How to Stand up for Yourself - wikiHow

Quite well put. For the Com Sci students to use with non-verbal communications. The meat left out of the theory sandwich

How to Stand up for Yourself - wikiHow

ODLT - The Online Dictionary of Language Terminology

An extremely useful online tool for second year English 205 Students.

ODLT - The Online Dictionary of Language Terminology

Poetry Analysis Process Summary

E. E. Cummings Poems and Poetry

E. E. Cummings Poems and Poetry

Man Already Knows Everything He Needs To Know About Muslims | The Onion - America's Finest News Source

Selective Attention Satire

Man Already Knows Everything He Needs To Know About Muslims | The Onion - America's Finest News Source

Frankenstein

Mary Shelley
Prometheus

Points to Ponder

• Who is the narrator?
• Sex 
• Age
• Status - Education, skills, class
• Passions
• Motives
• unreliable narrator
• first-person narrator 
• third-person limited narrator
• third-person omniscient narrator 
• What is the context?
• What goes on before, after and "around"
• Science vs religion
• Man being God
• What is the passage's purpose?
• Contemplative to show both sides
• Creates tension
• Sentence Structure?
• Simple
• Compound
• Complex
• Vocabulary?
• Technical - jargon?
• Abstract or concrete
• Powerful or week
• Grammatical patterns?
• Alternatives/paradoxes/Back and forth
• Cadence

Philosophies

• Why do we die?
• Why Prometheus as alternative title?
• What human needs did she tap into?

Imagery

Figures of Speech

Exercise:

Write a short piece between two people at a restaurant where the one is indifferent and the other resigned to them slipping apart.

He passed the salt even though she hadn't asked.

The way he efficiently poured her drink irritated her. 

A waiter appeared and he ordered the same boring burger he always did. 

Across the way a couple were debating the merits of the calamari over the Pork fillet.

His cold fish like hands lay on the cloth and she felt an urge to stab it with a fork, to surprise the fish and have it flap and writhe or even try to escape. She smiled to herself and he smiled back, his brow slightly furrowed.

She ordered a salad she didn't want and saw the clock had moved on another ten minutes.

" I was thinking" he said, and she dragged herself back to the buzz and warmth of the restaurant.

Margaret Atwood Drills

Describe her poetry
To try to get students integrating superficial learning with the true understanding of a poet's style and genre, we tried these drills. Firstly they explained the poets overall style and technique. This was dry and boring and full of platitudes and academic claptrap.

Then they tried to describe it without explanations. This worked well as they started to emulate her style.
 Then they tried to rip it off. This provoked the most intensity and focus, forcing them to see how the poem really worked and how she made her impact through her devices.

We then read a number of other poems by her and it all became clear that the more you read a poet, the better you understand their works without having to resort to second hand internet crits and essays.

http://www.poemhunter.com/margaret-atwood/

Describe her poetry without explanations.
Margaret Atwood: Burning rubber on the road. The spot between the tire and the tarmac. Evoking sounds and senses in montage shards. She watches from the cupboard, hidden in platitudes, but waiting for the light to go out. She waits for the reader to come closer for and explanation, then pounces into the crevices of the brain and probes, her golden needles, clinical and clumsy, Knives wielded by the amateurs in her productions.  Have I got a lead role?

Write an Atwood Poem (My rather poor attempt was really overshadowed by Timara's who seemed to click with the style easily)

She sits and knits
Time clicking past her fingers
and the hall clock waits
as it has for past faces and figures
the men who wandered through the hallway
Bringers of children and beer breath
the older then, the boy child now.

and one day she will lie with gathering clouds
and antiseptic tiles in the departure lounge
with no visitors, but the crisp nurse,
who understands but cannot wait to get home
and wait for her date

Assignment 1

Backdrop Addresses Cowboy

Starspangled cowboy sauntering out of the almost- silly West, on your face a porcelain grin, tugging a papier-mache cactus on wheels behind you with a string, you are innocent as a bathtub full of bullets. Your righteous eyes, your laconic trigger-fingers people the streets with villains: as you move, the air in front of you blossoms with targets and you leave behind you a heroic trail of desolation: beer bottles slaughtered by the side of the road, bird- skulls bleaching in the sunset. I ought to be watching from behind a cliff or a cardboard storefront when the shooting starts, hands clasped in admiration, but I am elsewhere. Then what about me what about the I confronting you on that border you are always trying to cross? I am the horizon you ride towards, the thing you can never lasso I am also what surrounds you: my brain scattered with your tincans, bones, empty shells, the litter of your invasions. I am the space you desecrate as you pass through. Margaret Atwood Analysis by; Free Association Imagery Narrator Paradox Icons Stereotypes Myths Line by line Metaphor Rhyme, Rhythm Enjambment Grammmatical Structure Structure Stanza Style Genre Steps Get the "big Idea' Decide on angle, perspective, attitude, theme Refine into two or three thesis statements Decide on 5 main ideas that reinforce the big idea,  link them to specific text Write the opening funnel paragraph Start with general and  finish with thesis statement Create paragraphs Linking statement Emotional  Reference Objective statement Bias Linking sentence Write conclusion: Rephrase thesis statement End with general perspective for meaning.

LU 3 - The writers use of sound

We look at Sound in terms of Rhythm and Rhyme in poetry.
We need to know a bit about cadence and meter and scansion then we look at alliteration, assonance and onomatopoeia.

Poems used are
Robert Browning's How they brought the good news from Ghent to Aix
ee cummings Anyone lived in a pretty how town
T.S. Eliot Preludes
Surrey's Night
Herman Charles Bosman's Seed

Parts of Speech

The dreaded NAVA lesson.

It's more fun if you can have an argument with it.
Here is a simple way to understand why it is important to know word classes and what they do and why they do it.
By the way; I disagree with some of it, but that's irrelevant.
http://loginisnotaverb.com/ 

There are a number of words that flit comfortably between all the parts of speech and many of the word classes, unfortunately many are not for use in polite society. I'm not sure why this is, but swear words manage to cross many bridges.

LU 2 - Narrative Technique

Key Concepts

Narrative  technique concerned with methods used to best convey ideas and stories through narative
Stories typically have a plot, characters and setting
A writer, as we have have already seen, often works from a perspective or viewpoint 
We will deal with a lot of  literary terms relating to literature and narrative at large and it would be good to familarise yourself with as many of them as possible.

One thing a writer has to do is use a narrator or person who tells the story to convey his ideas.
This lends a uniqueness to the story and combined with the other elements often helps place the story in a genre
In this unit you are expected to become familiar with various writing styles and narrative techniques as well as identify the narrator chosen and explain why.

As you become proficient in literary technique you will perhaps be better able to distinguish between Writer's and Novelist's and workers in other Genres.

Reading
Read Leading Questions Chapter 4 and the Study Guide Unit 2 and explore the above links


Things to Do

1. Parody a specific style or genre
2. Parody a specific persons way of speach
3. Read up on literature and propaganda

Some links to interesting Authors alluded to in the Unit

Bill Bryson
Robert Byron
There is a further list of travel writers on page 51 of leading questions.

Figurative Language - Unit 1

Figurative language as opposed to literal language is a good step off point.
Figures of speech are the result
These are figures of speech you should know from school.
These are what you should be becoming familiar with.

When we use figurative speech we are deviating from literal language.

In psychology devianve usually is a problem which needs fixing.
In language it is a powerful tool

We can deviate Semantically, Syntactically, or Phonetically
In simple terms this parallels Sense, Shape and Sound
Loosely speaking this is about Grammar

For example a simple metaphor conveys a world of deeper meaning.
" My love is rose"
Has love as the vehicle
and rose as the tenor
The ground is the attribute you are trying to invoke, in this case beauty, fragility or thorns, depending on the situation also called context

So; Do you hold with the classical or romantic view of metaphor?

Poets and items alluded to in this unit
George Barker - To my mother
Robert Burns Poem - Red, Red Rose
Charles Mungoshi - Burning Log

Douglas Livingstone - Sunstrike

John Dunne -
Gerald Manley Hopkins - Thou art indeed just, Lord

How to Do ENN 205L

Outcomes

1. Understand how language function in Literary texts
2. Identify key terms associated with textual analysis and see how they work in tests
3. Understand the basic issues informing some modern critical theories and literary theories
4. Write a logically structured,  focused and persuasive essays

To do this you should

1. Register with My Unisa
2. Work though the study guide chapter by chapter making sure that you do the writing tasks
3. Read leading questions, make notes
4. Read the anthology, make notes
5. Submit ALL your assignments
6. 19th August - Poem
7. 3rd September - Passage
8. Read the comments tutorial letters and anything else they send you
9. Pass the exam

Mind Maps

I love mind maps.
I suffer from ADOS " Attention Deficit....Ooooh shiny"
So I need high speed methods to organise my thinking and one page references to cover all the work.

At school we were taught to make elaborate mind maps using colours and cardboard and I think we totally missed the point.

Mind maps for me have three major uses:

• They organise disorganised material (That jumpy off the subject lecturer)
• They allow you to add stuff later 
• They help you to work fast

The basic rules are few

• If it doesn't fit on one A4 page, it's too big.
• If the key word doesn't recall everything, it's the wrong word.
• If the connections aren't logical or they jump around, you've lost the plot.
• If it takes you longer than 30 minutes to map a learning unit, you are doing it wrong.
• I you don't reread your mind map once a week, then you are wasting your time.

There are numerous free mind map programmes that you can download, and now there are numerous free online maps you can use.

https://bubbl.us/beta/ is my current favourite.

You can share mind maps with friends and collaborate online.

Give it a go.

LU 5 Interpersonal Communication

All + All -

Interpersonal communication - Work in Progress

• - Elements of Self image
  
  What You think of yourself
• What others think of you
• What you wish you were like
  • 
    
• - Dimensions
  
  
  
  • Physical
  • Skill
  • Intellectual
  • Sexual
  • Psychological
  • 
    
• Selective Attention
• Selective Exposure
• Perception
• 
  
• - You are
  
  
  
  • Education
  • Background
  • Interests
  • 
    
  • - Needs
              Packard
    
    • Maslow
  • Occupation
  • IQ
  • Gender
• - Judging people
                       Stereotyping
  
  • • Misleads
    • Psychological noise
  • ~ Central traits
  • Primacy effect
  • Charisma and expressiveness
  • Culture
  • Physical attribute
  •  
• - Nonverbal/Verbal
  
  
  
  • Own assumptions
  • choose directions
  • 5 senses
  • Perception is individual
  • 
    
• - Buber's Theory
  
  
  
  • I You
  • I It
  • 
    
• Homan's Social Exchange Theory

Development Communication

Development communication - An Overview
A paper by Rogers on Diffusion paradigms

First World

• Highly developed
• Urban based
• Classes are structured differently (collective)
• Free enterprise and industry
• Distinct Political communities (freedom)

Third World

• Agriculture and traditional. (Subsistence) 
• Free enterprise or Central Planned 
• Socialism 
• Capitalism
• Exploited by first world and aided by first world.
• Poverty (relative)

Third world problems

1. Inadequate knowledge, information and communication
2. Literacy and Education
3. Health 
4. Poverty
5. Economics
6. Inequality
7. Over population

How third world is viewed by first world

• Stereotype
• Innovation prejudice, 
• Persuasion Prejudice
• 1st world doesn't listen to feedback
• Must directly supervise persuasion
• Mass media prejudice - thought broadcasting would work
• Psychological prejudice 
• Fatalism
• Peasant mentality
• Stubbornness 
• Negative attitude

The dominant Paradigm

Top down diffusion.

• Trickle down - Innovation, cascade effect downwards
• Mass media. 
• Technology. 
• Humans are stereotyped as profit driven, 
• Western consumerism indoctrinated.

Problems

• 3 rd world people don't absorb
• Individual is less than group
• Mass messages aren't absorbed and messages are hidden
• Selective exposure
• Selective attention
• Rosy picture

The alternative paradigm

Negative impression of backward countries, use media to aid for self development. Folk law, grassroots, basic communication strategies, Oral, story tradition, through specially encoded messages for the masses.

The New paradigm

Looks to needs of the culture and tries to adapt the cultural needs to modernization.
Two way communication, feedback.
Focus on ethnic usefulness, defensible



Some extra reading

Writing for performance (Spindrift - George and Penny Forder)

Writing for performance (Spindrift - George and Penny Forder)

You guys will remember some of this outline.

You'll have to come to the weekend to get to the bones

How to Make Sense of Shakespeare's Writing Style | eHow.com

How to Make Sense of Shakespeare's Writing Style | eHow.com

Four  basic pointers , fun to useth they are, being as a half brick not to hovering is, yet likely to illuminate.

Possible exam/study questions

1. List and explain  and give an example the four types of groups
2. Explain an online group and how it has affected you
3. Differentiate between Web forums and mailing lists
4. Differentiate between informal and formal norms
5. Explain the role in your life of injunctive norms (descriptive, explicit, implicit, subjective, personal)
6. Explain with examples
1. Homogeneity
2. In group bias
3. Group pressure
7. Describe and explain an incident involving the bystander effect
8. Discuss the three areas of social influence ( conformity, compliance and obediance)

LU 2

1. Why is intercultural communication important?
2. Describe the social science approach
3. Explain the difference between the interpretive and critical approach
4. Explain with example the following dimensions of cultural diffeence
1. Worldview
2. Social norms and expectations
3. Invividualism vs collectivism
4. High and low context cultures
5. Power distance
6. masculinity- femininity
7. Uncertainty - Avoidance
5. discuss the following barriers to communication
1. Ethnocentrism
2. Stereotyping
3. Group polarization
6. List the effects of cultural communication

LU 3

1. Use a graphic or diagram to explain the principles of organisational communication
2. Describe the three steps with an example of organisational change and how it occurs
3. Cultural elements such as artefacts describe a culture. List and explain using examples, three other cultural elements.
4. Explain the Command function in a varsity college situation (Relational or ambiguity)
5. What are the important proinciples of supervisory communication.
6. Explain upward , downward and horizontal communication within an organisational context
7. Describe the classical approach to management (HR approach, Resources, systems and culture)
8. Identify the influences of globalisation on organisations

LU4

1. Explain an element of persuasion, for example Intent (Coercion, context, plurarity, presence, Media)
2. Define persuasion
3. How do persuasive people behave in organisations and interpersonally
4. What is not persuasive behaviour
5. What are Charoux's "golden rules of persuasion"
6. List and explain three processes people use to persuade others 
7. Discuss Credibility style, Logical reasoning and emotional appeal
8. Discuss the importance of Evidence when persuading
9. List and explain the seven types of reasoning (Inductive.....etc)
10. Describe card-stacking as a propaganda technique (bandwagon.....etc (7)
11. Differentiate between command and conditioning propoganda
12. Explain using examples these forms of persuasive communication; Indoctrination, Brainwashing, manipulation, sanctions, seduction. 
13. Using as diagram and examples, explain Rank's intensify and downplay model.
14. Discuss Attitude change theory with a relevent example
15. Explain one of the following learning theories: classical conditioning, skinner's behaviorism and social learning theory
16. Describe how we establish consistency in conflicting situations
17. Using and example explain Balance theory (congruency, cognitive dissonance, belief hierarchy

LU 5 

1. What is public communication?
2. List the 3 distinctive aspects of public communication
3. How do we eliminate noise during public speaking?
4. Public places unique demands on a person. List 5
5. Discus Credibility (Expertness, trust worthiness, authoritativeness, dynamism, intrinsic and extrinsic)
6. Explain visual and vocal cues (Aspects of Speech delivery)
7. Explain why you would use a Manuscript Delivery (impromptu, memorised, extemporaneous)
8. Use an example of demographic analysis and purpose orientated analysis to show the differences between them
9. Write brief notes on:
1. message format (intro....)
2. Message organisation (topical......(5))
3. Support materials
4. Visual aids
10. tell a friend the essentials when using visual aids
11. Discuss Vividness when explaining language usage (metaphor, intensity of language, transitions)
12. Discuss the use of : Volume, Pace, Pitch, Clarity, emphasis, when public speaking
13. Give 3 examples of how body language can assist a presentation
14. Briefly discuss the role of questions in Public communication

LU 6

1. What is Mass Communication?
2. Compare Mass communication with standard communication models.
3. Explain the functions of mass communication with reference to current examples from the media.
1. Surveillance function
2. Cultural transmission
3. Diversion Function
4. Socialisation Function
4. Discuss the effects of media violence on youngsters
5. How does a code of ethics benefit a company
6. What are ethics?
7. Give an example of an ethical dilemma in:
1. News, 
2. Movies 
3. Advertising
8. Give examples of areas of danger for advertising regarding ethics in the media.

LU 7

1. That is the difference between a third world and first world country?
2. What are the problems facing the third world?
3. What is development communication?
4. What is the dominant paradigm?
1. What problems did it face?
2. Explain the trickle down theory
5. What is the alternative paradigm?
1. What problems did it face?
6. What is the new paradigm and what problems did it face?
7. What prejudices does the first world hold against the third world?
8. 
   

LU 3 Listening

We listen to stay alive and get ahead in jobs, survival and relationships. We hear physically, we listen mentally. It's a four step process of hearing, attention, understanding and remembering. We listen; for pleasure, discriminatingly, critically, empathetically.
We listen ineffectively by;

• fraudulent listening
• monopolistic listening
• selective listening
• avoidance
• defensively
• attacking

We need to pay attention, actively listen and practice

Subject, Theme, Meaning

I was discussing poetry in the staffroom the other day. Most staff hated it at school, said that they didn't understand it and wouldn't go near it. And it was their teacher's fault.

Familiar Scenario?
"Now class this is poetry"
"It's very clever"
"We'll learn to figure out what the poet meant and then love it"
"Poetry can mean whatever you like as long as you justify it"
"No No No No Johnny it doesn't mean that"
"I don't care if it reminds you of your dead granny; your ideas don't count"
"Now listen to me and I'll tell you what you should be feeling, as obviously your feelings are inferior"

Nett result: Teacher 1 Kid 0
Loser

So now I will tell you how to analyse poetry.
Any poem has 3 things:

A Subject,  a Theme and a Meaning
Try this one

The Sick Rose


O Rose thou art sick.
The invisible worm,
That flies in the night
In the howling storm:

Has found out thy bed
Of crimson joy:
And his dark secret love
Does thy life destroy.

The subject is what it's about:
The sick rose is not about a young girl losing her virginity and getting aids.
It isn't about a gardeners nightmare.
It's not about dragons
It's not even about the Catholic church and the loss of spirituality through organised religion.

It's about a rose, and a worm and an unfortunate co-joining (for the rose I suppose)
The subject can be compared to the plot in a novel. It is what it's about. It has a story, it has characters, it has a place (called setting)
Don't sweat this bit.
You are out and about and this hot person says to you;....."So Blake's Sick rose...What's it about?"
Easy, ....It's about a rose, a worm and a storm.
Who wants to know?
Keep in the safe territory here.
If you analyse a poem and only say this then you are giving the person the brush off.
Keeping your distance.
Your teacher will say: "you only retell the story", "Please explain" "Not enough analysis", "Look at the details"

So you step into the dark zone.


Theme.
The theme is what the poet is trying to do to persuade you. He knows you have feelings. He knows you use them. He wants to play with them. He wants you to feel about his/her poem. He chooses words, rhymes and rhythms, and combines them to form images, symbols and connections. He alludes to history, the present and the future and tests your ability to join the dots, make connections and see patterns. That's his job. Every single word was chosen. Not one is random or arbitrary. A good poem never lets you out. A good poem is relentless.
This is what your teachers want you to see.  They want you to feel, but they are only human. They don't feel what you feel. They don't see what you see; They are only further down the road, and have more experience and have read more about the poem and tried harder to get what it means.

Yes they have.

They love the poem, or will tell you, I hope.
If they lie, you will know...........

So this is the minefield. The poet is a tricky host. He demands your every attention. He wants you to know every word and nuance and he/she is hoping that you are paying attention to detail.
Because they want you to feel their feelings.
This is hard. It'll make or break the relationship. It's "is it real", "why doesn't he phone", "is she the one" territory.

And it can get heavy. So lighten up. Go for the Meaning.

Meaning is yours. No one can tell you it isn't real or doesn't exist. It's the sum total of your experiences, your feelings and your world view. It comes from your background, your culture, your dark side and your hope. It is real and can't be denied or faulted. It can be wrong, it can be all-seeing. It can't be teacher-demonised. the meaning is what you draw from the poem. It's what you use to make you alive and truthful and beautiful. It's you.

But, you aren't the poet and you aren't the teacher. You are here and now and you can't tell anyone that your interpretation is all there is, or that your meaning is all there is, for that matter.

So now the juggle begins. You start with a subject, and end with a meaning, and somewhere in between, lies the world, the theme the place and context and world it came from.

The way in to the poets mind is where I can help you, so once you're ready, let's go there.
Themeville; symbols, imagery, context, subtext, metaphor
and now my glass is empty, so 'til then au revoir.

LU 4 - Persuasion and argument

Persuasion is changing attitude, beliefs and action.
Persuasion does not use force and people must have choices.
Types of Persuasion include:

1. Propaganda
2. Indoctrination
3. Brainwashing
4. Manipulation
5. Sanctions
6. Seduction

Rank's Model can reinforce Persuasive techniques

Persuasion theories include:

1. Attitude change theory
2. Consistency theory
1. Balance theory
2. Congruency theory
3. Cognitive dissonance theory
4. Belief hierarchy theory
3. Learning theory
1. Classical conditioning
2. Skinner's behaviorism
3. Social learning theory

LU 2 - Verbal and Non Verbal Commmunication

Verbal Communication uses Symbols and referents to establish private and shared meaning. Words have denotations and connotations. The Sapir-Whorf hypothesis is an interesting approach.
In language we need to deal with the problems of:

1. Abstract language
2. Inferences
3. Dichotomies
4. Euphemisms

Language is framed by culture and this shapes:

1. Sexist language
2. powerful/powerless language
3. Meta communication

Non-verbal communication, can replace, reinforce or contradict verbal language.

it includes:

1. Kinesics
1. Facial expressions
2. Occulesics
3. Body movements
4. Hand gestures
2. Proxemics
3. Haptics
4. Chronemics
5. Physical appearance
6. Vocal Cues

LU 1 - Communication Science

Learning unit 1

What is Communication? Their are various elements in the communication process. It occurs in various contexts.
Communication is used to fulfill our needs. We use models to explain communication in the different contexts.

1. Shannon and Weaver
2. Lasswell
3. Osgood and Schramm
4. Noelle-Neumann

Effective communication is affected by:

1. Personality
2. Frame of Reference
3. Reasoning 
4. Emotions

LU 4 - Persuasion and argument

Persuasion is a concept with a specific application in communication. It can be used verbally and non-verbally. Persuasive messages play on people's needs; Maslow and Packard describe these needs. Persuaders should be consistent, rational, use evidence and have sound reasoning, whilst exhibiting credibility, both intrinsic and extrinsic. Messages can be organised; Spatially, time, deduction, induction, Psychologically and as problems/solutions. Persuaders can use one sided or two sided messages and appeal to fear, warmth or humour in the audience.

LU 3 - Organisational Communication

Unit 3

Organisational communication happens in any organisation. Principles such as communication, cooperation, and goals are relevent.  One model for organisational change involves; Unfreezing, changing and refreezing patterns within the organisation. Organisational culture involves: Artefacts, language, Behavioural concepts, Heroes, symbols, Phsychological phenomenon, organisational aspects. The functions of organisational communication include: Command function, relational function, and  Ambiguity Function.

Communication can be upward, downward, horizontal and diagonal. Power within an organisation is usually either coercive or reward driven.Theoretical approaches to organisational communication include: Classical Approach, human relations approach, human resources approach, systems approach, and a Cultural approach. Organisational technology is influencing organisational communication

The Good thing about having kids is you get to read their books

James Patterson is one of the planets most popular, prolific writers. I often tell my students not to accuse a writer or poet of not doing what he never intended to do. Jame Patterson writes across many genres and in many styles. This teenage series about mutants with wings addresses many teenage anxiety issues in the form of adventure and conquest /hero myth.If you were young once or see the future around you, you may enjoy the lightly written plots and characters.

Measure for Measure

Measure For Measure is one of Shakespeare's more difficult plays, in the "problem play" or "tragi-comedy" Genre. A play of moral consequences, Shakespeare borrows four literature archetypes.

1. The Corrupt Magistrate
2. The immoral deal or "deal with the Devil"
3. The bed swapping trick
4. The Disguised ruler

The sources  reveal a play of bawdiness and philosophy. 

Indeed the play moves between the sublime and the ridiculous.

Without detracting by retelling the plot, Some of the issues that M4M raise for me are:

• Is Isabella "lifeless" Does her wish to be become a nun reflect her fear of real life and the denunciation of Power, Status, and sex and all the joy and sadness that it brings. Is becoming a "bride of the lord" a cop out?
• What is justice? Following the law or following fairness
• When Vincentio saves Isabella by offering her marriage, how close is he to becoming Angelo?
• Vincentio  disguised as Friar Thomas is a religious symbol. This rest strangely with me. Imperfectly. Organised religion has a lot to answer for.

LU 2 - Intercultural com

Unit 2

Intercultural communication occurs more frequently in our shrinking world. The social science approach and interpretive approach and critical approach are three ways of looking at it. Key dimensions of intercultural communication include: Worldview, social norms and expectations, Invididual vs collectivism, high and low context cultures, Power distance, Masculinity vs femininity, uncertainty vs avoidance. Barriers to intercultural communication include ethnocentrism, stereotyping, group polarisation. To over come cultural barriers follow the seven guidelines of  Gudykunst and Kim.

It is important to define and explain  inter cultural communication. It is important to get inter-cultural communication right. It is explained with a variety of theories.

Social sciences approach to cross cultural communication Interpretive approach Critical approach
There are key dimensions to cultural communication

Individualism vs Collectivism Worldview Social norms and role expectation
as well as many Barriers to it. Seven principles  have been expounded to the process of building harmonious and divers communities.

It is important to define and explain  inter cultural communication. It is important to get inter-cultural communication right. It is explained with a variety of theories.

• Social sciences approach to cross cultural communication
• Interpretive approach
• Critical approach

There are key dimensions to cultural communication

• Individualism vs Collectivism
• Worldview
• Social norms and role expectation

as well as many Barriers to it. Seven principles  have been expounded to the process of building harmonious and divers communities.

LU 1 - Small Groups

Unit 1

Small groups, work together in different contexts. A small group is clearly defined and and there are different types. Some are even online groups. Each group has it's own set of norms. Group members have roles . Groups often have an ingroup bias and outsiders experience out-of-group-homogeneity. Members of a group apply pressure to the other members. When groups are large or in public it is easy for the bystander effect to occur, as well as risky shift phenomenon. Groups like cults, political groups or religions can be used to change society.

Groups can be used as instruments of change, involving; conformity, compliance and obediance

Online Groups cover a variety of  different www groups

Groups can become cults

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Romeo and Juliet

He sat at the bar and looked her up and down.
"How's a drink" he asked.
She nodded.
Three drinks later she was telling him about her ex and he was admiring her legs.
Later he tried to convince her to go home with him and look at her record collection.
She liked him, but he was a bit old and she felt uncomfortable with the way his eyes wandered over her.

She declined and walked half a block to her bedsitter and had left over pasta and tuna.

He wished he'd said something clever to sweep her off her feet, but he had never been good with chicks.
His friends laughed when he told them, and they drank some more beer.

Her parent wouln't have liked him but that didn't matter because they were dead.
If only he'd said something that would have swept her off his feet.

He went back to the bar the following week, but she wasn't there.