Nothing Can Bring You Peace But Yourself. :: essays research papers

Nothing can bring you peace but yourself." "Yourself,"†¦ I am thinking about the time when my best friend died, and when I stopped being myself and my life started going to hell. It happened maybe two or three years ago. The day is very clear in my memory. The weather was cold and nasty. The monotonous rain made everything outside look gray. I was at home, waiting for my girlfriend to arrive. I was sitting on the couch drinking hot tea and feeling warm and cozy. My cat was there too, I remember. We were watching a Mexican soap opera, and I think the cat was enjoying it, but I wasn’t paying much attention to what was going on. All I cared about was that my girlfriend was finally coming home and that we would be able to see each other again. She had left only four weeks earlier, but I missed her greatly. We had been friends since the first grade. In the beginning we were the worst enemies; we just hated each other. Oh, how we fought! One time she accused me of taking her marker, even though I did not know what marker she was talking about. I remember her mother came to school and everyone was mad at me and was convinced that I was guilty. Later she found her marker. It seems she had put it in a wrong box. This turned out to be the first, but not the last, accident that would occur. What didn’t we argue about? After a while, hmmm, five years, we became the best friends ever. We were perfectly compatible with each other. We began spending all of our time together. We were vital to each other. I came to know each and every detail about her as she did about me. My life was intertwined with her life and her life was intertwined with mine. It was the most enduring friendship of my life. I looked at the clock above my head. Four fifty. She was supposed to arrive at three o’clock. I felt uncomfortable; some weird feeling crawled around my heart. I did not understand it. I waited and waited. It was dark already and I was afraid of being in solitude. I couldn’t stand it anymore. Five o’clock. The phone rang and it startled me. Who might it be? I wasn’t expecting a phone call from anyone.

Compositions Essay

My parents took me to Chidambaram on the occasion of the festival for Lord Nataraja. That festival occurs once in a year. The crowd was huge. It had come from all parts of India, and, in some cases, even from outside India. The crowd consisted of people from various states in India. It therefore, consisted of people from different walks of life. We saw people from Northern states of India, like, Uttar Pradesh, Rajastan, Delhi and many more. We also saw crowds from Great Britain and The United States of America. We found people talking in different languages. Some of the people found it difficult to make the local people of Chidambaram understand what they meant. So, they needed interpreters. As mentioned earlier, the crowd was not only huge, but consisted of citizens of various status and from various states. Some leader was delivering a speech. He did not belong to Tamil Nadu. Sometimes he would speak in broken language and then switch over to different language, which i too could not follow. The crowd was in no better position. So, there was commotion in the crowd because it could not understand what the speaker was talking about. When the crowd became restive, someone came on to the dias to do interpretation, but that did not also satisfy the crowd. Therefore, the speaker finished his speech and some one else came up the dias to deliver the speech. But, he too did not understand the local language well and there was a confusion again. This time the crowd became very restive and could not be controlled by the cops. When the situation appeared to be going out of control, the cops interfered and used water guns to disperse the crowd. When that too did not give the desired result, the cops naturally resorted to using bullets. The first fired in the air to terify the people. But, that did not yield the desired result. So they sprayed the crowd with actual bullets. This made the crowd retreat and some calm appeared to have descended on the crowd. So, this was a meeting which was well attended. But, it was attended by people from various states speaking different languages and having different life cultures. The speakers also did not do anything to pacify the crowd. As i said earlier, the crowd came from different states and spoke different languages, they could not understand what the speakers spoke, nor could others understand what they spoke.

Succubus Shadows Chapter 2

I tossed and turned the rest of the night. Being visited by a weird supernatural force will do that to you. Besides, I had never fully recovered from the time an ber-powerful entity of chaos had merged with me in my sleep and sucked away my energy. Her name was Nyx, and last I'd heard, she was imprisoned. Still, what she'd done to me – and what she'd shown me – had left a lasting impression. The fact that Roman couldn't identify what had happened tonight was a little unnerving. So, I woke up bleary-eyed, sporting a massive headache that was probably equal parts hangover and sleep deprivation. Succubi had the rapid healing that all immortals possessed, which meant I must have seriously screwed myself up to have these lingering effects. I knew the headache would pass soon, but I took some ibuprofen to help the process. The condo was quiet when I shuffled into the kitchen, and despite my efforts to clean up the food last night, I was still surrounded in the tattered and worn-out feel that followed most parties. Godiva, curled up on the back of the couch, lifted her head at my arrival, but Aubrey continued sleeping undisturbed in her spot on an armchair. I started some coffee and then wandered over to my patio, staring out at the sunny day and the Seattle skyline on the other side of the gray-blue water stretching off before me. A familiar sensation suddenly swept me, like brimstone and red-hot needles. I sighed. â€Å"Kind of early for you, isn't it?† I asked, not needing to turn around to know Jerome, archdemon of the greater Seattle area and my hellish boss, stood behind me. â€Å"It's noon, Georgie,† he replied dryly. â€Å"The rest of the world is up and around.† â€Å"It's Saturday. The laws of time and space are different today. Noon qualifies as early.† I turned around at last, largely because I'd heard the coffee-maker finish. Jerome was leaning against my kitchen wall, immaculately dressed as always in a black designer suit. Also, like always, the demon looked exactly like a circa 1990s version of John Cusack. He could appear as anything or anyone he wanted in this world, but for reasons he kept vague, Mr. Cusack was his preferred shape. I'd gotten so used to it that whenever Say Anything or Grosse Pointe Blank came on TV, I always had to pause and ask myself, â€Å"What's Jerome doing in this movie?† I poured a cup of coffee and held up the pot by way of invitation. Jerome shook his head. â€Å"I suppose,† he said, â€Å"your roommate is also being a sloth and isn't actually out running errands?† â€Å"That'd be my guess.† I doused my coffee liberally with vanilla creamer. â€Å"I used to kind of hope that when he wasn't around, it meant he was out looking for a job. Turns out I was just setting myself up for disappointment.† Honestly, I was glad it was Roman that Jerome had come to see. When Jerome was looking for me, no good ever came of it. It always tended to result in some traumatic, world-threatening event in the immortal underground. I trudged back across the living room, noting that the cats had disappeared upon Jerome's arrival. Coffee still in hand, I headed to Roman's room, knocking once before opening the door. I figured as landlady, I had that right. Also, I'd found Roman had a remarkable ability to ignore knocking for large amounts of time. He was sprawled across his bed, wearing only a pair of navy blue boxers that gave me pause. As I'd noted before, he was terribly good-looking, despite the prickly attitude he'd had since moving in. Seeing him half-dressed always gave me a weird flashback to the one time we'd slept together. Then, I'd have to remind myself that he was probably plotting how to kill me. It went a long way to stifle any residual lust. Roman's arm covered his eyes against the sunlight streaming through his window. He shifted, moving the arm slightly, and peered at me with one eye. â€Å"It's early,† he said. â€Å"Not according to your exalted sire.† A few seconds passed, and then he grimaced as he too sensed Jerome's immortal signature. With a sigh, Roman sat up, pausing to rub his eyes. He looked about as exhausted as I felt, but if there was one force in this world that could drag him out of bed after a late night, it was my boss – no matter Roman's bold claims from last night. He staggered to his feet and moved past me in the doorway. â€Å"Aren't you going to get dressed?† I exclaimed. Roman's only answer was a disinterested wave of his hand as he headed down the hall. I followed him back and discovered Jerome pouring himself a mug of some vodka leftover from last night. Well, it was five o'clock somewhere. He arched an eyebrow when he saw Roman's scantily clad state. â€Å"Nice of you to dress up.† Roman made a beeline for the coffee. â€Å"Only the best for you, Pop. Besides, Georgina likes it.† A moment of heavy silence followed as Jerome's dark eyes studied Roman. I knew nothing about Roman's mother, but Jerome was the demon who had fathered him thousands of years ago. Technically, Jerome had been an angel at the time, but making the moves on a human had got him fired from Heaven and sent off to work for those down below. No severance package. Roman occasionally made snide comments about their familial relationship, but Jerome never acknowledged it. In fact, according to both Heaven and Hell's rules, Jerome should have blasted Roman from the earth ages ago. Angels and demons considered nephilim unnatural and wrong and continually attempted to hunt them to extinction. It was kind of harsh, even with the sociopathic tendencies nephilim tended to have. Roman had been instrumental in saving Jerome recently, however, and the two had struck a deal that allowed Roman to live peacefully in Seattle – for now. If any of Jerome's colleagues found out about this illicit arrangement, there would literally be hell to pay – for all of us. A good succubus would have told on her rule-breaking boss. â€Å"So what brings you here?† asked Roman, pulling up a chair. â€Å"Want to toss the old football around?† Jerome's face remained impassive. â€Å"I have a job for you.† â€Å"Like one that pays the rent?† I asked hopefully. â€Å"Like one that ensures I'll continue to allow him to live in the lifestyle he's accustomed to,† replied Jerome. Roman had an amused, devil-may-care smile on his face that was typical of him, but I wasn't fooled. He knew the threat Jerome represented and also knew that part of their deal involved Roman doing errands for his father. Still, Roman made a good show of acting like he was the one doing Jerome a favor. The nephilim gave an unconcerned shrug. â€Å"Sure. I've got nothing else going on today. What's up?† â€Å"We have a new immortal visitor in town,† said Jerome. If Roman's attitude annoyed him, the demon was just as good at masking his feelings. â€Å"A succubus.† My removed, psychological study of father and son dynamics came to a screeching halt. â€Å"What?† I exclaimed, straightening up so quickly that I nearly spilled my coffee. â€Å"I thought we were set after Tawny.† I'd worked the succubus scene solo around here for years until Jerome had acquired another one several months ago. Her name was Tawny, and while she was annoying and pretty inept as succubi went, there was still something rather endearing about her. Fortunately, Jerome had sent her off to Bellingham, keeping her a comfortable hour-and-a-half drive from me. â€Å"Not that it's any of your business, Georgie, but this one's not here to work. She's here†¦as a visitor. On vacation.† Jerome's lips twisted with bitter amusement. Roman and I exchanged looks. Immortals could certainly take personal vacations, but clearly, there was more to this. â€Å"And?† asked Roman. â€Å"She's really here because†¦?† â€Å"Because I'm sure my superiors want to check up on me after the recent†¦incident.† His words were delicate, with a very subtle warning not to elaborate on said incident. It was the one Roman and I had rescued him from – a summoning that had imprisoned Jerome as part of a demonic power play. Letting yourself get summoned was embarrassing for a demon and could call his territorial control into question. Hell sending someone to survey the situation wasn't that crazy. â€Å"You think she's spying to see if you can still run things?† asked Roman. â€Å"I'm certain of it. I want you to follow her around and see who she reports back to. I'd do it myself, but it's better if I don't appear suspicious. So I need to stay visible.† â€Å"Lovely,† said Roman, voice as dry as his father's. â€Å"There's nothing I want to do more than trail a succubus around.† â€Å"From what I hear, you're pretty good at it,† I piped in. It was true. Roman had stalked me invisibly a number of times. Lesser immortals like me couldn't hide the telltale signature that wreathed all of us, but Roman had inherited that ability from Jerome, making him the perfect spy. Roman shot me a wry look, then turned back to Jerome. â€Å"When do I start?† â€Å"Immediately. Her name is Simone, and she's staying down at the Four Seasons. Go there and see what she does. Mei will relieve you off and on.† Mei was Jerome's second-in-command demon. â€Å"The Four Seasons?† I asked. â€Å"Is Hell paying for that? I mean, we're in a recession.† Jerome sighed. â€Å"Hell's never in a recession. And I didn't think your droll commentary started until after you'd finished your coffee.† I showed him my cup. It was empty. Jerome sighed again and then vanished without warning. He apparently had no doubts that Roman would follow his orders. Roman and I stood there for several quiet seconds, during which both cats resurfaced. Aubrey rubbed against Roman's bare leg, and he scratched her head. â€Å"Guess I should shower and get dressed,† he said at last, rising to his feet. â€Å"Don't trouble yourself,† I said. â€Å"And won't you be invisible anyway?† He turned his back to me and walked off down the hallway. â€Å"I was thinking of dropping off some job applications when Mei gives me a break.† â€Å"Liar,† I said. I don't think he heard. It wasn't until the shower kicked on that I realized I should have asked Jerome about that weird sensation last night. It was so odd; I didn't even know how to describe it. The more I pondered it, the more I wondered if it had been alcohol-induced. Admittedly, Roman claimed he'd sensed something, but he'd drank as much as me. And speaking of jobs†¦my kitchen clock was telling me I needed to head off to mine. One thing about this condo was that the skyline view had come at the cost of work convenience. My old apartment had been in Queen Anne, the same neighborhood that Emerald City Books and Caf? ¦ resided in. I used to be able to walk to work, but that was impossible from West Seattle, meaning I had to allow commuting time. Unlike Roman, I had no need to physically shower and change – not that I wouldn't have liked to. I found human routines comforting. A brief burst of succubus shape-shifting cleaned me up, putting me in a work-appropriate peach sundress and arranging my light brown hair into a loose bun. Roman didn't surface before I had to leave, so I grabbed another cup of coffee and left him a note asking if it would kill him to take out the garbage before he went off to play secret agent. My headache and the last effects of the hangover were gone by the time I walked into the store. It was abuzz with late afternoon shoppers, people out running Saturday errands and tourists who had wandered over from the Space Needle and Seattle Center down the street. I dropped my purse off in my office and then did a managerial sweep of the store, satisfied that everything was running smoothly – until I noticed we had a line of eight people and only one cashier. â€Å"Why are you alone?† I asked Beth. She was a long-time employee and a good one, answering my question without even looking up from her customer's order. â€Å"Gabrielle's on break, and Doug isn't†¦feeling well.† Memories of the vodka competition came back to me. I grimaced, feeling both guilty and smug. â€Å"Where is he?† â€Å"Over in erotica.† I felt my eyebrows rise but said nothing as I turned away and walked across the store. Our small erotica section was bizarrely stuffed in between automotive and animals (amphibians, to be precise). And crammed in between the two shelves of the erotica section was Doug, sitting on the floor with his head resting facedown on his knees. I knelt beside him. â€Å"Hair of the dog time?† I asked. He lifted his head and brushed black hair out of his face. His expression was miserable. â€Å"You cheated. You're like half my size. How are you not in a coma?† â€Å"Older and wiser,† I said. If only he knew just how old. I took hold of his arm and tugged it. â€Å"Come on. Let's go to the caf? ¦ and get you some water.† For a moment, he looked like he'd resist, but a valiant effort soon followed. He even managed not to stagger too much as I led him to the store's second floor, which was half books and half coffee shop. I grabbed a bottle of water, told the barista I'd pay for it later, and started to drag Doug to a chair. As I scanned around, I nearly came to a halt, causing poor Doug to stumble. Seth was sitting at a table, laptop spread open in front of him. This was his favorite place to write, which had been nice when we dated and now was†¦awkward. Maddie sat with him, purse in hand and light coat on. I recalled that we started at the same time today. She must have just arrived. They waved us over, and she gave her brother a chastising look. â€Å"Serves you right.† Doug took a long gulp of water. â€Å"Whatever happened to sisterly love?† â€Å"I still haven't forgiven you for the time you shaved my dachshund.† â€Å"That was like twenty years ago. And that little bastard had it coming.† I smiled out of habit. Doug and Maddie's bantering was usually must-see TV for me. Today, Seth held my attention. It had been easier to ignore him last night while in the throes of alcohol, easy to pretend I'd grudgingly accepted him moving on to Maddie. But now, in the cold light of sobriety, I felt that old ache stir within my chest. I swore I could smell the scent of his skin, his sweat mingled with the woodsy apple soap he used. Sunlight from the caf? ¦'s large windows infused his messy brown hair with copper, and I could perfectly recall what it had been like to stroke the lines of his face, the smooth skin of his upper cheek and stubble on his chin. Looking up to his eyes, I was surprised to see his attention on me as the siblings continued their playful bickering. I'd almost convinced myself last night that he only thought of me as a friend, but now†¦now I wasn't so sure. There was something warm there, something considering. Something I knew shouldn't be there. I suddenly had a sneaking suspicion that he might be remembering the handful of times we'd had sex. I was thinking of it too. My powers had been shut off when Jerome disappeared, and Seth and I had been able to have â€Å"safe† – by which I meant, no succubus side effects – sex. Except for one. He'd still been dating Maddie at the time, and cheating on her had tainted his soul with sin. That was worse than if I'd sucked his energy away. As of this moment, Seth was a Hell-bound soul. He didn't realize that, but regret for betraying her was part of what had spurred him to a hasty engagement. He felt he owed her. The guilt forced me to look away from him, and I noticed then that Maddie and Doug had stopped their arguing. Maddie was glancing over at the coffee counter, but Doug's eyes were on me. They were bloodshot and weary, with heavy dark circles. But in the midst of that miserable, hungover look†¦there was a glint of something puzzled and surprised. â€Å"Work time,† said Maddie cheerfully, standing up. She poked her brother's shoulder, making him wince and turn his attention from me. I was glad. â€Å"You going to survive your last couple hours?† â€Å"Yeah,† he muttered, drinking more water. â€Å"Go count inventory in the back,† I told him, standing as well. â€Å"I don't want customers thinking our staff can't hold their liquor. They'd be over at the chain stores so fast, it wouldn't even be funny.† Maddie's lips quirked into a smile as her brother wearily rose to his feet. â€Å"Hey, Georgina. Do you mind if Doug and I switch shifts on Tuesday? I need to go run some wedding errands during business hours.† Doug cut her a look. â€Å"When were you going to ask if I minded?† â€Å"Sure,† I said, trying not to wince at the word â€Å"wedding.† â€Å"You can work the night shift with me.† â€Å"You want to come along?† she asked. â€Å"You said you would.† â€Å"I did?† â€Å"Last night.† I frowned. God only knew how many promises I'd made and had now forgotten, thanks to vodka and weird magical forces. Vaguely, I recalled her showing me wedding pictures. â€Å"I think I have some errands of my own to run.† â€Å"One of the places is right around the corner from you,† she urged. â€Å"Maddie,† said Seth hastily, clearly as uncomfortable with this change of topic as I was. â€Å"If she's busy – â€Å" â€Å"You can't be busy all day,† Maddie begged. â€Å"Please?† I knew it was disastrous, knew it would be courting heart-ache and trouble. But Maddie was my friend, and the pleading look in her eyes did something to my insides. It was guilt, I realized. Guilt over how Seth and I had betrayed her. Her expression now was full of such faith and hope in me – me, the best friend she had in Seattle and the only one she believed could help her plan this wedding. Which is why I found myself agreeing, just as I had last night. Only this time, I had no alcohol to blame. â€Å"Okay.† Guilt was probably the worst culprit of all when it came to stupid behavior.

The Cave of Salamanca by Miguel de Cervantes

The Cave of Salamanca by Miguel de Cervantes The Cave of Salamanca by Miguel de Cervantes is focused on one specific family with its peculiarities, but considering the situation, it is possible to state that the problems and sins which occur in the family under discussion are inherent to the whole society.Advertising We will write a custom essay sample on The Cave of Salamanca by Miguel de Cervantes specifically for you for only $16.05 $11/page Learn More Discussing the plot the central events and the cases of deception are going to be highlighted. Thorough analysis of the situations and the cases of lying help the reader to understand the level of social deformity and depravity. The plot of the story is focused on Pancracio, his wife Leonarda, their maid Cristina, Pancracio’s friend Leoniso and a student who appeared in the house accidentally. He just needed to stay somewhere for a night not to sleep in the street. Having come to the place, he asked to have a sleep in the stable trying to sound as polite as he could, â€Å"I expected a more generous and gracious reception from such lovely and sweet ladies; particularly since I ask no arms, only a corner in the stable or a bit of straw for protection against of the darkness heavens, for the celestial sphere is threatening this sinful earth with the greatest severity† (Cervantes 90). Even though the reception of a student was not that great as he expected, due to his inner ability to communicate with people, keep secrets, feel what they want to hear and tell them this, Carraolani manages to stay at the house. Student’s arrival coincides with the departure of Pancracio, Leonarda’s husband which says that she is extremely sorry for this and promises to wait. However, she knows that Leoniso is going to come to her and one more man to her maid for having fun. However, the whole situation is ruined as Leonarda’s husband returns home and two men have nothing to do but to hide in the coal cellar. The si tuation seems rather complicated but thanks to wit and smart of the student, two men are able to leave safe. Reading the novel, much deception may be met. The first situation where husband informs his wife about departure is full of lie. Leonarda says that she is very disappointed with his departure, â€Å"I shall control my uncontrollable grief and spend the lonely hours of your absence thinking of you† (Cervantes 88).Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More All these words are considered as lie because as soon as Pancracio leaves, Leonarda says to her maid to invite Leoniso to entertain her. Another deception is the way how the men get into the house and bring a basket of products making everybody think that it is a basket of linen. It seems that each word said by the characters is a lie, that each particular gesture is just the may to make sure that hey lie is strong. One of the most impressive lies in the story is student’s discussion of the cave of Salamanca, his visit there and possession of the specific powers given to those who attend the cave. Trying to save two men from exposure, a student tells a story to Pancracio about his ability to communicate with the evil. He says that he is offered such a gift because he attended the courses in the cave of Salamanca. An affective appearance of black men from the coal cellar impresses Pancracio greatly and he cannot even think about deception. Looking at the situation which happens in the family and referring to the legend about the cave of Salamanca, it is important to state that the legend plays an inevitable part in the whole situation. Being the central deception, the legend about the cave of Salamanca symbolizes the beliefs of the society which is ready to think in something incredible rather than accept personal naught. The role of the central deception is rather impressive as i t points as the illness of the whole society. The society in the story is characterized as deceptive one without any intentions for desire to live better. The institution of marriage and the very idea of fidelity are criticized in The Cave of Salamanca. Introducing the theme of the deceived husband, the author reveals the social problem of marriage and the attitude of people to this early sacred ceremony. Moreover, the story also shows the domination of women under men even though it is universally accepted that women are to be subjected to their husbands. Jealous and the desire to capture a wife is shown from the husband’s side, while the wife is trying to hide her profligacy. In conclusion, it may be stated that the whole institution of family is criticized in a sarcastic manner.Advertising We will write a custom essay sample on The Cave of Salamanca by Miguel de Cervantes specifically for you for only $16.05 $11/page Learn More The whole story is a show for one, for husband. Reading it, the impression is created that the whole life is the theater which performs particular plays for specific people and the society makes all possible to support that play, deceptive and mockery for one, but pleasant and impressive for others. Cervantes, Miguel. â€Å"The Cave Of Salamanca.† World Drama: Italy, Spain, France, Germany, Denmark, Russia, Norway. Ed. Barrett H. Clark. New York: Courier Dover Publications, 1956. 88-95. Print.

Brutus - Death Of Brutues Essays - Free Essays, Term Papers

Brutus - Death Of Brutues Essays - Free Essays, Term Papers Brutus - Death Of Brutues William Shakespeare's play, The Tragedy of Julius Caesar, is mainly based on the assassination of Julius Caesar. The character who was in charge of the assassination was, ironically, Marcus Brutus, a servant and close friend to Julius Caesar. But what would cause a person to kill a close friend? After examining Brutus' relationship to Caesar, his involvement in the conspiracy, and his importance to the plot, the truth can be revealed. Marcus Brutus, a servant and close friend to Caesar, has a strong relationship with Caesar but a stronger relationship with Rome and its people. Brutus is very close to Caesar. In Roman times, the only way for someone to get close to a person of high rank is if he/she is close to him/her. In many points of the play, Brutus was talking and next to Caesar. Brutus also loves Caesar but fears his power. In the early acts of the play, Brutus says to Cassius, What means this shouting? I do fear the people do choose Caesar for their king...yet I love him well.(act 1, scene 2, ll.85-89), as he is speaking to Cassius. Brutus loves Caesar, but would not allow him to climber-upward...He then unto the ladder turns his back...(act 2, scene 1, ll.24,26). As the quote says, Brutus would not allow Caesar to rise to power and then turn his back onto the people of Rome. After the assassination of Julius Caesar, Brutus talks to Antony about Caesar's death. Our hearts you see not; they are pitiful; and pity to the general wrong of Rome...(act 3, scene 1, ll.185-186). Brutus says that Antony cannot see their(members of the conspiracy) hearts, which are full of pity. Again, this shows how Brutus loved Caesar but cared for the life of Rome and its people more. This is the only reason Brutus would conspire against Caesar. For Brutus says to himself, I know no personal cause to spurn at him...How that might change his nature...(act 2, scene1, ll. 1,13) Caesar's relationship with Brutus is also strong. Just allowing Brutus to speak to Caesar shows his respect for Brutus. Caesar feels that Brutus is noble to him and does the right thing regardless of personal danger. On the Ides of March, as Caesar was assassinated, Caesar's last line is: Et tu, Brute?Then fall, Caesar.(act 3, scene 1, l.85). This shows that Caesar would not die without Brutus' stab. Caesar realizes that there must be a noble reason for this assassination if Brutus was in it. This again shows how much Caesar respects Brutus. Brutus and Caesar both respect each other, but in different ways. Marcus Brutus had a very important role in the conspiracy against Caesar. He was the back-bone of the plan. According to Cassius, Brutus' main purpose in the conspiracy is for an insurance policy. The people will think, since Brutus is noble to Caesar, that there is a good reason for Caesar's assassination. Brutus will also be the leader of the conspiracy for another insurance policy for the assassination. Cassius is the one who declares this, Brutus shall lead the way, and we will grace his heels with the most boldest and best hearts of Rome. (act 3, scene 1, ll.135-136). Again, if Brutus leads the way, the people will think that the death of Julius Caesar wasn't such a bad thing. Brutus also declares to himself that his role in the conspiracy is to save Rome. He says to the people that, If then that friend demand why Brutus rose against Caesar, this is my answer: not that I loved Caesar less, but that I loved Rome more.(Act 3,scene 2,ll.21-24). If Brutus was not in the plot of The Tragedy of Julius Caesar, the conspiracy would probably not have worked. Since Brutus ...loved Rome more.(Act 3,scene2, ll.23-24), he decided to be a part of the conspiracy. If he hadn't loved Rome more than Caesar, he would not have joined in the assassination of Julius Caesar. Cassius and the rest of the conspirators would probably not have continued on without Brutus because they would have no insurance afterwards. The people would think that there was no reason for Caesar's death and most likely beheaded all the conspirators. Also, if Brutus was

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.

Graduation Speech of Pupils Essay Example | Topics and Well Written Essays - 500 words - 1

Graduation Speech of Pupils - Essay Example Indeed the education is expensive but it is even more expensive to play ignorant. Our parents have done everything not just pay our school fees but also provide us with the basic needs and see us to through our studies in a smooth manner. Teachers on their part have on a daily basis held our hands as we walk past the many milestones that define our eleven year journey of education. You taught us in class, you taught us out of class, offered moral support and encouraged us never to give up on our dreams. Surely, you teachers and parents have denied yourselves a lot and given to us more than enough. We have no better words thank you. I want to say that as we graduate, we need not be awarded with medals so as to prove that there is something very special within us. We are all blessed, talented and are worth a part on the back. This day is all about celebrating the talents and knowledge that walk away with as we graduate. I guess all for a long time have been imagining what the graduation day would look like. I admit that personally, I have vivid memories of every imagined scene about this day. To my fellow classmates, I must emphasize that this has been long journey marked with hard work so as to come out of here as changed persons. We did not imagine surviving the roller coaster ride of schooling and being here to celebrate eventually. Indeed this has been a long journey. As I come to the end, I must say what we are now through with is just but a milestone and it that time for us to move on to even bigger fights for our lives. All we learned in class and out of class while here will give us the base to stand on as get through the next stages of education. We learned not only formulas, poems, and other things in class but also life skills outside class. We learned how to work independently, in teams and more importantly to appreciate our friends in their uniqueness. Everything we