Tuesday, January 28, 2020
Dynamic Communication Strategies
Dynamic Communication Strategies COMMUNICATION STRATEGIES The word communication comes from a Latin word for commonness, including the prefix com- which suggests togetherness, joining, cooperation and mutually. Therefore, communication is definable as a mutual exchange between two or more individuals which enhances cooperation and establishes commonality. Communication is also seen as dynamic, not static and depending on the negotiation of meaning between two or more persons who share some knowledge of the language being used. Communication can be understood as the passing of information in humans, animals, computers, or any other cognitive entity. In a broader sense communication can refer to almost any type of movement, be it matter, energy, force or some effect. Space and time might be the only things that cant themselves be communicated. Human communication refers to the social interaction of giving and receiving information for the purpose of not only understanding, but also facilitating social connection. (Wikipedia, 2006) Communication strategies (CS), widely-studied in the fields of linguistics and second language acquisition, have been defined in various ways, but most definitions are based on the concept of problematicity (Kasper Kellerman, 1997, p. 2) For example, according to Tarone (1977), CS are à ¢Ã¢â€š ¬Ã‚ ¦used by an individual to overcome the crisis which occurs when language structures are inadequate to convey the individuals thought (p. 195). Fà ¦rch and Kasper (1983) defined CS as à ¢Ã¢â€š ¬Ã‚ ¦potentially conscious plans for solving what to an individual presents as a problem in reaching a particular communicative goal (p. 36). This concept of problematicity leads to problem-solving strategies that a speaker uses when lacking morphological, lexical, or syntactic knowledge. Communication strategies pertain to the employment of verbal or nonverbal mechanisms for the productive communication of information. It is also seen as an adaptation to the failure to realize a language production. They serve the purpose of negotiating meaning when either the linguistic structure or sociolinguistic rules are not shared between individuals or, in more straightforward terms, when the communicative act is on the point of breaking down. AVOIDANCE STRATEGIES Avoidance is a common communication strategy that can be broken down into several subcategories. The most common strategy is syntactic or lexical avoidance within a semantic category. Below is one of the examples of avoidance made by a learner. For example: L: I lost my road NS : You lost your road? L: Uh,à ¢Ã¢â€š ¬Ã‚ ¦I lost. I lost. I got lost. On the other hands, phonological avoidance is when the learner using other alternative of pronouncing a word (because of its phonological difficulty). For example, instead of using the word rally, the learner opted to say hit the ball In avoidance strategies, learners basically will create message abandonment. Message abandonment is leaving a message unfinished because of language difficulties. A more direct type of avoidance is topic avoidance. In this case, a whole of conversation might be avoided entirely that pose language difficulties. Learners will find alternatives in avoiding the conversation by changing the subject, pretending not to understand, simply not responding at all or noticeably abandoning a message when a thought becomes to express. COMPENSATION STRATEGIES Another common set of communication devices involves compensation for missing knowledge. There are eleven types in this strategy. The first is prefabricated patterns, where learners of beginning-level memorize certain stock phrases or sentences without internalized knowledge of their components. Examples for these memorized chunks of language are How much does this cost?, Where is the toilet?, I dont understand you. Such phrases are memorized by rote to fit their appropriate context or situation. The second type is code switching. Code switching is the use of a first or third language within a stream of speech in the second language. It occurs between two advanced learners with a common first language. This strategy may also include adding word endings from the new language onto words from the mother tongue. Examples of code switching are: switching to the mother tongue: Spanish/English: Have aqua please, Bahasa Malaysian/English: Suami saya dulu slim and trim tapi sekarang plump like drum (Before my husband was slim and trim but now he is plump like a drum) The third common compensatory strategy is a direct appeal for help. If the learners may stuck for a particular word or phrase, asking for aid from the interlocutor either directly ( eg what do ypu call?) or indirectly ( eg rising intonation, pause, eye contact, puzzled expression) . Within this category are those instances where the learner might appeal to a bilingual dictionary for help. The fourth type is circumlocution or synonym. Circumlocution is a figure of speech where the meaning of a word or phrase is indirectly expressed through several or many words. For example: scissors = a thing you use to cut other things, corkscrew = The thing you open bottles with. Circumlocution is often helpful while learning a new language, when one does not know the word for a particular thing. The fifth type is adjusting or approximating the message. Approximation is when the learning using an alternative term which expresses the meaning of the target lexical item as closely as possible. Altering the message by omitting some items of information, making ideas simpler or less precise, or saying something slightly different that means almost the same thing such as saying pencil for pen The sixth type is using of all-purpose words.learners extending a general, empty lexical item to contexts where specific words are lacking (e.g. the overuse of thing stuff, what-do-you-call -it, thingie ..) The seventh type is word coinage. Learners basically will make up new words to communicate the desired idea such as paper holder for notebook and vegetarianist for vegetarian. The eighth type is using non linguistic signals such as using physical motion, mime or gesture, in place of an expression to indicate the meaning Language based clues may come from the target language that the learner already knows, from the learners own language or from another language. For instance, if the learner does not know the expression association sans but lucratif (nonprofit association, in French), previous knowledge of certain words in English (association, lucrative) and French (sans= without) would give clues to the meaning of the unknown word, but (aim, goal), and of the whole expression. The ninth type is literal translation. Learners translate literally a lexical item, idiom, compound word, or structure from L1 to L2. The next type is foreignizing where the learner using a L1 word by adjusting it to L2 phonology (with a L2 pronunciation) and or morphology (adding to it a L2 suffix) The last type is stalling or time gaining strategies using fillers or hesitation devices to fill pauses and to gain time to think ( e.g. well, now lets see, uh, as a matter of fact.) Compensatory strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. It also intended to make up for an inadequate repertoire of grammar and especially of vocabulary. Eleven compensation strategies exist, clustered into two sets: guessing intelligently in listening and reading and overcoming limitations in speaking and writing. Guessing strategies, sometimes called inferencing, involve using a wide variety of clues linguistic and non-linguistic to guess the meaning when the learner does not know all the words Good language learners when confronted with the unknown expressions, make educated guesses. On the other hand, less adept language learners often panic, tune out, or grab the dog-eared dictionary and try to look up every unfamiliar word. Compensation Strategies allows learners to produce spoken or written expression in the new language without complete knowledge. It is true that certain compensation strategies like using mime or gestures are used in speaking. However, other Compensation Strategies adjusting or approximating the message, coining words, using a circumlocution or synonym, or selecting the topic can be used in informal writing as well as in speaking Many Compensation Strategies for production are used to compensate for a lack of appropriate vocabulary, but these strategies can also be used to make up for a lack of grammatical knowledge Compensation Strategies help learners to keep on using the language, thus obtaining more practice. In addition, some of these strategies such as adjusting or approximating the message help learners become more fluent in what they already know. Getting help and coining words lead learners to gain new information about what is appropriate or permissible in the target language.
Monday, January 20, 2020
NLM Analysis :: essays research papers
Part I Logistic Business Transportation, Process to manufactures & 3 keys Shipper needs to ship product or goods by using Carrier to Receiver 3rd Party Logistics Provider / Service Shipper      Receiver      Type of 3PLs                     Asset-Based          Non-Asset-Based Revenue                100%                    100% COGS                80 – 85%                    70 - 74% Gross Profit Margin     15 – 20%                    26 – 30% Asset-Based: Owned its own fleet of transportation vehicles i.e. truck, airplanes, railroads and ocean freighters Non-Asset-Based: without any of their own physical assets. Freight Transportation Multiple shipments: air, water, truck, and rail  ·Ã‚     Truck segment: Ryder, Penske, and Emery Freight to small owner-operated trucking firm  ·Ã‚     In competition: smaller firms developed specialty service or served niche markets  ·Ã‚     Large firms expanded into multiple modes of transport and provide service across a wide range  ·Ã‚     All shipper demanded Goals be transported safety& timely fashion  ·Ã‚     Price importance all companies (especially large, automakers) want to reduce cost of delivery to customer  ·Ã‚     Big 3 automaker (Ford, GM, Daimler Chrysler) looking to better management of supply chain (the series of transaction & interaction between suppliers, buyers, and intermediaries) to minimize costs while improving quality  ·Ã‚     All parties – manufacturers, 3PLs, suppliers – could participate in EDI (electronic data interchange) NLM Overview National Logistics Management is the only North American Third Party Logistics provider to specialize solely in premium freight for manufacturing industries, including automotive manufacturers. It is non-asset based and has a unique business model that employs its proprietary software to utilize the Internet to determine optimal shipping modes; export shipments to its vast carrier base including ground, air freight, and air charter; receive bids back form its carrier network; evaluate the lowest bids and carrier quality ratings; and coordinate shipments based on best price and carrier quality ratings all within a 30-minute window. Company profile Founded in 1991 Over 1.3 Million shipments successfully managed. Network in North America: 200+ Assembly and Manufacturing Plants 6,800+ Suppliers and 300+ Ground, Air Freight, and Air Charter Carriers Financial Information †¢Ã‚     1999 Revenues:          $ 7.3million No debt †¢Ã‚     Total share:           $ 825 million (10% MKT Share) †¢Ã‚     Employee:           111 –     65 in Detroit, Michigan Office –     36 Logistic coordinators & Supervisors –     7 Audit Team –     1 Marketing & Business Development –     2 IT Team Business Model Business to Business NLM to Big 3 automaker (Ford, GM, Daimler Chrysler) NLM manages the return of containers to over 130 suppliers throughout North America. The returnable container program is part of an industry-wide greening strategy to reduce landfill use and decrease production-source pollution. Suppliers ship their products to the plant in returnable, reusable plastic containers. Most containers are returned to the suppliers within a 12-24 hour period. NLM determines release quantities and ship frequencies for containers and monitors supplier inventories.
Sunday, January 12, 2020
Unit 1 Individual Project Pres111
Marketa S Marshall Unit 1 Individual Project AIU Online – PRES 111 Professor C. Embry Presentation Essentials Before I begin with the videos I chose for this assignment I will first define the rhetorical triangle and the parts of it. The rhetorical triangle refers to the relationship of the three forms of Aristotelian rhetoric-Ethos, Pathos, and Logos. A speaker who aims to attain perfection in his speech must strive to use all three forms of rhetoric. Similarly Ethos, Pathos and Logos form the basic components of all kinds of writing.It is important to learn and recognize the use of these three elements not only in our own writing but also in others writings. It is by the use of Ethos, Pathos and Logos that one can develop a text appealing to readers on various levels. The three parts of the triangle are ethos, logos, and pathos. Ethos is more concerned to the character of speakers. Any kind of text document that is ethos-driven concentrates on the character and reputation of writer. It reflects the reputation of author. If listeners can recognize the speaker’s credibility, it will help the speaker to make his task more easy and perfect.Ethos helps to interpret the relationship between listeners and speakers. Ethos-driven document is highly focused on the qualities of author that give credibility to his personality such as sincerity, trust, grooming, eye contact, dress, movement, height and expertise. Pathos is highly focused on emotions, feelings and psychological state of the listeners. It is the fact that we can interpret the concept of document easily when we are in good mood but we cannot interpret it when we are in hostile mood. So it is the fact that pathos-driven document concentrates on the mood, emotions and feelings of the audience.Logos-driven document is always focused on concepts or logical ability. It concentrates on proof that is given to the audience through logic reasoning. Humans make decisions on what grabs their attention thr ough logical reasoning. If speaker’s communication is perfect and convincing, audience will inspire because they always try to find logical reasoning in the speech of speakers. Educational or official documents are focused on logos. (Ranjan, 2012) The first video is about Breast Cancer: http://www. youtube. com/watch? =bjXCnAXp8cs The second video is about students who attend a high school in New York and the discuss the STEP program which helps them to better understand technology http://www. youtube. com/watch? v=bjXCnAXp8cs First video †¢ What is the background information for this presentation? The information in this video provides info about breast cancer, the presenter tells you in the simplest way how to prevent breast cancer and how to detect it in the early stages hands on, and she gives you an example on how to test yourself for breast cancer.She also gives you in depth information about the subject and why she feels the subject is a sensitive topic for her. W hat is the name of the presenter? Megha Shah What is the name of this presentation? Breast Cancer Prevention Presentation by students of Lewis University Where can it be located? (What is its URL? ) http://www. youtube. com/watch? v=4zrTI25mV9I part 2 of the presentation is http://www. youtube. com/watch? v=bjXCnAXp8cs When was this presentation given? August 2, 2010Where was this presentation given? On the Lewis University campus Who was in the audience? Faculty, students, staff, friends, and family How does each part of the Rhetorical Triangle operate in the presentation? Pathos is focused on emotions and feelings of the listeners, since the presenter felt sensitive on the subject since she either has a family member or a friend who has suffered from breast cancer she was able to reach out to the audience not in just an informative matter but in a personal matter as well.Logos is built on how much the presenter has informed the audience I feel she did a great job, since she has ex perienced the topic in a personal way she was able to give tips and help the audience understand the subject better, she also gave great examples on presentation and how to catch the early signs of the illness. Ethos is described as the personality of the presenter I feel she was a bit nervous in front of the camera but she still did a great job when presenting it. She stumbled on a couple of words when doing the presentation in a face to face camera mode.How does The Speaker operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? Yes I feel the speaker did successfully touch the basis of all three steps in the triangle though there were some mishaps altogether it still came out to be a great presentation. The speaker gave an effective method for the presentation as well she was able to properly inform the audience on the subject and give them examples on prevention. How does The Audience operate in the presentation?Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? The audience seemed compelled because I believe all women need to know and understand the causes and effects of breast cancer and learn how to catch the early signs of it, they seemed very attentive when it came to listening ad understanding the topic. How does The Situation/Purpose operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. . , effective)? The situation given for the topic was to inform women more on an illness that causes death for women today; so the purpose was to inform, educate, and help the audience to better understand the subject and gave them tips on how to prevent and catch the early signs of it. What is the relationship between these elements in this video presentation? Based on what you have learned in U1 about the Rhetorical Triangle, overall, is this successful (i. e. , ef fective)?Since the presentation was given on a campus site, not only did it help the faculty and staff, the students, but it also gave them an opportunity to bring family and friends and help them get involved on the issues of the subject and to help them understand the subject as well. Second Video What is the background information for this presentation? The students in this video attempt to inform the audience about a program that is given to them after school hours(weekends) and it help enrich them in technology and further pushes them to their goals.I think that the program offers the students ways to help them achieve their goals, the program also allows them to go a step further with their homework it’s something like a homework help program that is offered to them after school. It helps the kids in writing, math, and reading as well as English. What is the name of the presenter? Various high school students What is the name of this presentation? The Barnard STEP Progr am special presentation 2012 Where can it be located? (What is its URL? ) http://www. youtube. com/watch? v=oxO7t0vs5QE When was this presentation given? March 26, 2012Where was this presentation given? Various locations that offer the after school program to its students. Who was in the audience? Teachers who volunteer at the program and various audience members who wanted to learn more about the program. How does each part of the Rhetorical Triangle operate in the presentation? Not every step was offered in this presentation I think, Ethos was effectively terminated in this presentation the students were still in school clothing I think or clothes that they wore at home after school I think they could’ve had the students look more presentable.Pathos was initiated since all of the students seemed to come across the program by friends, teachers or family members who wanted to see them succeed. Logos was initiated but could’ve been handled differently if I were just bro wsing online the presentation given on the site would not have just caught my attention, the students were knowledgeable on the subject but only to a certain extent. One of the volunteered teachers could’ve made an appearance in the video and talked more to the parents watching about the subject.It was just students in the video so they pretty much reached out to other students, but students must be able to help their parents understand the subject as well so a teacher should’ve been in the video to help capture the attention of the parents of the students who were interested in the program. How does The Speaker operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)? All speakers pretty much went over why they joined the program, and what it offers.I didn’t get to see information on why or who started the program where it was offered or why students should join. Students just told w hy they started the program because of who brought it to their attention i. e friends, family members or teachers. No one gave in depth information on why the program was started and who stated it and why. How does The Audience operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)?Various members were able to watch it was a video that was uploaded in order to let students know about the program, since the video didn’t properly execute why or how the program was stated and gave follow up information of the program I don’t think most audience members would be that interested in letting their students join. How does The Situation/Purpose operate in the presentation? Based on what you have learned in U1 about the Rhetorical Triangle, is this successful (i. e. , effective)?Every school has a after school program, the video didn’t really discuss why or what made their program so special, or more important than any other program †¢What is the relationship between these elements in this video presentation? Based on what you have learned in U1 about the Rhetorical Triangle, overall, is this successful (i. e. , effective)? It was mildly successful I think that if any other student were to view the video they’d just watch and move on to another video relating to the same subject due to lack of information.Both videos were entertaining but the second video proved to be more entertaining than the first the first video gave more information on the subject as well as examples and presentations on prevention, the presenter was able to capture the audience’s attention because the subject is a touchy matter and she was able to capture the attention of not only the faculty and staff as well as her fellow students but other women as well.The second video would prove to have a mild audience it lacked of information. The students who presented the video just dis cussed why they felt the program was useful, no one went into detail on how or why the program was started and what the program offered. REFERENCES http://www. alloutdigital. com/2012/09/what-are-three-parts-of-the-rhetorical-triangle/ http://www. youtube. com
Friday, January 3, 2020
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