Improved Communication Skills

Open communication climates encourage employees through supporting them, through allowing them to participate in decision making, and, through trusting them, which assures the integrity of information channels. Ultimately, the openness of any communication climate depends upon the character of the participants. Openness often demands courage because the communicator operates with lowered or eliminated defensive barriers, even when standing up to verbal assault. Because open communicators have to articulate their positions in meetings, public arenas, and in print, they must be secure individuals, confident in their own positions, ability, and authority. Yet, while open communication climate may make formidable personal demands, such openness ultimately rewards both the individual and the organization in providing an environment where people thrive and enterprise flourishes.

Open communication climates derive from the nature of the people participating in the information transactions. Barriers to open communication ultimately spring from an individual's unfavorable past experiences. Our nature and background shape our val­ues, beliefs, opinions, attitudes, and expectations. Because our sense of self-worth and dignity evolve from these, we often erect barriers to defend them from attack. Some people have deep-seated psychological needs for these defenses; others have short-term tactical needs. People may hide behind defensive barriers because of deep-seated feelings of inadequacy. Employees, for example, whose egos cannot tolerate criticism simply will not share information that exposes them to personal critique. Unable to assert themselves, they refuse to voice opinions, make suggestions for improvement, take the initiative in forming tasks, lead project teams, cold-call customers, correct wayward employees, or perform any of the myriad chores that cou

All parties in information exchange must tell the truth as they perceive it. They must also ensure that information is correct. Credibility is any employee's greatest asset. A reputation for carelessness, lying, deceit, or manipulation undercuts all future messages. The result of credibility is trust; it underpins all human relationships. Employees have to believe their information sources. If, for example, at weekly meetings, the staff hears contradictory information about project plans, decisions, or salary, they will dis­miss all information because they cannot confidently choose which to believe. If one week they are told the start-up date is November 14, the next week November 20, and following week November 7, they will understandably dismiss all the information as not credible. Repeated instances of passing such contradictory information will corrupt the integrity of the communication channel. People quickly dismiss information sources that prove to be wrong or untrustworthy

Employees have to feel that what they say counts for something. The best suggestions for improving production processes, for example, come from employees who work everyday on the assembly line. Sales people know what the customers want because they are in daily contact. Customer service representatives are acquainted first­hand with the technical and functional problems that can spell future marketing disasters. All these employees have valuable information that must be shared with the organization's decision makers. The information will be shared if employees feel management regards them as legitimate participants in the enterprise. Employees know they are valued participants when their suggestions are implemented, their questions answered, and their concerns recognized. Sometimes, however, employee participation is not actively deterred by management but rather by the corporate structure, the competitive business environment, or environmental regulatory agencies. Highly formalize

In supportive environments, employees convey information to superiors without hesitation, confident that superiors will readily accept it, whether good or bad, favorable or unfavorable. A worker, for example, who reports an EPA violation in the company's disposing of hazardous waste must be assured of management's support. If employees think that reporting regulatory violations to their superiors will brand them as whistle­blowers, thereby endangering their jobs, they will probably say nothing. But because supportive superiors are seen as non-threatening, perhaps even nurturing, employees will usually open up to them and share unpleasant or dangerous information. Fear, shame, and pride encourage people to keep their mouths shut if they feel vulnerable or unsupported. In a meeting, for example, an individual may not tell the group that product delivery will be late because the receiving agents were not notified in time. A late delivery date puts the whole marketing plan in jeopa

Communication, through both formal and informal channels, is the lifeblood of any organization. In reading about communication environments, channels, processes, systems, and hierarchies, we sometimes lose sight of the essence of the communication act: it is profoundly human. At the center of every organization are people held together by slender threads of cooperation. These threads are maintained by people sharing information with each other. The result is a delicate network of human relationships linked through communication. In these networks, information is a commodity. It has value, can be exchanged, and is crucial to the success of launching a project, selling a product, or marketing a service. Unfortunately, people sometimes refuse to exchange this crucial information. They often erect barriers to shut out others in situations they consider hostile. Most communication mishaps in organizations can be traced to these barriers. They impede information exchange and thereby disrupt

A tachyon (pronounced /ˈtækiˌɒn/; Greek: ταχύς, takhus, "swift" + English: -on "elementary particle") is a hypothetical subatomic particle that travels faster than the speed of light. The first description of tachyons is attributed to German physicist Arnold Sommerfeld; however, it was George Sudarshan[citation needed], Olexa-Myron Bilaniuk, Vijay Deshpande and Gerald Feinberg (who originally coined the term in the 1960s) that advanced a theoretical framework for their study. Tachyonic fields have appeared theoretically in a variety of contexts, such as the bosonic string theory. In the language of special relativity, a tachyon is a particle with space-like four-momentum and imaginary proper time. A tachyon is constrained to the space-like portion of the energy-momentum graph. Therefore, it cannot slow down to subluminal speeds. Even if tachyons were conventional, localizable particles, they would still preserve the basic tenets of causality in special relativity an

In optics, evanescent wave coupling is a process by which electromagnetic waves are transmitted from one medium to another by means of the evanescent, exponentially decaying electromagnetic field. Coupling is usually accomplished by placing two or more electromagnetic elements such as optical waveguides close together so that the evanescent field generated by one element does not decay much before it reaches the other element. With waveguides, if the receiving waveguide can support modes of the appropriate frequency, the evanescent field gives rise to propagating wave modes, thereby connecting (or coupling) the wave from one waveguide to the next. Evanescent wave coupling is fundamentally identical to near field interaction in electromagnetic field theory. Depending on the impedance of the radiating source element, the evanescent wave is either predominantly electric (capacitive) or magnetic (inductive), unlike in the far field where these components of the wave eventually reach the ra

The group velocity of a wave is the velocity with which the overall shape of the wave's amplitudes — known as the modulation or envelope of the wave — propagates through space. For example, imagine what happens if a stone is thrown into the middle of a very still pond. When the stone hits the surface of the water, a circular pattern of waves appears. It soon turns into a circular ring of waves with a quiescent center. The ever expanding ring of waves is the wave group, within which one can discern individual wavelets of differing wavelengths traveling at different speeds. The longer waves travel faster than the group as a whole, but they die out as they approach the leading edge. The shorter waves travel slower and they die out as they emerge from the trailing boundary of the group.

Superluminal communication is the term used to describe the hypothetical process by which one might send information at faster-than-light (FTL) speeds. All empirical evidence found by scientific investigation indicates that it is impossible in reality. Some theories and experiments include: * Group velocity > c experiments * Evanescent wave coupling * Tachyons * Quantum non-locality According to the currently accepted theory, three of those four phenomena do not produce superluminal communication, even though they may give that appearance under some conditions. As for tachyons, their existence remains hypothetical; even if their existence were to be proven, attempts to quantize them appear to indicate that they may not be used for superluminal communication, because experiments to produce or absorb tachyons cannot be fully controlled. If wormholes are possible, then ordinary subluminal methods of communication could be sent through them to achieve superluminal transm

In a crisis management context involving multinational civilian and military actors, Strategic Communication combines internal and external communication processes at all levels based on mission-specific, superior guidance. It involves the understanding and engaging of foreign and domestic audiences within a comprehensive approach. Communication is not an optional add-on to coalition operations. It must be employed from the beginning and shape both the design and implementation of crisis management activity. The following prospective assumptions (hypotheses for concept development) describe the conceptual approach to Strategic Communication: - Common Guidance Issued: If there is common guidance for coalition information activities issued by strategic-political authorities, then contradictory messaging by coalition partners will be minimized. - Leadership-Driven: If Strategic Communication is leadership-driven, then it will become effective throughout all levels of involvement ('ver

Educational institutions are responding to the perceived need for new ways of planning, developing, and implementing communication programs. In the last two years, a growing number of educational institutions offer programs in strategic communication, usually at the master's level. Prospective students can search the Internet for available programs.

Strategic Communications in Commercial Environment is the non-military application of strategic communication principles and techniques are a new way for organizations to respond to a changed business landscape that results from today's networked communication environment. Back in the day, organizations could segment publics and audiences and target unique messages to each one. Employees, investors, partners, citizens of local communities, potential buyers and consumers could each receive messages that were not widely known or shared by the other groups. Now, all potential publics and audiences can access information about the organization. Providing dissimilar, even contradictory information is no longer possible and may even be problematic. Consumers see information targeted to investors and partners, employees see messages sent to members of the community. In short, with little effort, almost everyone can see almost everything. Within organizations, the need to integrate communi

The recently approved NATO Policy on Strategic Communication defines Strategic Communication as "the coordinated and appropriate use of NATO communications activities and capabilities – Public Diplomacy, Military Public Affairs, Information Operations and Psychological Operations, as appropriate – in support of Alliance policies, operations and activities, and in order to advance NATO's aims" (SG(2009)0794). "It is important to underline that Strategic Communication is first and foremost a process that supports and underpins all efforts to achieve the Alliance's objectives; an enabler that guides and informs our decisions, and not an organization in itself. It is for this reason that Strategic Communication considerations should be integrated into the earliest planning phases - communication activities being a consequence of that planning"

Strategic Communication (SC) provides a conceptual umbrella that enables organizations to integrate their disparate messaging efforts. It allows them to create and distribute communications that, while different in style and purpose, have an inner coherence. This consistency can, in some instances, foster an echo chamber that reinforces the organizational message and brand. At minimum, it prevents contradictory, confusing messaging to different groups across all media platforms.

Strategic communication at its nascent ancient application begun with the first attempts to transmit knowledge through writing either to the following generations, or to locations remote to its origin. The need to increase the distance and speed of transmission may have been one of the factors behind the domestication of the horse which remained the primary mode of communication until the invention of the semaphore, and later the telegraph. The business management reference for Strategic Communication may be the concept of Integrated Management Communication.

Strategic Communication can mean either communicating a concept, a process, or data that satisfies a long term strategic goal of an organization by allowing facilitation of advanced planning, or communicating over long distances usually using international telecommunications or dedicated global network assets to coordinate actions and activities of operationally significant commercial, non-commercial and military business or combat and logistic subunits. It can also mean the related function within organisations that takes care of internal and external communication processes.

Many criticisms of the PUS movement have emphasised that this thing they were calling the public was somewhat of a (unhelpful) black box. Approaches to the public changed with the move with the move away from PUS. Science communication researchers and practitioners now often showcase their desire to listen to non-scientists as well as acknowledging an awareness of the fluid and complex nature of (post/late) modern social identities. At the very least, people will use plurals: publics or audiences. As the editor of Public Understanding of Science put it in a special issue on publics: We have clearly moved from the old days of the deficit frame and thinking of publics as monolithic to viewing publics as active, knowledgeable, playing multiple roles, receiving as well as shaping science. (Einsiedel, 2007: 5) However, Einsiedel goes on to suggest both views of the public are ‘monolithic’ in their own way; they both choose to declare what something called the public is. PUS might have ridic

Writing in 1987, Geoffery Thomas and John Durant describe the various reasons for increased Public Understanding of Science as follows: * Benefits to Science – This is the ‘to know is to love’ argument, and perhaps mixes up the word ‘understanding’ with ‘appreciation’. It suggests that increased PUS will lead to more funding, looser regulation and more trained scientists. * Benefits to National Economics – This argues that to compete economically we need trained scientists and engineers, which more PUS will provide. * Benefits to Individuals – This is based on the sense that we live in a technological society, and assumes that we must know some science to negotiate it (e.g. knowing about surface tension helps us kill spiders). * Benefits to Democratic Government & Society as a Whole – This train of thought emphasises that a scientifically informed electorate equals a more democratically run society. * Intellectual, Aesthetic, and Moral Benefits – These arguments

Concerns over the public’s relationship with science have been around as long as we have had a concept of professional science (indeed, some would argue, earlier). Notable examples include the foundation of the Royal Institution and the British Association for the Advancement of Science as well as the building of science museums across the world. Generally, these projects have been motivated by worries over the lack of public funds for science, a perceived need for more trained scientists and/or concerns that non-scientists have been misled by the claims of pseudo-science or new age beliefs. Science communication can be a very controversial area, as the various norms and motivations of a multitude of groups bustle for dominance. For example, activist groups and scientists may all clash over science policy (e.g. on issues of animal experimentation). Similarly, journalists and scientists might argue over the best way to simplify complex ideas for a non-expert audience, or disagree over w

Science communication generally refers to media aiming to talk about science with non-scientists. It is sometimes done by professional scientists (then often dubbed outreach' or 'popularization') but has evolved into a professional field in its own right. Partly due to a market for professional training, science communication is also an academic discipline. The two key journals are the Public Understanding of Science and Science Communication. Researchers in this field are often closely linked to Science and Technology Studies, but they may also come from the history of science as well as mainstream media studies, psychology, sociology or literature studies. Agricultural communication is considered a subset of science communication from an academic and professional standpoint. All sorts of people call the work they do ‘science communication’, and it can be a very loosely applied term. Generally, it involves some discussion of science with non-scientists. Scientists communic

Communication is usually described along a few major dimensions: Content (what type of things are communicated), source / emisor / sender / encoder (by whom), form (in which form), channel (through which medium), destination / receiver / target / decoder (to whom), and the purpose or pragmatic aspect. Between parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, in one of the various manners of communication. The form depends on the abilities of the group communicating. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person or being, another entity (such as a corporation or group of beings). Communication can be seen as processes of information transmission governed by three levels of semiotic rules: 1. Syntactic (formal properties of signs and symbols), 2. Pragmatic (concerned with the relations between

The first step in planning an oral presentation involves acknowledging two fundamental differences between oral and written communication. One essential goal of oral communication is to make personal contact with the audience, and to help connect them to the content. Reading a written report aloud is not usually an effective strategy for engaging with the audience. The needs/preferences of the audience play an even larger role in oral presentations than in writing. The content of presentations should be prepared with this goal in mind. Second, oral presentations are fleeting (or time-sensitive). If readers get lost or stop paying attention for a few minutes, they can always flip back a few pages. Listeners, on the other hand, usually can’t interrupt the speaker and ask that s/he start again and go back a few minutes. Once words are uttered, they vanish. Presenters can account for the fleeting nature of oral presentations by making sure that the presentation is well organized and by mak

The name "nonviolent communication" refers to Mohandas Gandhi's philosophy of ahimsa or nonviolence. However, unlike Gandhi, Rosenberg endorses the use of protective force—the use of force to keep injury from occurring, so long as it is not punitive, i.e., force applied with the intention to punish or harm someone for a past deed. Rosenberg says the desire to punish and the use of punitive measures only exist in cultures that have moralistic good/evil worldviews. He points out that anthropologists have discovered cultures in many many parts of the world in which the idea of someone being "bad" makes no sense. He says such cultures tend to be peaceful and do not rely on punitive force to correct maladaptive or harmful behaviors. One example of such a culture is the Semai people in Malaysia.

When using NVC to communicate, one may use either formal or colloquial NVC. In formal NVC, one explicitly uses the steps of the processes for empathy and honest self-expression, and may overtly use words such as "feel" and "need." This may be well-received and effective, or may be experienced as odd and stilted. As an alternative, one may use colloquial or "street" NVC, in which the language is naturalized and may be considered NVC regardless of form so long as it springs from an awareness of needs and an intention to connect. Formal NVC is primarily used in teaching NVC and among NVC practitioners. Mastering formal NVC is recommended as a prerequisite to full effectiveness in speaking colloquial NVC.

Empathy, as practiced in NVC, is sometimes called "deep listening". It involves the listener connecting with the essential core of an individual's experience and offering a kindly energy of presence. The empathy process offered by NVC is often referred to as "giving empathy." It is more accurately a procedure that supports the development of true empathy. This process involves listening for, and sometimes guiding the other person towards describing: 1. Observations as to what happened, 2. Feelings evoked, sometimes guessing what feelings might be, if the other is (for example) in blame mode, 3. Needs both met and unmet, although the unmet needs are most likely to be provoking the feelings involved (Note: in Empathy mode, the "Request" step for the OFNR model is omitted.) The empathy process for another may be conducted out loud, as an interaction with that person, or silently, as an inner approach to awareness of that person's experience.

Rosenberg has used the concept of nonviolent communication in peace programs in conflict zones including Rwanda, Burundi, Nigeria, Malaysia, Indonesia, Sri Lanka, Colombia, the Middle East, Serbia, Croatia, and Ireland. The approach also has been used in projects of Restorative Justice; bringing prisoners, victims of crime, police and other interested parties together for healing and reconciliation. NVC is recognized by the government of Israel and several NVC training schools have been founded there. The theory has much in common with concepts used in mediation and conflict resolution and is used by some mediators in their work.

The NVC model has three or four steps depending on the mode of use. 1. Observation 2. Feelings 3. Needs 4. Request (optional, depending on mode) The two modes of use of the NVC model are 1. empathy, including both self-empathy, and empathy for another, and 2. honest self-expression, including "please" (request) and "thank you" (gratitude)

In NVC, priority is given to creating a high quality of connection to oneself, and between people. It is observed that without connection, effective communication cannot occur. Maintaining a focus on needs is a central premise. Needs, as the term is used in NVC, are underlying motivations that are universal, in that we all experience the same needs, even if at different times and to different degrees. Thus, needs serve as a basis for understanding each other's motivations at a level at which it is easy to be sympathetic to those motivations. Needs are distinguished from strategies, which are specific plans to try to meet needs. If people interact only with an awareness of strategies, it is easy for people's strategies to come into conflict. Operating from an awareness of needs increases flexibility, insofar as there are typically many strategies that could lead to a given need being met. NVC practitioners also tend to find that it can be deeply satisfying to be aware of needs.

Rosenberg gave the following definition of nonviolent communication at Lausanne, Switzerland, in September, 2003: "Language, thoughts, communication skills and means of influence that serve my desire to do three things: * to liberate myself from cultural learning that is in conflict with how I want to live my life. * to empower myself to connect with myself and others in a way that makes compassionate giving natural. * to empower myself to create structures that support compassionate giving."

The higher course is formed by the study of 3 units; two technical graphics units and desktop publishing. 30% of the assessment marks come from a thematic presentation which pupils work on throughout the year; these range from manual desktop publishing design to pupil chosen project where isometric and orthographic drawings are manually produced.

The Standard Grade Graphic Communication course consists of three elements; * Knowledge and Interpretation * Drawing Ability * Illustration and Presentation The Knowledge and Interpretation element and the Drawing Ability elements are externally assessed in the Final Exam. The Knowledge and Interpretation element is a theory section which contains many topics including; Building Drawings, Circuit Diagrams, Flowcharts, Safety Symbols and Public Notices, Computer Aided Graphics (CAG), Colour Theory and Reading and Interpreting Complex Drawings. The Drawing Ability element is a practical drawing section which also contains many topics under two main areas - Orthographic Drawing and Pictorial Drawing. Orthographic Drawing includes; basic, prisms, pyramids, cylinders, cones, assembly drawings and sectional views. Pictorial Drawing includes; isometric, planometric, cabinet oblique, exploded views, sectional views, assembly drawings, one point perspective and two point perspective. T

Graphic communication is an optional subject its main purpose is to introduce students to making architectural drawings - both manual and electronically. In addition to teaching Desktop publishing (DTP) and manual publishing. The Graphic communication education can be pitched at many different levels: * Intermediate 1 * Intermediate 2 * Higher * Advanced higher All of these subjects are defined and assessed by the SQA (Scottish Qualifications Authority)

The term representation, according to O'Shaughnessy and Stadler (2005), can carry a range of meanings and interpretations. In literary theory representation is commonly defined in three ways. 1. To look like or resemble 2. To stand in for something or someone 3. To present a second time to re-presen Representation, acoording to Mitchell (1995), began with early literary theory in the ideas of Plato and Aristotle, and has evolved into a significant component of language, Saussurian and communication studies. Aristotle discusses representation in three ways 1. The object: The symbol being represented. 2. Manner: The way the symbol is represented. 3. Means: The material that is used to represent it.

The term graphic design can refer to a number of artistic and professional disciplines which focus on visual communication and presentation. Various methods are used to create and combine symbols, images and/or words to create a visual representation of ideas and messages. A graphic designer may use typography, visual arts and page layout techniques to produce the final result. Graphic design often refers to both the process (designing) by which the communication is created and the products (designs) which are generated. Common uses of graphic design include magazines, advertisements, product packaging and web design. For example, a product package might include a logo or other artwork, organized text and pure design elements such as shapes and color which unify the piece. Composition is one of the most important features of graphic design especially when using pre-existing materials or diverse elements.

Communication design is a mixed discipline between design and information-development which is concerned with how media intermission such as printed, crafted, electronic media or presentations communicate with people. A communication design approach is not only concerned with developing the message aside from the aesthetics in media, but also with creating new media channels to ensure the message reaches the target audience. Communication design seeks to attract, inspire, create desires and motivate the people to respond to messages, with a view to making a favorable impact to the bottom line of the commissioning body, which can be either to build a brand, move sales, or for humanitarian purposes. Its process involves strategic business thinking, utilizing market research, creativity, and problem-solving.

Visual communication as the name suggests is communication through visual aid. It is the conveyance of ideas and information in forms that can be read or looked upon. Primarily associated with two dimensional images, it includes: signs, typography, drawing, graphic design, illustration, colour and electronic resources. It solely relies on vision. It is form of communication with visual effect. It explores the idea that a visual message with text has a greater power to inform, educate or persuade a person. It is communication by presenting information through Visual form. The evaluation of a good visual design is based on measuring comprehension by the audience, not on aesthetic or artistic preference. There are no universally agreed-upon principles of beauty and ugliness. There exists a variety of ways to present information visually, like gestures, body languages, video and TV. Here, focus is on the presentation of text, pictures, diagrams, photos, et cetera, integrated on a computer

The earliest graphics known to anthropologists studying prehistoric periods are cave paintings and markings on boulders, bone, ivory, and antlers, which were created during the Upper Paleolithic period from 40,000–10,000 B.C. or earlier. Some of the earliest graphics and drawings known to the modern world, from almost 6,000 years ago, are that of engraved stone tablets and ceramic cylinder seals, marking the beginning of the historic periods and the keeping of records for accounting and inventory purposes. Records from Egypt predate these and papyrus was used by the Egyptians as a material on which to plan the building of pyramids; they also used slabs of limestone and wood. From 600–250 BC, the Greeks played a major role in geometry. They used graphics to represent their mathematical theories such as the Circle Theorem and the Pythagorean theorem.

Graphic communication as the name suggests is communication through graphics and graphical aids. It is the process of creating, producing, and distributing material incorporating words and images to convey data, concepts, and emotions.The field of graphic communications encompasses all phases of the graphic communications processes from origination of the idea (design, layout, and typography) through reproduction, finishing and distribution of two- or three-dimensional products or electronic transmissions.

The phrase "independent typing" is defined by supporters of FC as "typing without physical support", i.e., without being touched by another person.Skeptics of FC do not agree that this definition of independence suffices because of the possibility of influence by the facilitator. For example, Sue Rubin, an FC user featured in the autobiographical documentary Autism Is A World, reportedly types without anyone touching her; however, she reports that she requires a facilitator to hold the keyboard and offer other assistance. A number of other people who began communicating with FC have reportedly gone on to be independent typists (i.e., without physical support), and in some cases read aloud the words typed (Biklen et al., 2005). An example of near-independent typing is shown in Douglas Biklen's documentary of artist Larry Bissonnette, My Classic Life as an Artist: A Portrait of Larry Bissonnette,[41] produced at Syracuse University. Critics complain that these cas

In the majority of controlled studies, practitioners were unintentionally cueing the facilitated person as to which letter to hit, so the resulting letter strings did not represent the thoughts of the students but the expectations of the facilitators. Similar responses to possibly unconscious cues were seen in the "Clever Hans" case, where a horse gave correct answers to math problems by watching the reactions of its owner. However, some studies did report positive or mixed results, i.e., valid authorship by FC users,and much debate ensued among scholars and clinicians In the opinions of proponents of the method,positive results were generally seen in more naturalistic settings, and negative results in more controlled settings. FC proponents argue that in most of the negative studies, the laboratory setting was itself the confounding variable: i.e., communication is inherently very difficult for autistic people, so they can't necessarily be expected to replicate their suc

Facilitated communication first drew attention in Australia in 1977, when Rosemary Crossley, teacher at St. Nicholas Hospital, claimed to have produced communication from 12 children diagnosed with cerebral palsy and other disabilities and argued that they possessed normal intelligence. These findings were disputed by the hospital and the Health Commission of Victoria; however, in 1979 one of Crossley's students, Anne McDonald, left the hospital after successfully fighting an action for Habeas Corpus in the Supreme Court of Victoria. After continuing controversy the Victorian Government closed the hospital in 1984-5 and rehoused all the residents in the community. Crossley and McDonald wrote a book about the experience called "Annie's Coming Out" in 1984. Facilitated communication gained further exposure when Nobel laureate Arthur Schawlow used it with his autistic son in the early 1980s and felt that it was helpful. His experience and its effects on the disability co

Facilitated communication (FC) is a process by which a facilitator supports the hand or arm of a communicatively impaired individual while using a keyboard or other devices with the aim of helping the individual to develop pointing skills and to communicate. Some neurologists and psychologists believe there is a high incidence of dyspraxia, or difficulty with planning and/or executing voluntary movement, among such individuals, and that this is alleviated by a facilitator's manual support. Proponents of FC suggest that some people with autism and moderate and profound mental retardation may have "undisclosed literacy", or the capacity for other symbolic communication, consistent with higher intellectual functioning than has been presumed. The procedure is controversial, since a majority of peer reviewed scientific studies conclude that the typed language output attributed to the clients is directed or systematically determined by the therapists who provide facilitated ass

Five characteristics of mass communication have been identified by Cambridge University's John Thompson. Firstly, it "comprises both technical and institutional methods of production and distribution". This is evident throughout the history of the media, from print to the Internet, each suitable for commercial utility. Secondly, it involves the "commodification of symbolic forms",as the production of materials relies on its ability to manufacture and sell large quantities of the work. Just as radio stations rely on its time sold to advertisements, newspapers rely for the same reasons on its space. Mass communication's third characteristic is the "separate contexts between the production and reception of information", while the fourth is in its "reach to those 'far removed' in time and space, in comparison to the producers". Mass communication, which involves "information distribution". This is a "one to many" f

The term 'mass' denotes great volume, range or extent (of people or production) and reception of messages.[4] The important point about 'mass' is not that a given number of individuals receives the products, but rather that the products are available in principle to a plurality of recipients. The term 'mass' suggests that the recipients of media products constitute a vast sea of passive, undifferentiated individuals. This is an image associated with some earlier critiques of 'mass culture' and Mass society which generally assumed that the development of mass communication has had a largely negative impact on modern social life, creating a kind of bland and homogeneous culture which entertains individuals without challenging them.However, with the advancement in Media Technology, people are no longer receiving gratification without questioning the grounds on which it is based.Instead, people are engaging themselves more with media products such as compute

Tuba Nacar - Mass communication research includes media institutions and processes such as diffusion of information, and media effects such as persuasion or manipulation of public opinion. In the United States, for instance, several university journalism departments evolved into schools or colleges of mass communication or "journalism and mass communication". In addition to studying practical skills of journalism, public relations or advertising, they offer programs on "mass communication" or "mass communication research." The latter is often the title given to doctoral studies in such schools, whether the focus of the student's research is journalism practice, history, law or media effects. Departmental structures within such colleges may separate research and instruction in professional or technical aspects of mass communication. With the increased role of the Internet in delivering news and information, mass communication studies and media organizat

Mass communication is the term used to describe the academic study of the various means by which individuals and entities relay information through mass media to large segments of the population at the same time. It is usually understood to relate to newspaper and magazine publishing, radio, television and film, as these are used both for disseminating news and for advertising.

Visual communication as the name suggests is communication through visual aid. It is the conveyance of ideas and information in forms that can be read or looked upon. Primarily associated with two dimensional images, it includes: signs, typography, drawing, graphic design, illustration, colour and electronic resources. It solely relies on vision. It is form of communication with visual effect. It explores the idea that a visual message with text has a greater power to inform, educate or persuade a person. It is communication by presenting information through visual form. The evaluation of a good visual design is based on measuring comprehension by the audience, not on aesthetic or artistic preference. There are no universally agreed-upon principles of beauty and ugliness. There exists a variety of ways to present information visually, like gestures, body languages, video and TV. Here, focus is on the presentation of text, pictures, diagrams, photos, et cetera, integrated on a computer

Facial Expressions. A smile, frown, raised eyebrow, yawn, and sneer all convey information. Facial expressions continually change during interaction and are monitored constantly by the recipient. There is evidence that the meaning of these expressions may be similar across cultures. Gestures. One of the most frequently observed, but least understood, cues is a hand movement. Most people use hand movements regularly when talking. While some gestures (e.g., a clenched fist) have universal meanings, most of the others are individually learned and idiosyncratic. Looking . A major feature of social communication is eye contact. It can convey emotion, signal when to talk or finish, or aversion. The frequency of contact may suggest either interest or boredom.

Distance. The distance one stands from another frequently conveys a non-verbal message. In some cultures it is a sign of attraction, while in others it may reflect status or the intensity of the exchange. Orientation . People may present themselves in various ways: face-to-face, side-to-side, or even back-to-back. For example, cooperating people are likely to sit side-by-side while competitors frequently face one another. Posture . Obviously one can be lying down, seated, or standing. These are not the elements of posture that convey messages. Are we slouched or erect ? Are our legs crossed or our arms folded ? Such postures convey a degree of formality and the degree of relaxation in the communication exchange. Physical Contact. Shaking hands, touching, holding, embracing, pushing, or patting on the back all convey messages. They reflect an element of intimacy or a feeling of (or lack of) attraction.