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Relationships and sensitivity to others through a chapter on diversity and integrated discussions of diversity issues. Communication specialists, and anyone interested in improving their interpersonal relationship skills.
This book offers a blend of theory and skills that readers can use to become "other-oriented"- mindfully aware of considering the thoughts, needs, and values of others. Fueled by the authors' conviction that "skills inform principles; principles inform skills," Interpersonal Communication: Relating to Others maintains a careful balance between theoretical and skills-oriented material. This book integrates an emphasis on diversity with theoretical and skills discussions. Examples are drawn from a variety of age and ethnic groups, and special boxes focus on gender and diversity issues. A chapter on intercultural communication supplements this integral material by relating it to the "other-oriented" approach. For anyone interested in improving their interpersonal communication, or understanding the topic better.
"It's about how to enhance the quality of your interpersonal communication with others. The importance of being other-oriented was the foundation of the first eight well- received editions of Interpersonal Communication: Relating to Others, and it continues to be the central theme of the ninth edition"--
This textbook enhances communication competence in a variety of interpersonal relationships and interpersonal contexts. The sixth edition emphasizes the expanding role of technology in interpersonal communication and the implication of its use in our daily relationships and communication with others.
An outline of how power, an inherent feature of social interactions, operates and affects close relationships.
Engaging Theories in Family Communication, Second Edition delves deeply into the key theories in family communication, focusing on theories originating both within the communication discipline and in allied disciplines. Contributors write in their specific areas of expertise, resulting in an exceptional resource for scholars and students alike, who seek to understand theories spanning myriad topics, perspectives, and approaches. Designed for advanced undergraduate and graduate students studying family communication, this text is also relevant for scholars and students of personal relationships, interpersonal communication, and family studies. This second edition includes 16 new theories and an updated study of the state of family communication. Each chapter follows a common pattern for easy comparison between theories.
Kory Floyds approach to interpersonal communication stems from his research area where he studies the positive impact of communication on our health and well-being. Interpersonal Communication 2e shows students how effective interpersonal communication can make their lives better. With careful consideration given to the impact of computer-mediated communication, the program reflects the rapid changes of the modern world that todays students live and interact in, and helps them understand and build interpersonal skills and choices for their livesacademically, personally, and professionally.
Virtually every human endeavor involves interpersonal communication. Leading Christian scholar and media commentator Quentin Schultze and respected professor of communication Diane Badzinski offer a solid Christian perspective on the topic, helping readers communicate with faith, skill, and virtue in their interpersonal relationships. Designed as a companion to Schultze's successful An Essential Guide to Public Speaking, this inviting book provides biblical wisdom on critical areas of interpersonal communication: gratitude, listening, self-assessment, forgiveness, trust, encouragement, peace, and fidelity. Given the rapid rise and widespread use of social media, the book also integrates intriguing insights from the latest research on the influence of social media on interpersonal relationships. It includes engaging stories and numerous sidebars featuring practical lists, definitions, illustrations, and biblical insights.
Long before they can make any sounds approaching language, infants can share in communication, though what this means is the subject of much scrutiny. This 1979 volume deliberately draws on people whose different backgrounds have brought them to explore questions that have a bearing on communication in this earliest phase of human infancy. This is, then, as Dr Bullowa says in her introduction, primarily a book about 'how scientists go about finding out how infants and adults communicate with one another'. It is nowhere dogmatic; contributors have all been encouraged to say why they came to do the research reported, how they set about it and what they discovered. Dr Bullowa herself provides a useful introduction which makes its own substantial contribution, while surveying the broad context of the particular research, discussing some of the themes that recur in the book and relating them to the wider literature.
The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.