Fluent Essays

Instructions600-800 WORDS!After reading and contemplating all materials and videos in Module 1 (attached and below), complete and submit the following Communication Investigation and Analysis activity (CIA Paper #1). The activity requires you to apply the information you read/viewed to analyze the Stroke of Insight video specifically. Follow the directions for structure and content provided here. When finished, proofread your paper and submit it to this Dropbox before its due date.How to write your paper:Construct three solid, thoughtful, intelligent, paragraphs total, one in answer to each of the questions below. This means that overall your written assessment when complete must be three paragraphs, 600-800 words in total development, and include a typed, accurate word count at its end.Paragraph Topics:1. COMMUNICATION MODEL: After learning about the different models of communication (also a video we watched this week), identify and explain the MESSAGE, RECEIVER, SENDER, CHANNEL, CODE, DECODE, and overall TYPE OF MODEL AND WHY YOU BELIEVE IT IS THIS TYPE OF MODEL (linear or interaction) as they apply to the Stroke of Insight speech. Label, CAPITALIZE, and underline the terms as you use them. For example, if you discuss the message, begin by stating, The MESSAGE presented is..., etc.2. CRITICAL LISTENING: In effort to practice our critical listening skills, briefly summarize and analyze the message SENT in Stroke of Insight.Do so by (a) identifying the main idea the speaker presents and at least three of her supporting ideas. Next (b) consider what preconceived ideas, biases, prejudices, and or background knowledge you brought to the listening experience with this speech. Consider, for example, your pre-existing feelings/ideas about things like mental health, mental illness, neurology, strokes, female speakers, etc. Next, (c) explain whether or not you believe the speakers message about her stroke experience by analyzing and discussing her use of facts, opinions, and conclusions drawn. (Is her message mostly factual? Mostly opinion? Are the conclusions she draws logical? What facts and/or opinions does she use to draw her conclusions? Are they believable?) Explain using three examples from her speech.3. BARRIERS TO COMMUNICATION AND LISTENING: Our reading and viewing materials this week also introduce us to various barriers that get in the way of intended and effective communication. Specifically, one video pointed out three categories of NOISE that potentially act as barriers when communicating. Identify these three categories of noise discussed in the MODELS video, then explain how TWO of these categories specifically impacted your ability to listen and get the message viewed in the Stroke of Insight presentation. Underline each category of noise you identify AND label your two examples as NOISE EXAMPLE 1 and NOISE EXAMPLE 2.For the grading criteria for this assignment, see Dropbox Instructions Assessment area to view the CIA Paper 1 Rubric.NOTE ON PLAGIARISM PREVENTION:Please note that all writing assignments in this course are linked to a plagiarism-prevention site called Turnitin.com. Be certain your work is your own before submitting it!600-800 WORDS!https://www.youtube.com/watch?v=wUvEU5CaRdAhttps://www.youtube.com/watch?v=aP55nA8fQ9I&feature=related active_listening_everybody_loves_raymond_video_transcript.docx critical_listening.pdf models_of_communication_video_transcript.docx active_listening___communication_skills_training_from_mindtools.com.pdf principles_of_communication.docx Unformatted Attachment Preview Everybody Loves Raymond Active Listening Clip 1 https://www.youtube.com/watch?v=aP55nA8fQ9I&feature=related Instructor: So if you’ve ruled out any medical problem and your child is still wetting the bed, he may be trying to tell you something. Ray: He’s telling you “I have to pee.” [Audience laughter] Instructor: So I think we’re going to wrap it up for tonight but before we do, are there any other questions? Yes, uh, Deborah? Deborah: Yeah, um we have a six year old daughter and she’s a great kid, but she’s been having trouble listening and she’s been very stubborn lately. Ray: But that’s every kid Deborah: It’s not Ray: It’s just a phase, right? Instructor: Well, this is a perfect opportunity for you to try some active listening. Ray: Thank you, we’ll try that. [Ray starts to leave] Deborah: Wait a second, wait. So active listening? I’m not familiar with that. Instructor: Well it’s encouraging your child to express herself verbally without influencing her with your own preconceived notions or opinions. Ray: Got it. Can we go? Instructor: Well um, why don’t we try to illustrate this with a little role playing? Let’s have you, Ray, is it? Ray: No. Uh… [looks down at nametag] nah, nah. [Audience laughter] Instructor: Ray, why don’t we have you come to the front of the class? Ray: [To Deborah] why don’t you go? Deborah: No, go. It’s alright… Ray: [Annoyed] why don’t you go, Deb? Deborah: Just try. Instructor: You’ll be fine; don’t be shy. Now, Ray, let’s just say that I’m your daughter and, um, I refuse to…to go visit grandma on her birthday. Ray: Well in this case I happen to know grandma and I can’t say I blame you. Everybody Loves Raymond Active Listening Clip 1 https://www.youtube.com/watch?v=aP55nA8fQ9I&feature=related [Audience laughter] Instructor: Just hypothetically, Ray. Alright? Focus. Now let’s just say, Ray, that you want to get from your daughter what she’s really feeling. Go ahead! Deborah: Do it. Ray: [Sighs] okay… daughter… you have to go to grandma’s house. Instructor: I’m not going. [Audience laughter] Ray: uh, well you have to go – it’s her birthday. Instructor: I hate when you make me do things! Ray: [Heavy sigh] Look, I’m not making you go, okay? It’s grandma’s birthday; there aren’t going to be many more of them. [Audience laughter] Instructor: Oh, hmm…. no, see I’m going to stop you just for a second, Ray. Um, you see, I don’t think at this point we need to discuss grandma’s mortality. Deborah: What are you doing, Ray? Don’t. Ray: I’m playing the game. Deborah: It’s not a game. Instructor: It’s okay. It’s okay. Ray, if I say to you “I hate when you make me do things”, perhaps you could acknowledge my feeling by saying something like “you feel you don’t have any control over our plans.” You understand? Ray: That doesn’t sound like something I would say. [Audience laughter] Instructor: It just takes a little practice. Come on! Let’s keep going! Ray: Yeah… let’s… let’s. Instructor: All my friends are going to the park but I have to go to some boring party? Ray: Uh… you think that the party’s going to be boring? Instructor: That’s it, ray. See you’re reflecting her feelings back. Yes! It’s just a bunch of grown-ups sitting around an old house; I want to be with my friends! Ray: But grandma has that big bowl of Coffee Nips. [Audience laughter] Everybody Loves Raymond Active Listening Clip 1 https://www.youtube.com/watch?v=aP55nA8fQ9I&feature=related Instructor: I don’t care! And you can’t make me. [She sits on the floor] Ray: What are you doing? Instructor: I’m not going. Ray: [Sigh] please get up. Will you get up? Instructor: Why do I have to go! Ray: Well I don’t know… Instructor: But why! Ray: Because I said so! Huh? That was big when I was a kid. [Audience laughter] Alright, look, Mommy said you have to go… Instructor: Leave mommy out of it. Deborah: Thank you Ray: [exasperated] you’d better get up or… Instructor: Or what! Ray: Or no more TV. Deborah: No! Ray? Ray: Okay… or… you’re going to boarding school. Instructor: Do you always threaten? Ray: No. [Points to Deborah] No sometimes she yells. Deborah: Oh Ray! [Audience laughter] Instructor: uh, I’m sorry. We’ve run out of time. Thank you all for coming, I’ll see you next week. Ray and Deborah? I’d like you to stay after class, please. I think we need to talk. Ray: [To Deborah] nice going. Deborah: Oh it’s my fault? Ray: You raised your hand. Deborah: Oh stop. Ray: Your stupid papers [pushes Deborah’s papers off of the desk]. [Audience laughter] [End] Everybody Loves Raymond Active Listening Clip 1 https://www.youtube.com/watch?v=aP55nA8fQ9I&feature=related How we change what others think, feel, believe and do | Menu | Quick | Books | Share | Search | Settings | Bealls Stores Are Now Open Your Safety & The Safety Of Our Associates Is Our Top Priority As We Reopen Our Stores. Bealls Florida® Critical Listening Techniques > Listening > Critical Listening Subject and logic | SIER structure | Skills | Fallacies | See also Critical listening is a rational process of evaluating arguments put forward by others. Subject and logic The focus of criticism may be either or both of the subject matter being discussed or the logical structure of the argument being proposed. Subject-matter Critical listening may be based on the subject-matter being talked about and assumes the listener is sufficiently expert in the subject matter to be able to form a valid opinion. Logic It may also be based on the logic and structure of the argument being proposed, which assumes the listener has a sound grasp of logic and argumentation. SIER structure SIER critical listening breaks the process down into four repeating parts: Sensing Sensing is simply hearing the words. This is not automatic and requires careful focus and attention that excludes any distractions. Interpretation Interpretation is the process of understanding and assigning basic meaning. It is based on the mental models and schemata of the listener, many of which may be based on commonly accepted knowledge and paradigms. Evaluation Evaluation is the process of judging the argument, assessing facts presented for real accuracy and seeking structural integrity and fallacies in the argument presented. Assignment Finally, having judged the argument, the critical listener may assign worth to it. An argument may thus be judged as strong, rational, truthful and worthy, or weak, illogical, false and unworthy. Critical listening skills Understand person and context When seeking to do critical listening, it can help to understand the person and their context. Many arguments do not stand alone and understanding why the person is saying what they are saying can help in the understanding and consequently evaluation of their message. Probe When people speak, there may be much that is assumed or otherwise left out of what is said. A useful approach is to probe, asking questions to add useful information and help them develop their argument. Care here is needed to avoid leading questions, and other ways your interaction can pollute the argument the other person is giving, turning it into a normal conversation rather than an assessment of another persons views. A useful tool for probing are the Kipling questions of how, what, why, when where and who. These can give you much extra, useful information. Discrimination An important part of listening and evaluation is in separating one thing from another. This may take more time and questions, but lets you more accurately understand differences and get to important detail. An unskilled listener will quickly categorize what is said into one of a few types of argument. A more skilled person will have many categories and always seek more intermediate or extended cases. Knowledge of argumentation Logical argument is a well-developed field that goes back to the ancient Greeks and Romans. An understanding of this field will help you analyze and probe to assess the effectiveness of any proposition. Fallacies in critical listening It is easy to get critical listening wrong, which is a particular sin as the critical listener, setting themself up as a judge, must be impeccable in their judgment or lose serious credibility. / Judging the person, not the message A common error made by those who would be critical in their judgment is that they stray into judging the person rather than their argument. In this way the speaker is found bad, deceitful and so on. False positives A false positive in evaluation of the argument is where you judge it as good whilst it is actually flawed in some way. This can happen when your ability to judge is limited by your knowledge or logic capabilities. False positives also happens where you make an evaluation based on the character of the speaker rather than what they are saying. Similarly, social desirability bias leads you to be kind because you want to be liked. False negatives A false negative occurs where you incorrectly judge the argument as being flawed when in fact it is actually valid. This can again happen due to lack of skill of the evaluator. It can also happen if you are overly critical of the speaker. See also Argument, The SIFT Model Bealls Stores Are Now Open Your Safety & The Safety Of Our Associates Is Our Top Priority As We Reopen Our Stores. Bealls Florida® Site Menu | Home | Top | Quick Links | Settings | Main sections: | Disciplines | Techniques | Principles | Explanations | Theories | Other sections: | Blog! | Quotes | Guest articles | Analysis | Books | Help | More pages: | Contact | Caveat | About | Students | Webmasters | Awards | Guestbook | Feedback | Sitemap | Changes | Settings: | Computer layout | Mobile layout | Small font | Medium font | Large font | Translate | Custom Search Search You can buy books here More Kindle books: And the big paperback book Look inside / Please help and share: 34 22 Quick links Disciplines * Argument * Brand management * Change Management * Coaching * Communication * Counseling * Game Design * Human Resources * Job-finding * Leadership * Marketing * Politics * Propaganda * Rhetoric * Negotiation * Psychoanalysis * Sales * Sociology * Storytelling * Teaching * Warfare * Workplace design Techniques * Assertiveness * Body language * Change techniques * Closing techniques * Conversation * Confidence tricks * Conversion * Creative techniques * General techniques * Happiness * Hypnotism * Interrogation * Language * Listening * Negotiation tactics * Objection handling * Propaganda * Problem-solving * Public speaking * Questioning * Using repetition * Resisting persuasion * Self-development * Sequential requests * Storytelling * Stress Management * Tipping * Using humor * Willpower Principles * Principles Explanations * Behaviors * Beliefs * Brain stuff * Conditioning * Coping Mechanisms * Critical Theory * Culture * Decisions * Emotions * Evolution * Gender * Games * Groups * Habit * Identity * Learning * Meaning * Memory * Motivation * Models * Needs * Personality * Power * Preferences * Research * Relationships * SIFT Model * Social Research * Stress * Trust * Values Theories * Alphabetic list * Theory types And – About – Guest Articles – Blog! – Books – Changes – Contact – Guestbook – Quotes – Students – Webmasters | Home | Top | Menu | Quick Links | / Select Language Powered by Translate Search © Changing Works 2002-2020 Massive Content — Maximum Speed / Models of Communication https://www.youtube.com/watch?v=wUvEU5CaRdA Professor Cowell: Okay everybody. In this lecture we’ll be looking at the models of communication. Now a model, of course, is a visual representation of something; sometimes a visual representation of an abstract process - like in this case. And models can help us do a couple of things: one – especially if you’re a visual learner, it might help you to understand something by putting a picture to it. We can talk on and on and on about the way that communication works, but if we show you a picture, that might click into our brains a little bit better than just a lecture without a picture might. The other thing that we can do is we can use the model to analyze, to assess our own communication experiences. ‘So as we go through these models, one thing that you can do with them is think about a conversation or a speech – some kind of communication event that you were a part of and start plugging in real life details of that event into the model. Especially with the third model that we’ll look at, the Competent Communication Model. Now you may discover that using that model is going to help you to think of some things that were having an impact on your conversation or that shaped the conversation in ways, that at the time, you didn’t understand - but the model will help to show you all those different factors and how they impacted the way that overall event went. Today we’ll be looking at three models of communication and we’ll look at them in chronological order from the oldest one to the most recent one. There are many more models than these, but these are the three basic ones. The three that you really need to be familiar with and of course the three that are covered in our text book and most of this will be straight out of Real Communication: An Introduction which is written by Dan O’Hair and Mary Wiemann, although when we get to noise and how noise is treated in the models, I’ll go a little more in depth than they do for certain key details. So the first model is what we call the Linear Model of Communication. We call it the linear model because it moves in a line. You might think of this model as being similar to shooting an arrow into a target; that the sender has the arrow – which is the message, releases the message and hopefully it hits the target and has the impact that the sender desired. Here’s what the linear model looks like: You have a sender who is encoding the message, the receiver who is decoding the message, and along the way at any step in the process you have the possibility of noise. Let’s look at the sender first. When we say that the sender is encoding the message, really all we mean by that is that the sender takes the thoughts that are in his or her head and puts them into symbols – typically the symbols are words – either written or spoken words, and so he or she chooses what words best fit that idea that is in their brain. So we take our ideas and we intentionally out them into symbols, into words. This happens so quickly and so automatically for those of us who have mastered a language that you don’t really think about the fact that you’re encoding a message unless maybe you’re working in a language that you’re not completely familiar with yet, and then you really notice and struggle with that process – what are the right words, what are the best words that I know to put my thought into? So when we say encoding, this isn’t a James Bond or a spy movie type of encoding where the idea is to keep other people from understanding, all we mean is that we’re choosing words. And when we say ‘code’ what we really mean is that set of symbols that at least two people understand; so one can Models of Communication https://www.youtube.com/watch?v=wUvEU5CaRdA encode it and the other can decode it. Things like the English language, the Spanish language, American Sign Language. Maybe even things like smoke signals or the hobo codes that hobos used to scratch near train depots back in the 20’s. If it’s a symbol, a word, or a picture that another person understands, then you have a code. So the sender encodes his or her message, puts it into words, and it’s received by the receiver who hears it or who picks up the page and reads it. And the receiver decodes the message; takes the symbols and puts them back into a thought just now inside the receiver’s brain. The message is sent, as we said, via a CODE through a CHANNEL – and the channel is basically any pathway that the code takes to go from the sender to the receiver; so in the case of anybody listening to this, the code is the internet. Internet videos. YouTube - that’s the channel. If you were in a classroom face to face, the just spoken words, the airwaves that carry the words could be the channel. Other channels are things like text messages, email, Facebook status updates, books, magazines, satellite radio, TV signals – anything capable of carrying the symbols, the words, from one person to another is a channel. And at each step in the process you have the possibility of noise. Noise is anything that interferes with the message being properly understood and encoded. You can have noise where the sender is, you can have noise along the channel – something like a static-y cell phone line, dropped calls. Or you can have noise where the receiver is, and there are two different kinds of noise: There’s external noise and there’s internal noise. External noise is simple. External noise is what almost all of us are thinking of when we say the word ‘noise’ in our day to day conversations. A loud drum beat, your neighbor’s teenaged son practicing his trombone, a low jet flying overhead. Anything that makes it difficult to hear what the other person is saying counts as external noise; its noise outside of you that you actually physically hear with your ears. But then there’s also internal noise and internal noise is all those things that are happening within a person that might make it difficult for that person to completely hear, to concentrate on, to completely understand the message that’s being sent. Think about a time that you were in the lecture hall or a college classroom and there’s an instructor in front of you who’s teaching, maybe doing a pretty good job but for whatever reason on this particular day you’re having a hard time understanding what he’s saying. There’s no other loud noises in the room distracting you, you can hear the words completely fine, but it’s just not sinking in. What are some of those things – those internal noises that would keep those messages from being decoded by you, the listener? Well in general there are three categories of internal noises that keep those messages from completely penetrating. The first is physiological. Physiological noises have to do with your body; things happening inside, or within your body itself that are distracting to you. The big three are hunger, fatigue, and discomfort. You have a class that runs from 11:00 to 12:15, a lunch time class and you didn’t get a very big breakfast that morning and by 11:30 you are so hungry and your stomach is growling and you’re thinking about how quickly can I get out of here to grab some tacos for lunch and just the thought of tacos has overwhelmed you to the point that it’s hard to concentrate on geometry. That’s physiological noise. If you’re so tired that you’re falling asleep, if you’re uncomfortable, if you have a headache or a toothache, or even just that annoying tag on the back of your shirt collar that’s keeping you from being able to concentrate – alright, all of those are physiological noises. Models of Communication https://www.youtube.com/watch?v=wUvEU5CaRdA There’s also psychological noise. Psychological noises are distracting thoughts – whether they’re good thoughts or bad thought, if it’s keeping you from being able to concentrate – you made the mistake of opening up your credit card bill this morning before you went to class and all you can think is “Oh wow, how am I ever going to pay this off? That ski trip is going to b ... Purchase answer to see full attachment