use depends on the social context and their relationship with others present. While usually used negatively, swear words can also be used positively in jokes, stories, or to express enthusiasm. Studies show swearing can help mitigate pain and pack more emotional punch.
sexism in language
Men and women speak differently, known as genderlects. Studies have found that while it was believed women spoke more, men actually tend to dominate conversations more. Women also tend to use more proper language and have a higher pitch, though some lower their pitch for professional settings. Sexism refers to prejudice based on sex, especially against women, and limits what men and women can do. Language can reflect societal views of gender roles, with some words diminishing women. While changes have been made to make language more inclusive, general usage has been slow to change. A language itself is not inherently sexist but reflects the views of the societies that speak it.
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This document summarizes Bernstein's theory of linguistic codes and how social class influences language use. Bernstein argued that social class determines the linguistic code acquired, with working class children having access only to restricted codes while middle class children have access to both restricted and elaborate codes. Studies found working class children used more situational references and context-dependent language compared to middle class children. The socialization practices of different social classes, especially around interpersonal relationships, help explain why class influences the code and language acquired.
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There are differences in the way males and females communicate from a young age. Biological and environmental factors like role models and life experiences influence these differences. By school age, girls tend to have a larger vocabulary focused on social topics while boys discuss impersonal subjects like sports. Research also finds that women speak more politely, introduce new topics more, and discuss relationships, while men use more crude language, sustain discussion of single topics longer, and talk about impersonal issues. Neurological studies show women's language focuses more on social connection while men's emphasizes conveying information. These differences stem from differences in how boys and girls are socialized during development.
Evaluation 2.
The film represents several social groups:
1) Middle aged men, through the main character who is middle aged and has psychopathic tendencies, shown through his strange lines and slow pacing in introductory shots.
2) The male gender, as the main character is male and wears darker, more intimidating clothing perceived as masculine.
3) The female gender, through two other characters who are both female, wearing brighter, more colorful costumes appearing less threatening and feminine.
4) Adults, as the intended 15 rating suggests, through an older main character for audience to potentially relate to.
5) Children, through a child character shown playing on a playground.
Language, society and culture
Language, society and culture are forms of social identity that indicate group membership. The science that studies language from a sociocultural perspective is called sociolinguistics. Sociolinguistics has strong connections to anthropology and sociology and investigates the crucial roles language plays and the varieties used by different social groups defined by class, education, age, and gender. These social factors can provoke differences in aspects of speech.
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The document summarizes an interview with Jane Fiva about her two identities - one within her Tongan culture and one within New Zealand society. In the interview, Jane discusses how she takes on different roles and positions herself differently depending on the context. She is more open about rejecting the need to learn Tongan within a New Zealand context, but hides this belief in traditional Tongan settings to avoid seeming rude. The document analyzes Jane's identities through the lenses of Bourdieu's concepts of habitus, cultural capital, and symbolic capital to explain how her experiences have led her to value her English identity over her Tongan one.
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sexism in language
Men and women speak differently, known as genderlects. Studies have found that while it was believed women spoke more, men actually tend to dominate conversations more. Women also tend to use more proper language and have a higher pitch, though some lower their pitch for professional settings. Sexism refers to prejudice based on sex, especially against women, and limits what men and women can do. Language can reflect societal views of gender roles, with some words diminishing women. While changes have been made to make language more inclusive, general usage has been slow to change. A language itself is not inherently sexist but reflects the views of the societies that speak it.
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Gender differences
There are differences in the way males and females communicate from a young age. Biological and environmental factors like role models and life experiences influence these differences. By school age, girls tend to have a larger vocabulary focused on social topics while boys discuss impersonal subjects like sports. Research also finds that women speak more politely, introduce new topics more, and discuss relationships, while men use more crude language, sustain discussion of single topics longer, and talk about impersonal issues. Neurological studies show women's language focuses more on social connection while men's emphasizes conveying information. These differences stem from differences in how boys and girls are socialized during development.
Evaluation 2.
The film represents several social groups:
1) Middle aged men, through the main character who is middle aged and has psychopathic tendencies, shown through his strange lines and slow pacing in introductory shots.
2) The male gender, as the main character is male and wears darker, more intimidating clothing perceived as masculine.
3) The female gender, through two other characters who are both female, wearing brighter, more colorful costumes appearing less threatening and feminine.
4) Adults, as the intended 15 rating suggests, through an older main character for audience to potentially relate to.
5) Children, through a child character shown playing on a playground.
Language, society and culture
Language, society and culture are forms of social identity that indicate group membership. The science that studies language from a sociocultural perspective is called sociolinguistics. Sociolinguistics has strong connections to anthropology and sociology and investigates the crucial roles language plays and the varieties used by different social groups defined by class, education, age, and gender. These social factors can provoke differences in aspects of speech.
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The Art of Conversation was presented by Byron Ingraham at the Rocks Digital Marketing Confernece 2015.
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For Reference:
Lesson 8
Fiber Optics and Robots
Lesson 7
· Glass and Windows
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Lesson 6
· Standards, Regulations, and Guidelines, etc.
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· Security Surveys and the Audit
Required Resources
Textbook(s) Required:
Fennelly, Lawrence, J. Effective Physical Security, 4th Edition. Butterworth-Heinemann, Elsevier, 2012 ISBN 978-0-12-415892-4
Recommended Materials/Resources
Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject.
· Official (ISC)2 CISSP Training Seminar Handbook. International Information Systems Security Consortium, 2014.
· Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
· Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
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· International Information Systems Security Certification Consortium, Inc., (ISC)²®
This Web site provides access to current industry information. It also provides opportunities in networking and contains valuable career tools.
http://www.isc2.org/
· International Association of Privacy Professionals (IAPP)
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https://www.privacyassociation.org/
· ISACA
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This document discusses the art of conversation and provides tips for being a good conversationalist. It defines conversation as a means of thought transfer and experience sharing that benefits individuals and organizations through social acceptance and relaxation. Good conversation requires equal participation, listening, understanding different perspectives, and maintaining focus on the topic. Business conversations should be brief, sincere, and avoid personal discussions. Common problems like an unsteady voice or nervousness can be addressed through practice and building confidence. The document encourages developing openness, discipline, and avoiding monopolizing conversations.
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The document provides 3 tips for having easy conversations with anyone. Tip 1 is to be natural and stay true to yourself instead of pretending. Tip 2 is to read widely on current events and topics of interest to others to expand knowledge and confidence for conversations. Tip 3 is that conversation requires participation from both parties through asking questions and relating personal experiences to what others say.
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These slides have been published with permission of the speaker. Visit http://www.byroningraham.com/ to learn more about Byron.
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Lesson 8
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Lesson 7
· Glass and Windows
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Lesson 6
· Standards, Regulations, and Guidelines, etc.
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Lesson 5
· Access Control and Badges
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Lesson 4
· Alarms: Intrusion Detection Systems
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· Use of Locks in Physical Crime Prevention
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· Approaches to Physical Security
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· Influence of Physical Design
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Required Resources
Textbook(s) Required:
Fennelly, Lawrence, J. Effective Physical Security, 4th Edition. Butterworth-Heinemann, Elsevier, 2012 ISBN 978-0-12-415892-4
Recommended Materials/Resources
Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject.
· Official (ISC)2 CISSP Training Seminar Handbook. International Information Systems Security Consortium, 2014.
· Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
· Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
· International Information Systems Security Certification Consortium, Inc., (ISC)²®
This Web site provides access to current industry information. It also provides opportunities in networking and contains valuable career tools.
http://www.isc2.org/
· International Association of Privacy Professionals (IAPP)
This Web site provides opportunity to interact with a community of privacy professionals and to learn from their experiences. This Web site also provides valuable career advice.
https://www.privacyassociation.org/
· ISACA
This Web site provides access to original research, practical education, career-enhancing certification, industry-leading standards, and best practices. It also provides a network of like- minded colleagues and contains professional resources and technical/managerial publications.
https://www.isaca.org/Pages/default.aspx
Running head: RESPONSE PAPER
RESPONSE PAPER 4
Response Paper to the “Book of Mormon," Theatre Musicals
Name:
Institutional Affiliations:
Response Paper to the "Book Of Mormon," Theatre Musicals
The Book of Mormons, Theatre Musicals (Midtown West)
Synopsis
The presentation “The Book of Mormons” is a musical comedy that showcases different Mormon practices and beliefs. However, the key emphasis in this theatrical piece is an endorsement of the positive power of service and love. The play is centered on two Mormon missio.
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Here is my analysis of 3 sentences from the song lyrics:
1. My life will never be the same cause girl, you came and changed
Locution: Declarative sentence in the future tense
Illocution: Expressive. The singer is expressing his feelings about how meeting this girl has changed his life.
Type: Expressive illocution according to Searle's classification.
2. Oh, oh, oh, oh, ooh, it feels so right I've searched for the perfect love all my life
Locution: Declarative sentences
Illocution: Expressive. The singer is expressing his feelings about how being with this girl feels right and she is the perfect
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The document discusses strategies to avoid communication breakdown. It identifies several types of barriers that can disrupt communication, including physical barriers from the environment, psychological barriers within speakers, language barriers between parties speaking different dialects, and socio-cultural barriers from differences in background and culture. It also discusses physiological barriers caused by a receiver's physical state. Effective communication can be achieved by following the 7 C's: completeness, conciseness, consideration, concreteness, courtesy, clearness, and correctness. Activities are provided to help identify examples of communication barriers and generate strategies to minimize misunderstandings.
Non Verbal Communication
The document discusses various aspects of nonverbal communication including paralanguage, body language, environmental language, vocal characteristics, types of vocal flow, vocal interferences, silence and pauses. It focuses on different elements of body language such as eye contact, facial expressions, gestures, postures, touch, clothing, jewelry and makeup. Examples are provided to illustrate how these nonverbal cues can indicate different emotions and attitudes. Cultural differences in nonverbal communication, especially eye contact, across Vietnamese, American and European cultures are also examined.
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3. communication breakdown and strategies to avoid it
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El Rey Del Tango
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The Art Of Conversation
- 1. The Art of Conversation Can We Talk?
- 2. Bill and Maria Koonce, presentersbillmar@cfl.rr.com
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- 4. FL. CURRICULUM COMPETENCIES 1. Communication 2. Civics, Family & Community Resources 3. Employment 4. Consumer Education 5. Health & Nutrition 6. Transportation & Travel 7. Safety & Security
- 5. ACTIVITIES 1. Telephone situations: conversation, message, call back (realia) 2. Use photos to talk about family members (visuals) 3. Interview (role-play) 4. Clothes, Advertisements (Language Experience Approach) 5. Parts of the Body (Total Physical Response) Symptoms (visuals, mimic, role-play 6. How did you come to the US? (experiential learning) 7. Newspaper articles: a crime, a weather threat (current events, relevancy)
- 6. OTHER ACTIVITIES Games Poetry, Songs Show-and-Tell Riddles and Jokes Exchange recipes Television shows and Movies
- 7. Assessment Self evaluations Checklists
- 8. RESOURCES Textbook Series? ______________ Cambridge University Press: Keep Talking by F. Klippel Five-Minute Activities by P. Ur and A. Wright Grammar Activities by P. Ur Just Listening and Speaking (with CD) by M. Cavendish Oxford University Press: The Oxford ESOL Handbook by P. Schellekens
- 9. RESOURCES (cont.) http://esl.about.com/ http://efl4u.com/ http://www.usingenglish.com/