...Demonstrative Communication Erik Hess Business Communication/BCOM275 1/20/2013 Jacqueline Crawford Demonstrative Communication Nonverbal and unwritten communication has a large impact in today’s business environment. How leaders project themselves through body language, tone, rate of speech, and facial expressions to their staff all have just as much importance as the message itself. Being aware of message delivery and how to communicate with coworkers, peer managers, and direct reports in a nonverbal manner can mean the difference between success and failure. I will be reviewing some of my experiences in business communication over the last twenty years as it relates to meetings, presentations, and client interactions. When I meet with staff I am always positioning myself in a leadership role. The message will be different and my delivery style must match the message. I also must plan what type of response I am looking for from the meeting? Do I want the receivers to be upbeat, energized, and engaged? Or, is my message more disciplinary and I am looking for understanding and acknowledgement? When meeting with clients is this a sales call? Or is this a service follow up that seeks to resolve an issue? In all these different situations, I must tailor my non-verbal cues in a way that projects I understand the purpose of the meeting. For example, in a sales meeting that is upbeat and seeking to celebrate success my rate of speech is fast-paced, upbeat, and I am smiling. I engage...
Words: 876 - Pages: 4
...Demonstrative Communication Communication is defined as the process of sending and receiving information, a process by which information is exchanged between individuals through a common system of symbols, speech, signs, writing, or behavior (Merriam-Webster, 2011). Communication can be verbal or nonverbal, written, or visual. According to Paul Endress, 7% of the communication process is words, 38% is voice tone, and 55% is physiology. Therefore, nonverbal communication comprises 93% of communication; it is made up of the following three areas and their subgroups: • Body o Physical Space o Clothing and appearance o Locomotion ("kinesics") • Physiology o Posture o Gesture o Facial expressions • Nonverbal o Eye contact o Touch ("haptics") o Tone of voice (paralanguage) Research shows that the nonverbal "channels" of communication (how things are said) are often more important than words alone (what is said)(Endress, 2010). Demonstrative communication is that part of the communication process that includes nonverbal and unwritten communications. Demonstrative communication entails sending and receiving wordless messages (Nayab, 2010) Effective or Ineffective Effective communication is the foundation for positive interactions in the workplace as well as in social settings. To share ideas, give opinions, or be defined as an individual, one must have effective verbal and nonverbal communication skills. These skills are not only important for the sender but also for...
Words: 292 - Pages: 2
...Demonstrative communication can be effective in getting results. Actions do speak louder than words in the business world. Sometimes people can give off bad energy using this type of communication. A facial expression can say a lot in a place of business. It can let a co-worker know the type of customer you are dealing over the phone with without saying a word. There are many ways to send message by using this method. For example, if someone comes to work with an unpleasant look on their face it is going to raise questions in the office. People have to be really careful with the voice tones they use in the workplace due to how it can quickly offend someone due to the volume. This is a type of communication that is used often without thinking about doing it. People are always giving signal by using body language. Some people start conversations by observing another person’s body language. It give them a time frame of when to actually start a conversation with this person. It can be just as negative as it can be possible due to the versatility that is involved when using this language. It does not require any sound, but people can understand it well. Negative results is how confusing it can be when people express it the wrong way. There are times when the messages does not go out correctly to the receiver and the sender gets unintentional bad feedback. It is risky using this option of communication on a regular basis. The person that is there to interpret the information is put...
Words: 334 - Pages: 2
...Demonstrative Communication Paper Saksitt D Udtana University of Phoenix Business Communication and Critical Thinking BCOM/275 Mr. Ken Edick July 29, 2012 Demonstrative Communication Paper Envision a recently born child and new parent. The child is being held by the parent and crying for a cause which is, at present, unknown. The parent, in concerted effort to determine the child’s need begins to gently rock the child from left to right. This action alone does not avail any more information to the parent other than it is not what the child desires. It is only upon eye contact between child and parent that a realization of possible hunger may exist for the child. The parent musters a bottle of formula and makes initial offerings of small drips on the child’s lips. The child in profound hast, engulfs the nipple of the bottle and begins suckling excitedly, thus both parties have crossed a threshold in their ability to communicate without word or written language. Unspoken Desires The type of communication exhibited between the child and parent is of a type which does not require language to be spoken or written. The communicative process between child and parent began as the child, without cognition of language, determines a need for nourishment. Whether out of instinct or other rational, the child cries to draw attention of the parent. The parent, assuming the mantle of caregiver to the child, attempts to understand the need of the child for cause that the...
Words: 1074 - Pages: 5
.../assignments/data_sources 3. Which of the following are examples of manipulation and transformation commands? (Choose all that apply.) a. sed b. pr c. join d. paste 4. Which of the following is true of the pipe operator? (Choose all that apply.) d. It redirects the output of one command to the input of another command. 5. Because the data was formatted the same in two inventory files, you decided to combine their contents into one file. Now you want to determine if there are duplicate entries on consecutive lines in the new file. Which of the following commands enables you to find the duplicate entries? c. uniq 6. Your friend is using the command comm entryfile, but is getting an error message. What is the problem? (Choose all that apply.) b. It is necessary to use either the -m or -t option with the comm command. 7. Your boss is trying to import the customers file into her spreadsheet program, but the data goes into the spreadsheet incorrectly. This is because the fields are separated by dashes (-) and the spreadsheet program requires the fields to be separated by colons (:)....
Words: 971 - Pages: 4
...Jeremy Harmer how to teach english new edition r ----------------------------------------- ^ - 1 \I with DVD _ "The How to... series is written by teachers and teacher trainers, people who know the reality of the classroom and the support teachers need to get the most out of their students. Our aim is to build teachers' confidence, knowledge and classroom abilities - and inspire them to try out new ideas." Jeremy Harmer, Series Editor How to Teach English is a practical guide for teachers who are at an early stage in their careers and for those studying for the CELTA, Certificate in TESOL and TKT exams. This new edition has been fully revised to reflect recent methodological developments and includes a DVD with clips from actual classes demonstrating good teaching practice a comprehensive glossary of teaching terminology, including terms required for the TKT exam • a new chapter on testing a Task File of photocopiable training tasks www.longman.com/methodology i Jeremy Harmer has taught in Mexico and the UK, and has trained teachers around the world. As well as editing the How to... series of books, he is also the author of the highly acclaimed The Practice of English Language Teaching. Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. www.longman.com © Pearson Education Limited 2007 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system...
Words: 19054 - Pages: 77
...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
Words: 159106 - Pages: 637
...Edited by Kristen Walker Painemilla, Anthony B. Rylands, Alisa Woofter and Cassie Hughes Edited by Kristen Walker Painemilla, Anthony B. Rylands, Alisa Woofter and Cassie Hughes Conservation International 2011 Crystal Drive, Suite 500 Arlington, VA 22202 USA Tel: +1 703-341-2400 www.conservation.org Editors : Kristen Walker Painemilla, Anthony B. Rylands, Alisa Woofter and Cassie Hughes Cover design Paula K. Rylands, Conservation International : Layout: Kim Meek, Washington, DC Maps [except where noted otherwise] Kellee Koenig, Conservation International : Conservation International is a private, non-profit organization exempt from federal income tax under section 501 c (3) of the Internal Revenue Code. ISBN 978-1-934151-39-6 © 2010 by Conservation International All rights reserved. The designations of geographical entities in this publication, and the presentation of the material, do not imply the expression of any opinion whatsoever on the part of Conservation International or its supporting organizations concerning the legal status of any country, territory, or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Any opinions expressed in this publication are those of the writers, and do not necessarily reflect those of Conservation International (CI). Suggested citation: Walker Painemilla, K., Rylands, A. B., Woofter, A. and Hughes, C. (eds.). 2010. Indigenous Peoples and Conservation: From Rights to Resource Management. Conservation...
Words: 170022 - Pages: 681
...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
Words: 113589 - Pages: 455
...GENEROLO JONO ŽEMAIČIO LIETUVOS KARO AKADEMIJA Genovaitė LAUGALIENĖ Milda MIRONAITĖ MOKOMASIS ANGLŲ – LIETUVIŲ IR LIETUVIŲ – ANGLŲ KALBŲ KARYBOS ŽODYNAS Eksperimentinis leidinys Vilnius 2008 UDK 355(03)=20=882 La-458 Mokomąjį anglų – lietuvių ir lietuvių – anglų kalbų karybos žodyną parengė Generolo Jono Žemaičio Lietuvos karo akademijos Užsienio kalbų instituto direktorė Genovaitė Laugalienė ir Užsienio kalbų instituto Užsienio kalbų katedros lektorė Milda Mironaitė. Atsakingoji redaktorė Užsienio kalbų instituto Užsienio kalbų katedros lektorė Aušra Bučaitė. Recenzavo Generolo Jono Žemaičio Lietuvos karo akademijos viršininko pavaduotojas doc. dr. Pranas Jankauskas, Užsienio kalbų instituto Anglų kalbos mokymo centro viršininkas vyr. ltn. Andrius Kiesas ir Lietuvos kariuomenės Mokymo ir doktrinų valdybos Individualiojo rengimo skyriaus Anglų kalbos mokymo poskyrio vedėja Aušra Narbutienė. © Genovaitė Laugalienė, 2008 © Milda Mironaitė, 2008 © Generolo Jono Žemaičio Lietuvos karo akademija, 2008 Turinys Pratarmė......................................................................................................................... 4 . Angliški ir lietuviški sutrumpinimai ............................................................................ 5 Anglų – lietuvių kalbų karybos žodynas........................................................................ 7 Lietuvių – anglų kalbų karybos žodynas ....................................
Words: 111618 - Pages: 447
...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
Words: 239932 - Pages: 960
