Impact of social media in New Zealand

Question: Discuss about the Impact of Social Media in New Zealand. Answer: Introduction During the period of technological advancement, the impact of social media upon the society and its members cannot be denied. It helps people to come closer to its community despite of the physical distance. It also leaves positive impacts on education, business activities along with leaving negative impacts like cyber crime, cyber bullying etc. The impact of social media leaves both its positive and negative impact especially upon children. Moreover, it has impact upon different business organizations along with developing diverse career opportunities. This report includes both the positive and negative impact of social media on the society of New Zealand along with providing a background of its culture. Some recommendations are also suggested in order to improve the social welfare system of New Zealand. Culture of New Zealand The culture of New Zealand is basically very friendly and the old residents of this country like the Kiwis and Maoris basically believe in sharing. In this open and friendly atmosphere, food sharing seems to be an important gesture to develop friendship (Amedie, 2015). They like to indulge in the community lunch and dinner party. From the viewpoint of Basevi, Reid and Godbold (2014), they are very much helpful towards the tourists regarding the understanding of language, food etc. However, they generally do not reveal their personal information much in front of the outsiders. On the other hand, in the business organizations mainly stress importance upon the punctual and corporate dressing senses for both men and women (Cameron, Barrett Stewardson, 2016). Despite the cultural and language diversity, English is considered as the standard official language in New Zealand. There is no discriminating activity among the employees by the employers; even there is some legislation for protecting the employees from any discriminating activities (Davies et al., 2015). Trust seems to be an important factor at the work places in New Zealand because once it breaks mistakenly; it is regarded as broken forever. Positive impact of social media on the society of New Zealand As the general attitude of the people of New Zealand is free mixing with the people of the community and friends, the usage of social media has become a popular one in this country. With the help of Facebook, Instagram, Twitter, the people of New Zealand increasingly involving in social gathering, making new friends, are getting closer to old and distanced relatives and friends etc (Ezema, Ezeah Ishiwu, 2015). Social media has left a positive impact upon the communication system of this country. Figure 1: Different social medias and the time spend there by people in New Zealand (Source: Abdulahi, Samadi Gharleghi, 2014) As per this figure, the most popular social media sites in New Zealand are Facebook, Blogger, Twitter, Tumbir etc. People spent maximum of their time at Facebook that enables them to come closure to their loved ones (Napoli, 2014). It also leaves positive impact upon the educational factor of this country. Different kinds of blogs prove to be beneficial for the students from which they are supposed to learn many things. In the schools, colleges and universities of New Zealand allow the assistance of social media in the education procedure in the classrooms (Ross, Fountaine Comrie, 2015). Facebook and Pinterest have learning collaboration with the educational institutes. More over social media paves the way for the students to invent new ideas and improve works. People in New Zealand aim to stress the importance of social medias like Facebook, Twitter etc as one of the main source of latest news feed (Shabir et al., 2014). Due to the involvement of readers viewpoints, people prefer to go through the social media accounts rather than going through newspaper sites. It also leaves impact upon politics by influencing people about the merits and demerits of any political party in this country (Stanfield Beddoe, 2013). From the promotional strategies and the social welfare activities of the political parties, the common people can get an overview and use the viewpoints at the time of casting their votes. The rightful and deserved candidates ensure the betterment and development of the society. Figure 2: Impact of social media on politics in New Zealand (Source: Al-Badi, 2014) Moreover, from the engagement of common people in the political post indicates towards the popularity of political parties. The recruitment procedure in these parties can be done though online voting. Some government policies of New Zealand have been circulated through social media accounts (Stojkov, Noy Sa?lam, 2016). By utilizing the popular social media sites, political parties often choose to communicate with people along with clarifying their different policies. By uploading YouTube videos, these parties try to leave positive impact upon people and influence their opinion about them. Social media also helps the business organizations of New Zealand as it provides the opportunity to build strong social network. With the help of these social media accounts, the organizations aim to communicate with their network in a regular basis (Stronge et al., 2015). It also helps to be competitive along with helping in meeting the corporate social responsibilities. By evaluating the feedbacks of consumers on social media, the organizations aim to develop their goals. Moreover, these sites also play an important role insofar as the marketing platform is concerned as people of New Zealand tend to collect information about products through social media rather than collecting them from the stores. For this purpose Facebook, Twitter seems to be most popular among the people of New Zealand. In addition, they also use these sites as a strong medium to approach people for recruitment purpose and updating new information about their organizations. Negative impact of social media on the society of New Zealand Despite the good impacts upon educational system, lifestyle, politics, business organizations etc, the social media sites also leave negative impact on the society of New Zealand. In the lifestyle of the people of New Zealand, the increasing involvement with social media causes detachment from their families and dear ones. People tend to spend more time on surfing social networking sites rather than spending quality time with their family and friends which help to reduce the stress level (Thompson et al., 2014). Moreover, the popularity of social networking sites makes people spend less time in sleeping which results in various health issues like Insomnia, heart blockage, high blood pressure, memory loss etc. Children in New Zealand spend most of their leisure time in surfing the social networking sites and do not indulge in extracurricular activities or playing games (Vinerean et al., 2013). As a result, it affects their study along with their health with the increasing rate of hear t diseases affected and obese children. In a survey, it is revealed that the New Zealanders spend around 64.25% less time in deep thinking since the massive popularity of social networking sites that indicates towards the unhealthy social activities. There are some instances in New Zealand where the mother of a child keeps herself busy in social site and the child hurts itself. It also proves to be harmful to the political parties which face some scandal previously. With the high promotional strategies of the social networking sites, the scandals get easily circulated among population which leaves negative impact at the time of voting. It also leaves negative impact upon the educational system because students often utilizes the social networking sites for making friends, indulging in fun activities, searching restricted links rather than gathering educational information (Zeitel-Bank Tat, 2014). It also affects their concentration on study and often causes memory loss. It is often observed that the children of New Zealand have become addicted to the massive popularity of social networking sites. Children also get psychologically affected by the sights of sex and violence, shared in the social networking sites. Being unaware of its negative aspects, people often shares their personal information of social media which cause online harassment or cyber bullying. In some adverse cases in New Zealand, it is evidenced that the teenage girls and boys become an easy victim of such cyber crimes which gives rise to juvenile crime incidents as well (Stanfield Beddoe, 2013). It also decreases the privacy in the lives of the people. People share their minute wise updates in social media which suggests the growing tendency of showoff. Moreover, despite the option of security lock of such social media accounts, the shared personal information can be hacked by an expert, that has become a growing threat to people (Stojkov, Noy Sa?lam, 2016). New Zealand has become one of the chief places for cyber crimes in the world. In addition, criminals tend to target innocent people in such social media through which they circulate their meaningful messages to their groups. People often posts gender abusive and other dirty opinion which seems to hurt people as well as community. Such posts are regarded as the negative aspects of social welfare. It also leaves negative impact on the business organizations by decreasing their sales and productivity because the employees tend to spend more time in such social media networks within their duty hours. For this reason, some of the business organizations of New Zealand have blocked social networking sites within their office premises to reject the reason of distraction of their employees. (Vinerean et al., 2013) Recommendations for improving social welfare in New Zealand Implementing health awareness campaign through social media Various types of health awareness posts help to increase the awareness among people. In order to improve the social welfare system in New Zealand, the bloggers and dietitians need to post more health and nutrition related posts so that they can make the people aware about the importance of healthy lifestyle and diet. It will also contribute in making the New Zealand people aware about the evil impact of Smoking and alcohol consumption. Providing more working opportunities through online The business organizations can post more recruitment advertisement on the social media sites can improve the employability situation in New Zealand. More working opportunity will enable the residents to make a better community in this country. New Zealand community can invest more in developing the social scenario in New Zealand. The increasing employability rate in New Zealand will cause improvement in the standard of life. Useful tweets on important social or medical events The event organizers of New Zealand can employ the medium of social media to circulate nay important news feed like any medical awareness campaign, educational campaign etc so that people can take active participations in these programs that contribute in improving the social welfare factors. Increasing awareness through innovative blogs on marketing strategies The business organizations of New Zealand can use these social media sites for promoting their products as well as services so that they can approach to a wide range of population. From the social media users arguments, the organizations can evaluate the effectiveness of their products in the current scenario of this country. They can also include the feedbacks of the customers in their products so that they can approach to more consumers in New Zealand. Making government newsfeeds easy accessible through social media for common people New Zealand government needs to share the newsfeeds in the social networking sites like Facebook, Twitter etc so that they can be circulated to a huge number of people in this country. By updating their latest policies and programs in the social sites, the government can effectively contribute in developing an advanced society in New Zealand. With the help of this kind of awareness strategies, the government can include more people for the successful implementation of their social welfare programs. Conclusion In this way, the impact of social media on the society of New Zealand is described elaborately by stressing importance upon the cultural background of this country. It indicates to the effectiveness of social media within this culture. The positive and negative impact of social media is discussed vividly on both the society and the business organizations of New Zealand so that the present situation can be understood in a better way. Some recommendations are also suggested for improving the social welfare of this country so that they can be applied in order to improve the government policies and programs. References Abdulahi, A., Samadi, B., Gharleghi, B. (2014). A study on the negative effects of social networking sites such as facebook among asia pacific university scholars in Malaysia.International Journal of Business and Social Science,5(10). P.201 Al-Badi, A. H. (2014). The adoption of social media in government agencies: Gulf Cooperation Council case study.Journal of Technology Research,5, 1 Amedie, J. (2015). The Impact of Social Media on Society. 2(1), pp.1-37 Basevi, R., Reid, D., Godbold, R. (2014). Ethical guidelines and the use of social media and text messaging in health care: a review of literature.New Zealand J Physiotherapy,42(2), 68-80 Cameron, M. P., Barrett, P., Stewardson, B. (2016). Can social media predict election results? evidence from new zealand.Journal of Political Marketing,15(4), 416-432 Davies, N., Murphy, D. G., Rij, S., Woo, H. H., Lawrentschuk, N. (2015). Online and social media presence of Australian and New Zealand urologists.BJU international,116(6), 984-989 Ezema, I. J., Ezeah, C. S., Ishiwu, B. N. (2015). Social networking services: a new platform for participation in government programmes and policies.LIBRES: Library and Information Science Research Electronic Journal,25(1), 33 Napoli, P. M. (2014). Measuring media impact.The Norman Lear Center. 3(1), pp. 76-110 Ross, K., Fountaine, S., Comrie, M. (2015). Facing up to Facebook: politicians, publics and the social media (ted) turn in New Zealand.Media, Culture Society,37(2), 251-269 Shabir, G., Hameed, Y. M. Y., Safdar, G., Gilani, S. M. F. S. (2014). The Impact of Social Media on Youth: A Case Study of Bahawalpur City.Asian Journal of Social Sciences and Humanities,3(4), 132-151 Stanfield, D., Beddoe, L. (2013). Social work and the media: A collaborative challenge.Aotearoa New Zealand Social Work,25(4), 41 Stojkov, K., Noy, I., Sa?lam, Y. (2016). The trade impacts of a food scare: The Fonterra contamination incident. 1(1), pp. 2-76 Stronge, S., Osborne, D., West-Newman, T., Milojev, P., Greaves, L. M., Sibley, C. G., Wilson, M. S. (2015). The Facebook Feedback Hypothesis of personality and social belonging.New Zealand Journal of Psychology,44(2), 4 Thompson, A. J., Martin, A. J., Gee, S., Eagleman, A. N. (2014). Examining the Development of a Social Media Strategy for a National Sport Organisation A Case Study of Tennis New Zealand.Journal of Applied Sport Management,6(2).p.502 Vinerean, S., Cetina, I., Dumitrescu, L., Tichindelean, M. (2013). The effects of social media marketing on online consumer behavior.International Journal of Business and Management,8(14), 66 Zeitel-Bank, N., Tat, U. (2014). Social Media and Its Effects on Individuals and Social Systems. InHuman Capital without Borders: Knowledge and Learning for Quality of Life; Proceedings of the Management, Knowledge and Learning International Conference 2014, pp. 1183-1190

Love Conquers All Wuthering Heights Vs Great free essay sample

Love Conquers All: Wuthering Heights Vs. Great Expectations Essay, Research Paper Love Conquers All Throughout the old ages writers have written many great narratives. Wuthering Highs, written by Emily Bronte, and Great Expectations by Charles Dickens are two illustrations of great narratives. Both of these narratives can be set off and paralleled to the other. The scene, clip epoch, and lover? s relationships are the elements of comparing and distinction. The scenes, in which the two narratives take topographic point, act upon the people and the state of affairss that occur. In Bronte? s Wuthering Heights, the little town of Liverpool is the scene. The Earnshaw household is non every bit good off as the Linton? s. This is compared to the little town off the ocean where Pip and Estella live. Pip? s household is instead hapless, and Estella lives in a big house with a affluent aunt. The lives of the lover? s in both narratives revolved around the other spouse? s life. We will write a custom essay sample on Love Conquers All Wuthering Heights Vs Great or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Estella moves off to Paris, but so meets Pip once more in New York. He once more pursues her and she marries another adult male. Catherine loves her adoptive brother, but marries Edgar alternatively. The two meet once more at her house and Edgar gets angry because he senses the love between the two. The different scene? s of the lover? s first familiarity is the contrasting component. Pip meets Estella on a warm summer twenty-four hours while playing in the garden. Summer is a clip of felicity, which drew Estella to turn fond of Pip. Summer is besides a clip of love affair, which flourishes in the terminal. Heathcliff meets Catherine on a cold winter dark after her household takes him in. Winter is a clip of heartache and glumness, and hence Catherine does non care for Heathcliff at foremost. Winter is besides a clip of decease, because the foliages die and most animate beings are hole uping. This parallels with the result of Catherine and Heathcliff? s relationship ; she dies. The clip epoch of the lover # 8217 ; s plays a function on the result of the narratives. Wuthering Highs, in a Victorian epoch, is set in a clip where adult females purely marry, have kids, and maintain the family in order. This makes adult females uncomfortable with themselves in doing determinations that regard their hereafter. Catherine was afraid to move on her true nature, so she married Edgar. Although she loved Heathcliff, she made the determination to bewray him. ? I? ve no more concern to get married Edgar Linton than I have to be in Eden. It would degrade me to get married Heathcliff now ; so he shall neer cognize how I love him ; because he is more myself than I am. Whatever our psyches are made of, they are the same ; and Linton? s is every bit different as a moon ray from lightning, or hoar from fire. ? Although the two books were written a few old ages apart, the societies are wholly different. In Great Expectations, Estella grew up under her aunt? s attention. She had aspiration and an instruction. She made determinations that better her. Estella moves to Paris to travel to college and so to New York to work. She sees Pip as a? hapless? adult male, and marries another adult male. Catherine, from Wuthering Heights, is from a instead hapless household. The Linton household educates and refines her. Her polish complicates her raltionship with Heathcliff and leads to her matrimony to the upper category Edgar Linton. Catherine unfortunately lives in the clip when adult females married for money and social-status, but were besides forced to be homemakers every bit good. The two twosomes, Pip and Estella and Catherine and Heathcliff, come together in the terminal. Both battle and learn from errors. Estella loves Pip, but she is afraid that he will ache her, as her aunt was hurt. Estella is afraid because all of her life she is taught to non fall in love. When she does, she becomes afraid and flees because she does non cognize how to manage her new emotions. After she marries Drummel, she realizes her error and they divorce. Fate brings Pip and Estella together at her house on the ocean and they neer portion once more. ? I took her manus in mine, and we went out of the destroyed topographic point? and I saw no shadow of another farewell from her. ? Catherine and Heathcliff are in love, but Catherine? s determination to get married Edgar thrusts Heathcliff off. He returns to see her, and to happen that she still loves him. He tells her of his programs to kill himself, but does non follow through with his program in fright of aching her. When Catherine dies, Heathcliff is devastated. He urgently wants to be with her. After Mr. Lockwood reports his shade brush, Heathcliff rushes to name her ( Catherine ) shade into the house so that he could experience her presence. Soon after Heathcliff # 8217 ; s decease, people report seeing their ( Catherine and Heathcliff ) ghosts rolling around the Moors. This shows that love conquers all, even decease. Although these two narratives are written by different writers, the elements in the narratives are rather similar. The scene and clip epoch play a portion on the lives of the characters. Besides, the twosomes are reunited in the terminal, one in life, and one in decease. The statement to sum up the two narratives is: Love conquers all.

How to Use the JFK School MPA Essay Sample

How to Use the JFK School MPA Essay SampleThe JFK School MPA Essay Sample is a great resource for you to use if you are looking for an easy to understand guide that you can use to write a MPA essay. This resource is used by students all over the world and has helped hundreds of students write their JFK essay and score well on their test. Here are some tips on how to use this resource effectively.This guide is basically meant to help you get your JFK essay finished in just two weeks. There are three sections in the Kennedy School MPA essay sample. You will first learn about the structure of the essay. This structure is easy to understand and will make it much easier for you to structure your JFK essay.After you understand the structure, you will then learn about the key points that you want to include in your JFK essay. Key points should be listed first and should then be followed by details about your essay topic. It is important that you include your key points first and then includ e the details about your topic in your key points.Next, you will be learning about the organization of your key points. For your key points to make sense, you will want to use bullet points. By using the bullet points, you will be able to include details about your main points easily.You will also be using different ways to organize your key points. You will want to follow a step-by-step process for organizing your key points and you will be able to easily apply this throughout your JFK essay.The third section of the Kennedy School MPA essay sample will tell you what specific questions to ask yourself before you start writing your JFK essay. This section will help you to organize your thoughts before you start writing. It will also help you see how your JFK essay will flow and what parts you may need to add to your essay after it is written.These are simple guides that will help you organize your thoughts and help you to see how your JFK essay will flow. If you are looking for a goo d guide to help you write a JFK essay, this is the one to use.The JFK School MPA Essay Sample will help you see how your essay will flow and how your essay will come together. Use these guides and you will be able to easily write a JFK essay in just two weeks.

5 Tips for Styling Numbers

5 Tips for Styling Numbers 5 Tips for Styling Numbers 5 Tips for Styling Numbers By Mark Nichol Below youll find a handful of tips about appropriate use of numbers in various contexts. 1. Money Isolated, casual references to amounts of money of one hundred dollars or less or one hundred cents or less are usually spelled out (â€Å"I made over fifty dollars in one afternoon†; â€Å"Remember when a candy bar cost twenty-five cents?†). Amounts over those limits are generally styled with numerals and a dollar sign, as are smaller amounts when more than one amount is listed and at least one is less than a hundred dollars (â€Å"The chair cost $237, and the table was $89†). When amounts of less than and more than a dollar are combined, use dollar signs and figures in that case as well (â€Å"The price tags read ‘$0.75’ and ‘$1.25’†). Numerous instances of monetary figure call for the use of numerals in most cases, but larger rounded figures may be spelled out, even when inconsistent with precise dollar figures (â€Å"I made over fifty thousand dollars for the first time last year: $51,500.†) Numbers in the millions and higher orders of magnitude may be in combined numeral and spelled-out form (â€Å"The project was budgeted at $2.5 million†). 2. Numerals at the Beginning of a Sentence Sentences should never begin with a numeral; either spell out the number (â€Å"Two thousand eleven was the year the business turned a profit†) or recast the sentence (â€Å"The business first turned a profit in 2011†). Another option is to precede the number with the phrase â€Å"The year,† but doing so introduces inconsistency if every reference to a year, regardless of position in a sentence, does not follow a repetition of the phrase; that solution is also awkward. 3. Number Ranges En dashes (or hyphens, employed in place of en dashes on many Web sites) are used in number ranges for example, to indicate life span, years of rule or years in office, athletic or artistic seasons, or page ranges as an alternative to â€Å"from x to y† or â€Å"from x through y.† An en dash should not be used with the word from. (Incorrect: â€Å"He reigned from 1863-1895†; correct: â€Å"He reigned from 1863 to 1895† or â€Å"He reigned 1863-1895†). The same principle applies for the word between: â€Å"Between 250 and 300 people attended,† not â€Å"Between 250-300 people attended,† is correct. 4. Superscript Many writers submit manuscripts that feature the letters in ordinal numerals in superscript form that is, st, nd, rd, and th raised above the font’s baseline. This form is seldom needed when following the style rule that numbers are spelled out up to one hundred, but when ordinals are required (â€Å"The ribbon read ‘1st Place’†; â€Å"the 101st Airborne Division†), they should be on the baseline, not raised. Instructions for how to change superscript ordinals to baseline ordinals are available through an online search. Also, when a date is written, the ordinal form is extraneous; simply write â€Å"January 1,† not â€Å"January 1st.† (In the absence of the month, the date should be spelled out: â€Å"Her reply followed on the twenty-first.† If a publication’s number style is to spell numbers out only to ten, the form shown her applies: â€Å"Her reply followed on the 21st.† 5. The Plural of Zero In Merriam-Webster’s Collegiate Dictionary, zeros is the first of two alternatives for the plural of zero. The other, of course, is zeroes. The first choice is not the superior one; it is listed first simply because it is simpler. But many editors follow a convention that, for consistency, the dictionary’s first of more than one alternatives is the standard except when the preference for another is codified in the house style guide. Therefore, zeros is generally the correct style. Note, however, that the correct spelling of the present-tense verb form meaning â€Å"focuses† or â€Å"aims† is zeroes (â€Å"Disregarding the pursuing planes, he zeroes in on his target†). If you want to read more on this topic check out these two articles we published in the past: 10 Rules for Writing Numbers and Numerals and How to Style Numbers. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†That vs. WhichNeither... or?

Business Communication

Identify characteristics of nonverbal communication Nonverbal communication refers to the interpretations that are made of bodily actions, vocal qualities, use of space, and self-presentation cues. 2 Identify channels through which we communicate nonverbally Nonverbal communication is continuous, multichanneled, intentional or unintentional, possibly ambiguous, and the primary means by which we convey our emotions. The sources of nonverbal messages include use of body motions (kinesics: gestures, eye contact, facial expression, posture, and touch); use of voice (vocalics: pitch, volume, rate, quality and intonation, vocalized pauses); and use of space (proxemics: personal space, physical space, use of artifacts). 3 Discuss how our self-presentation affects communication People gather information about us based on how they interpret our self-presentation cues. Self-presentation cues include physical appearance (for instance, body shape), clothing and grooming, and use of time (or our temporal orientation). Examine how nonverbal communication varies based on culture and gender The nonverbal behaviors that we enact and how we interpret the nonverbal messages of others depends on our culture and gender. Regardless of our cultural background or gender, however, we can become more adept at interpreting others’ nonverbal messages we receive by not jumping to conclusions, by considering cultural and gender differences, by paying attention to all aspects of nonverbal communication and their relationship to verbal communication, and by perception checking. Understand guidelines for improving nonverbal communication We can improve our encoding of nonverbal communication by being conscious of the nonverbal behavior we are displaying, by being purposeful or strategic in its use, by making sure that our nonverbal cues do not distract from our message, by making our nonverbal communication match our verbal messages, and by adapting our nonverbal behavior to the situation. Key Terms nonverbal communication behaviors |body orientation |proxemics | |kinesics |haptics |personal space | |gestures |vocalics |physical space | |illustrators |paralanguage |artifacts | |emblems |pitch |endomorph | |adaptors |volume |mesomorph | |eye contact or gaze |rate |ectomorph | |facial expression |quality |chronemics | |emoticons |intonation |monochronic time orientation | |posture |vocalized pauses |polychronic time orientation | Lesson Plan for Lecture The goal for this chapter is that students understand nonverbal communication, the types of nonverbal signals used, and how they are used to communicate along with verbal messages. In this chapter, students will identify the characteristics of nonverbal communication, describe the sources of nonverbal information, and explain how gender, sex, and cultural context affect how different nonverbal messages will be received. The chapter concludes by offering suggestions to improve both the construction and the interpretation of nonverbal messages. Chapter Outline with Accompanying Power Point Slides 1 Characteristics of Nonverbal Behavior (See Power Point Slides 3-5) A. Nonverbal communication is continuous B. Nonverbal communication is multi-channeled C. Nonverbal communication can be intentional or unintentional D. Nonverbal communication meaning can be ambiguous E. Nonverbal communication is the primary conveyor of our emotions 2 Sources of Nonverbal Communication (See Power Point Slides 6-7) A. Kinesics: the interpretation of body motions used in communication (See Power Point Slide 8) 1)Gestures: movements of our hands, arms, and fingers that we use to describe or to emphasize a. Illustrators: gestures that augment a verbal message b. Emblems: gestures that substitute for words c. Adaptors: gestures that respond to a physical need 2) Eye contact, or gaze: how and how much we look at people with whom we are communicating 3) Facial expression: the arrangement of facial muscles to communicate emotional states or reactions to messages 4)Emoticons: typed symbols that convey emotional aspects of an online message. 5)Posture: the position and movement of the body; body orientation: posture in relation to another person 6) Haptics: the interpretation of touch a. Reaction to touch is affected by individual preference, family background, and culture. b. Reaction to touch differs within context (public versus private) B. Vocalics: the interpretation of the message based on the paralinguistic features; paralanguage: the voiced but not verbal part of a spoken message. (See Power Point Slide 9) 1)Pitch: the highness or lowness of vocal tone 2)Volume: the loudness of softness of tone 3)Rate: the speed at which a person speaks 4) Quality: the sound of a person’s voice 5)Intonation: the variety, melody, or inflection in one’s voice 6)Vocalized pauses: extraneous sounds or words that interrupt fluent speech C. Proxemics: the interpretation of a person’s use of space (See Power Point Slide 10) )Personal space: the distance you try to maintain when you interact with other people 2)Physical space: the part of the physical environment over which you exert control 3)Artifacts: objects and possessions we use to decorate the physical space we control 3 Self-Presentation Cues (See Power Point Slides 11-13) A. Physical appearanc e 1)Endomorph: round and heavy body type 2)Mesomorph: muscular and athletic body type 3)Ectomorph: tall and thin body type B. Clothing and personal grooming: physical appearance sends a message and one should adapt their style of clothing and personal grooming techniques to the setting C. Use of time; chronemics: the way others interpret your use of time 1)Monochronic time orientation: a time orientation that emphasizes doing one thing at a time, adheres to schedules and rigid appointment times, and schedules interpersonal relationships )Polychronic time orientation: a time orientation that emphasizes doing multiple things at once, views schedules as flexible, and subordinates scheduled activities to interpersonal relationships 4 Cultural and Gender Variations in Nonverbal Communication (See Power Point Slides 14-16) A. Kinesics 1)Eye contact is not universally appropriate and differs in cultures and subcultures 2) Facial expressions and gestures a. Many similarities in facial expre ssions across cultures b. Gestures differ across cultures c. Displays of emotion differ based on culture and gender; gesture style is often used to label masculinity or femininity 3) Haptics, or touch, is closely linked to culture. Some cultures encourage contact and touch, others do not. The meaning of touch also differs by gender. B. Paralanguage 1)Volume varies greatly by culture 2)United States stereotypes masculine voices as low-pitched and loud, and feminine voices as high-pitched and expressive C. Proxemics and territory refer to the difference between individualistic and collectivistic concepts of personal space D. Artifacts and physical appearance: culture and gender influence clothing choices E. Chronemics: The dominant U. S. culture has a monochromic time orientation, while many Latin American and Arab cultures have polychronic orientation. 5 Guidelines for Improving Nonverbal Communication (See Power Point Slides 17-19) A. Interpreting nonverbal messages )Don’t automatically assume a particular behavior means something specific 2)Consider cultural, gender, and individual influences on behavior when interpreting nonverbal cues 3)Nonverbal messages should be interpreted in context 4)Use perception checking B. Sending nonverbal messages 1)Be conscious of your own nonverbal behavior 2)Be purposeful i n your use of nonverbal communication 3)Don’t let your nonverbal cues distract from your message 4)Make sure your nonverbal cues match your verbal communication 5)Adapt nonverbal behavior to the situation Lesson Plan for Group Work Discussion and Assignment Ideas 1Visit the website http://www. ree-hugs. com and read about the campaign to promote more conscious touch. Why do you think this campaign has received such a strong reaction? Do you think our society is more or less open to touch than a generation ago? Would this campaign have been possible 50 years ago? 100 years ago? 2Quotes: These can be used to introduce topics, questions perspectives, or gain individual opinion. Providing students with a quote and prompting them to write or reflect on their personal feelings about the quote can help to spark discussion and interest. Suggested prompts may include â€Å"Define this concept in your own words†; â€Å"Do you agree with this statement? Explain†; â€Å"What text material can be used to support or refute this idea? † Voices: I think they must go deeper into us than other things. —George Elliot The most important thing in communication is to hear what isn’t being said. —John Stuart Mill Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around. —Leo Buscaglia 3At what age were you able to detect sarcasm? When is sarcasm inappropriate even if the intent of the paralanguage is known? How does sarcasm affect electronically mediated communication? Chapter Activities |4. : Gender and Nonverbal | | |Communication | | |Purpose: |To illustrate differing cultural rules regarding appropriate nonverbal behavior for males and | | |females | |Time: |50 minutes | |Process: |Have men and women reverse role-play (women playing men, men playing women) in the f ollowing | | |situations: | | |a. Two male friends who haven’t seen each other for some time meeting on the street. | | |b. Two female friends who haven’t seen each other for some time meeting on the street. | | |c. Three women sitting around a table in a bar and talking. | | |d. Three men sitting around a table in a bar and talking. | | |e. A male student telling his roommate about his significant other breaking up with him. | | |f. A female student telling her roommate about her significant other breaking up with her. | |When all simulations have been presented, discuss them in terms of proxemics, haptics, kinesics, | | |and paralanguage using the following questions: | | |1. What were women’s perceptions of men’s typical nonverbal behavior? | | |2. What were men’s perceptions of women’s typical nonverbal behavior? | | |3. What are the sources of these perceptions? Are they accurate or stereotypical? | | |4. Do such behaviors and perceptions of behaviors affect same-sex com munication? How? | | |5. If you could change anything about these perceptions, what would you change? Why? How? | |4. : Understanding Kinesics | | |Purpose: |To help students understand both the usefulness and the limitations of relying too heavily on | | |body language for meaning | |Time: |15 to 20 minutes | |Process: |Working in teams of two, three, and four, have students enact a two-minute conversation entirely | | |through body motions (such as gestures, facial expression, eye contact) and touch. You can have | | |them pick from the following scripts or make one up for themselves: | | |(3 students) Cheating student. Two group members don’t want to let you cheat. | | |(2 students) Someone is blind. Another person is in a rush, trying to sneak by the blind person, | | |not knowing that person is blind. | | |(4 students) Three people are in the waiting room of a hospital. One is a nurse, trying to get | | |ahead of the others in line. | | |(2 students) Two people are in church. One is falling asleep, and the other is embarrassed and | | |trying to keep that person awake. | | |(2 students) One is showing the other how to change a baby’s diaper. | | |Give the students a few minutes to work out how they will convey the message of their skit | | |without words. Make sure the groups do not share the scripts with one other, as you will be | | |asking the class to guess what each group’s message is. Ask for student volunteers to share a few| | |of the skits with the class. At the end of each skit, every student should write their own script| | |of what messages were conveyed and understood. Have the class compare scripts. How accurately did| | |the students communicate their messages? Which of the body motion categories were most helpful in| | |conveying meaning? When there were inaccuracies, can you identify why? What kinds of information | | |did you feel the greatest frustration in communicating? | |4. : The Versatility of | | |Paralanguage | | |Purpose: |To help students recognize that often it is the paralanguage that conveys the message | |Time: |15 minutes | |Process: |Provide students with a very generic dialogue involving two participants that relies on | | |historical context, emits descriptive words, and can be applied to many situations. Have two | | |students volunteer to perform the scene. Give these students a setting and situation (e. g. , you | | |meet an old friend in the grocery store). Have them use the dialogue and paralanguage to convey | | |this setting. Have other students guess what is going on. Continue to provide different | | |situations for different volunteers, allowing all students to see that a verbal message might | | |apply to any situation but that paralanguage is often the determining, descriptive factor. | |4. 4: Paralanguage Practice | |Purpose: |To have students practice using paralanguage to communicate emotion | |Time: |15 minutes | |Process: |Bring the following items to class: a DVD player manual, a bottle of bubbles, a cake mix box, a | | |shampoo bottle, and a drug prescription information sheet. Write the following emotions on small | | |pieces of paper: anger, disgust, embarrassment, elation, despair, contentment, and loneliness. | | |Have volunteer students select a product and an emotion. Instruct them to read the printed | | |material while communicating the assigned emotion through their paralanguage. Ask the class to | | |guess the emotion being communicated. | |4. 5: The Messages of Artifacts | | |Purpose: |For students to recognize the intentional and unconscious messages that artifacts convey | |Time: |15 minutes | |Process: |Ask students to get into pairs, and ask them to choose as a partner the person in class they know| | |least well. Each student will share one of the following personal artifacts with his or her | | |partner: key chain, wallet, or a purse. Without saying anything, both partners should take a few | | |minutes to silently familiarize themselves with the artifact that belongs to their partner. They | | |will then take turns and share with each other any conclusions they have drawn about the owner of| | |the artifact: Is this person organized? Romantic? Interested in politics? This exercise will | | |demonstrate the conscious and unconscious messages that our artifacts convey. | Video Materials Movies Movies and movie clips can be used to help students grasp concepts. Clips can be shown in class, or movies can be assigned as homework. Following the movie clips, ask students written or oral questions. These questions should address pertinent concepts, thereby actively engaging students in discussion. Mrs. Doubtfire (1993) Rated: PG-13 (Language, mature themes) Synopsis: Daniel and Miranda are in the middle of divorce proceedings. When Daniel realizes he is about to lose access to his children, he takes action by enlisting the help of his make-up artist brother, Frank, to create a character, Mrs. Doubtfire, whom he uses to interview for the position of family housekeeper. In the process, he learns about himself and his family. Questions for discussion 1. What role does the song â€Å"Dude Looks Like a Lady† have on the interpretation of the nonverbal communication? 2. What is your reaction to the â€Å"dance†? Why do you think it has such an effect? 3. How does clothing affect the reactions of the bus driver? The purse snatcher? 4. How are Mrs. Doubtfire’s emotions communicated? Pleasantville (1998) Rated: PG13 (Mature themes, sexual situations, mild profanity) Synopsis: David and Jennifer, two children of a broken marriage, are mysteriously transported into the set of a fictional 1950s black-and-white TV series called Pleasantville. As they experience the quaint family-oriented reality of this fictional community, their attitudes and actions bring about a radical change to the landscape. Slowly but surely, the community’s veneer of perfection starts slipping away. As their presence introduces jealousy, anger, and passion, the movie slowly shifts from the monochromatic background into a vibrant landscape of color. Questions for discussion 1. How does the absence of color serve as a means of nonverbal expression throughout the movie? 2. This movie makes a very blatant statement about society and social changes through the use of color, but in real life the effects of the use of color are much more subtle. What are some examples of the effects of the use of color, whether subtle or blatant, in other movies? The use of color in society? Additional suggested movies: Philadelphia (1993) (perception, nonverbal); Before Sunrise (1994) (nonverbal); In and Out (1997) (nonverbal, co-culture, gender); Freaky Friday (2003) (personality expression via nonverbal communication); Tootsie (1982) (masculine and feminine nonverbal behaviors) Student Assignments The following activities can be assigned for students to work on independently or in some cases as in-class or group activities. Unless otherwise noted, students will have access to these assignments through the Critical Thinking Activities online. Activities marked with a yellow icon can also be found on the Instructor Prep Card. Some of these activities may have accompanying worksheets, which you will want to make available to students if you choose to assign them; these worksheets can be found in the Chapter 4 Handouts section online at www. 4ltrpress. cengage. com/comm. Case Assignment: What Would You Do? Use the following case assignment (also found on the Instructor Resource Card) to get your students to consider how different nonverbal behaviors convey different messages. You might use this as a handout, for which students can provide short answers, or you might use this to create an opportunity for class discussion. A Question of Ethics AFTER THE INTRAMURAL, MIXED-DOUBLES TENNIS MATCHES ON TUESDAY EVENING, MOST OF THE PLAYERS ADJOURNED TO THE CAMPUS GRILL FOR A DRINK AND A CHAT. MARQUEZ AND LISA SAT DOWN WITH BARRY AND ELANA, THE COUPLE THEY HAD LOST A MATCH TO THAT NIGHT LARGELY BECAUSE OF ELANA’S IMPROVED PLAY. ALTHOUGH MARQUEZ AND LISA WERE ONLY TENNIS FRIENDS, BARRY AND ELANA HAD BEEN GOING OUT TOGETHER FOR MUCH OF THE SEASON. After some general conversation about the tournament, Marquez said, â€Å"Elana, your serve today was the best I’ve seen it this year. † â€Å"Yeah, I was really impressed. And as you saw, I had trouble handling it,† Lisa added. â€Å"And you’re getting to the net a lot better too,† Marquez added. â€Å"Thanks, guys,† Elana said in a tone of gratitude, â€Å"I’ve really been working on it. † â€Å"Well, aren’t we getting the compliments today,† sneered Barry in a sarcastic tone. Then after a pause, he said, â€Å"Oh, Elana, would you get my sweater—I left it on that chair by the other table. † â€Å"Come on, Barry; you’re closer than I am,† Elana replied. Barry got a cold look on his face, moved slightly closer to Elana, and said emphatically, â€Å"Get my sweater for me, Elana—now. † Elana quickly backed away from Barry as she said, â€Å"OK, Barry—it’s cool,† and she then quickly got the sweater for him. â€Å"Gee, isn’t she sweet,† Barry said to Marquez and Lisa as he grabbed the sweater from Elana. Lisa and Marquez both looked down at the floor. Then Lisa glanced at Marquez and said, â€Å"Well, I’m out of here—I’ve got a lot to do this evening. † â€Å"Let me walk you to your car,† Marquez said as he stood up. See you next week,† they both said in unison as they hurried out the door, leaving Barry and Elana alone at the table. 1. Analyze Barry’s nonverbal behavior. What was he attempting to achieve? 2. How do you interpret Lisa’s and Marquez’s nonverbal reactions to Barry? 3. Was Barry’s behavior ethically acceptable? Explain. Journal Assignments A. Distracting Mannerisms Describe any distracting mannerisms that you may have. Ask someone who knows you well to provide input. Compare your perception with that of the person you asked. How aware of your nonverbal communication behaviors are you? What, if any, changes would you like to make? B. Touch Preferences and Personal Space Are you a person who likes or dislikes being touched? Why? How do you communicate your preference to others? How does this correlate to personal space? Through observation, see if you can distinguish your preferred distance for intimate space. How does your preference for personal space and touch change when interacting with acquaintances, friends, and strangers? C. Environment How does your home, apartment, or dorm room communicate information about you? What is it saying right now? Why? D. The Multi-Channeled nature of Nonverbal Communication For this assignment, select a popular syndicated talk show host who has both a radio and a TV or Internet broadcast. First listen to the host you chose speak on the radio. Then watch him or her on TV or the Internet. Pay attention to how you receive the message over the radio, when only paralanguage is available, versus when you watch the broadcast over a medium in which you can see facial expressions, eye contact, and other nonverbal channels. How is the message affected by the presence or absence of certain nonverbal channels? Do you interpret the message differently when you see it with paralanguage alone, or was the message the same when it was accompanied by other nonverbals? E. Body Motions Find a public setting (for example, a restaurant) where you can observe two people having a conversation. They should be close enough to you so that you can observe their eye contact, facial expression, and gestures, but not close enough that you can hear what they are saying. Carefully observe the interaction, with the goal of answering the following questions: What is their relationship? What seemed to be the nature of the conversation (social chitchat, plan making, problem solving, argument, intimate discussion)? How did each person feel about the conversation? Did feelings change over the course of the conversation? Was one person more dominant? Take note of the specific nonverbal behaviors that led you to each conclusion, and write a paragraph describing this experience and what you have learned. See Chapter 4 Handouts for accompanying Observation Form. Experiential Assignments 4. 1 Vocal Characteristics Spend a few hours listening to public or talk radio. If possible, listen to a station that broadcasts in a language with which you are unfamiliar. Attempt to block out your awareness of the speakers’ words and instead, focus on the meaning communicated by the pitch, volume, rate, and quality of their speech. Be sure to listen to a number of different speakers and record your results in a log. Can you detect any variations in the vocal characteristics of the different speakers? If so, what do you make of these variations and what they say about each speaker’s message? See Chapter 4 Handouts to find a list of observable vocal characteristics. 4. 2 Self-Presentation Audit The Self-Presentation Audit allows you to analyze the image you project, using the dimensions you have studied in your textbook. These include body type, clothing and personal grooming, poise, touch, and use of time. You can find the audit in your Student Workbook or online. Once you have completed the audit, review how you have described yourself with respect to each of the self-presentation dimensions. Then write a short essay in which you describe how you present yourself, evaluate how satisfied you are with this image, and list what, if any, adjustments to your self-presentation you would like to make so that your self-presentation matches the image you are trying to project. See Chapter 4 Handouts for accompanying Self-Presentation Audit Worksheet. 4. 3 Gender Variations in Body Motions Find a place in the cafeteria or another public spot where you can observe the conversation of others. You are to observe the nonverbal behaviors of three dyads for at least five minutes each. First, observe the interaction of two men, then the interaction of two women, and finally, the interaction of a man and a woman. Using the Observation Tally Sheet provided here, record each participant’s behavior and any other behavioral cues you note. Using these observation notes, review the material on male and female use of body motions. Did your observations confirm these trends? If they did not, evelop an explanation about why they didn’t, using the sheet that follows. See Chapter 4 Handouts for accompanying Gender Variations Observation Form. Using their observation notes, students may review the material on male and female use of body motions with the following questions in mind: †¢ Did your observations confirm these trends? †¢ If they did not, develop an explanation about why they didn’t? 4. 4 Vocal Interferences Tape record yourself talking for several minutes about any subject. When you finish, estimate the number of vocal interferences you used. Then replay the tape and compare the actual number with your estimate. How close was your estimate? Wait a day or two and try it again. As your ear becomes trained, your estimates will be closer to the actual number. Keep a record of your improvement using the worksheet provided. Now that you have raised your awareness, identify the vocal interference you use most frequently and develop a communication improvement plan (see sample in Chapter 1) to reduce your use of that vocal interference. See Chapter 4 Handouts for accompanying Vocal Interference Worksheet. 4. 5 Topical Research Touching behavior can be perceived as a sign of comforting, affection, or harassment. Using online resources or your campus library, locate the article â€Å"Just the Right Touch,† Patrick McCormick (June 1999) from U. S. Catholic for a discussion of the use of touch in providing comforting. Under what circumstances is touch most comforting? 4. 6 Researching Periodicals A great deal of research has been done on the importance of touch in healing and health care. Use databases found online or at the campus library to locate this article: â€Å"Studies Give New Meaning to Hands-on Healing†, Psychology Today, March 2000 v33 i2, p. 25. After reading the article, research other articles on the topic and summarize their findings. Were you surprised at what you found? 4. 7 Using Technology As you watch a tape or DVD of a movie or a television program, select a segment where two people are talking with each other for a couple of minutes. The first time you watch, mute the audio (turn off the sound). Based on nonverbal behaviors alone, determine the climate of the conversation (Are the people flirting? In conflict? Discussing an issue? Kidding around? Making small talk? ). What nonverbal behaviors and reactions led you that conclusion? Watch the video a second time, observing nonverbals but also listening to vocal variations in volume, pitch, and rate of speed. Do any of these vocal cues add to your assessment? Then watch it a third time, focusing on what the characters are saying. Now analyze the segment. What percentage of meaning came from nonverbal elements? What did you learn from this exercise? . 8 Using the Internet Using e-mail, chat room, discussion board or online instant messaging software, conduct a running conversation with a friend, classmate or other acquaintance. Do not use videoconferencing software. Be sure to discuss several issues, engaging in both serious and humorous interactions. Analyze the con versation and its outcomes. Were there any ambiguities or misunderstandings? Were there any moments when you could not tell if your partner was being funny, serious, sarcastic, or emotional? Were there any times when your partner could not tell your level of sarcasm, humor, or emotion? Were these problems resolved? If so, how? Would a face-to-face conversation have avoided some or all of these problems? Why? Online Resources http://www. csun. edu/~vcecn006/nonverb. html â€Å"Nonverbal Communication Helps Us Live† A helpful review of the importance of nonverbal communication in everyday life. From California State University Northridge. http://members. aol. com/nonverbal3/eyecon. htm Eye Contact This site that looks at eye contact from a variety of different perspectives, some with photos for examples. From the Center for Nonverbal Studies http://members. aol. com/nonverbal2/index. htm The Center for Nonverbal Studies homepage (Created by David Givens. ) http://www. natcom. org/ctronline/nonverb. tm ComResources Onlines provides information on the various nonverbal behaviors discussed in the textbook including some information on notable nonverbal communication scholars. http://members. aol. com/nonverbal2/center. htm The Center for Nonverbal Studies also includes a nonverbal dictionary. http:/ /www. geocities. com/marvin_hecht/nonverbal. html Nonverbal Communication Research Page http://www3. usal. es/~nonverbal/varios. htm Nonverbal Behavior: Nonverbal Communication Links http://www. free-hugs. com/ Free Hugs Campaign http://featuredreports. monster. com/firstimpression/actions/ Nonverbal Communication Tips for Interviews Supplementary Student Assignments The following activities are additional experiential exercises and assignments that students will not have access to online. Violating Intimate Space Norms Enter a crowded elevator. Get on it and face the back. Make direct eye contact with the person you are standing in front of. When you disembark, record the person’s reactions. On the return trip, introduce yourself to the person who is standing next to you and engage in an animated conversation. Record the reaction of the person and others around you. Get on an empty elevator and stand in the exact center. Do not move when others board. Record their reactions. Be prepared to share what you have observed with your classmates. See Chapter 4 Handouts to find a sheet for recording reactions. Cultural Differences in Self-Presentation Interview or converse with two international students from different countries. Try to select students whose cultures differ from one another and from the culture with which you are most familiar. Write down a list of questions related to the self-presentation behaviors discussed in your text. Try to understand how people in the international student’s country differ from you in their use of nonverbal self-presentation behaviors. Prepare to share what you have learned with your classmates. Essay Assignments 1. Discuss some cultural variations in self-presentation 2. Discuss how vocal interferences can influence the perception you make on others. 3. Describe the four distances of informal space found in Hall’s research. Give an example of when each would be appropriate. 4. What are the elements of paralanguage, and how does each element affect message meaning? Provide examples to illustrate your points. 5. Discuss why effective communicators need to understand cultural and gender differences in the interpretation of nonverbal behaviors. PART I:Self-Review Self-Review materials are designed to help students process and integrate the concepts from multiple chapters.

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