Renaissance in 12th Century Culture and Thought

Renaissance in 12th Century Culture and Thought How appropriate is the label renaissance, when applied to twelfth century thought and culture? Introduction During this essay we shall be exploring the period of the Twelfth Century in Europe. We are concerned with the extent to which this period, which was one of extraordinary social, economic, and political change, with profound developments in thought and culture can be considered a Renaissance. First it is necessary to examine the true meaning of the label ‘renaissance’. What are the most important features of a renaissance that mark it out from other periods of time? In the first part of our work we shall attempt to define the parameters of what a ‘renaissance’ is. The Second part of our work will examine the historic background of the Twelfth Century. We shall briefly examine the most important developments during a period that has done much to shape the modern world, including the rise of humanism, the individual, the reform of the Church, the creation of Universities and the development of legal codes throughout Europe. Why was the Twelfth Century such an important period in medieval history and did these profound changes and developments constitute a renaissance in the manner of the renaissance of the 15th Century? In our final Chapter we will present the case that using the term ‘renaissance’ for the Twelfth Century is misleading, unsuitable and inappropriate. Although the twelfth century was extremely important, with profound developments in many fields, this does not necessarily make it a ‘renaissance’. Many historians would also argue that applying such labels is detrimental to the study of history; in this chapter we will examine some of their arguments. In our conclusion we will conclude on whether it is accurate, useful or appropriate to apply the term ‘renaissance’ to the Twelfth Century. The term ‘renaissance’, or re-birth is usually associated with the Italian Renaissance in the 14th and 15th Centuries which later spread throughout Europe.[1] This period saw a revival in classical texts and sources of knowledge in a variety of fields, mathematics, law, philosophy, art and education to name but a few. Educational reform spread these ideas throughout Europe, leading to developments in knowledge, technology and agriculture, as well as social changes which saw a population shift to towns and cities.[2] In essence renaissance is referring to a revival, in this case the classic texts and teachings of the Ancient Greeks. It is generally accepted by historians today that there were several ‘renaissances’ in Europe, in the Ninth, Twelfth and 14th Centuries, where increased access to classical texts and other social factors led to artistic, technological and social developments throughout Society.[3] When referring to the Twelfth Century Renaissance most historians mean the period between 1050 and 1250, and unlike the early period of the later Renaissance, developments happened throughout Europe and did not begin in one region or Country.[4] Chapter One The Twelfth Century was arguably one of the most important in medieval times, if not in the whole of European History. The rediscovery of many Latin and Greek texts following the fall of the Greek Empire and increased contact with Islamic scholars led to an increase in scientific knowledge, and to developments in all intellectual fields. The Twelfth Century saw great advances in technology, which combined with a warmer climate and greater stability led to an agricultural surplus, an improved quality of life and new opportunities. This more dynamic European Society invented spectacles, paper, developed the use of gunpowder, more accurate clocks and printing methods.[5] For a period the Latin and Greek texts were simply re-produced by an increasing number of European Scholars. Gradually once all these works were discovered and thoroughly absorbed, many Scholars began to build upon this knowledge and adapt it for contemporary use, no more so than in the field of law. Roman law and a revival of jurisprudence spread throughout Twelfth Century Europe, replacing traditional, custom based law and helping create stability. One of the best examples of this was in Henry II of England’s legal reforms. Like in many parts of Europe trial by ordeal or battle was still common, and the application of the Kings justice was not uniform throughout his British territories. Henry II established trial by jury and set up magistrate courts so that his representatives could administer legal rulings on his behalf. This was the beginning of the Modern day justice system, it made the legal system fairer and helped establish the authority of the Church and State throughout Europe.[6] The artistic pursuits flourished during the Twelfth Century, the fields of poetry, architecture, music, and literature all developed greatly. This was partly a result of the increased wealth and security in many parts of Europe, but it was also an indication of the self confidence, creativity and curiosity of a more dynamic European Society eagerly absorbing new sources of knowledge from the Latin and Greek texts, the Islamic and Byzantium worlds.[7] This artistic revival also had some links to the more humanist philosophies and teachings from the great Twelfth Century scholars and teachers. Humanist thought also developed in the period around the Twelfth Century, and many academics, such as Morris, believe that the Twelfth Century saw the beginnings of the discovery of the individual and the origins of rational thought.[8] The rise of the individual led to a wider interest in self expression, human relations and self discovery, it was a point when man became interested in the positi on of the individual in relation to Society and its institutions.[9] This apparent rise of rational thought however did not coincide with a decline of the powers of the Church. Indeed during this period the Christian Church went through a period of dynamic reform, strengthening its influence and power to a point where the Pope would attempt to exercise power and influence over Monarchies and Empires. It was Innocent III, a proponent of both religious and secular legal codes, who called for a Crusade against the infidels in 1198, and he who made the English King John his vassal.[10] The Twelfth Century remained a period of faith where to even question whether there was a God was considered madness. How then was the knowledge gleaned from the classical Greek and Latin texts disseminated throughout Europe? The establishing of Universities in places such as Paris, Oxford and Bologna was perhaps one of the greatest events of the Twelfth Century. Students from all over Europe travelled to these centres of learning, and helped to spread their new scholastic thought and ideas back to their homelands.[11] The Universities not only helped to re-introduce classical knowledge back into Europe but helped build upon and adapt the works to better serve the very different European Society that they inhabited, a Society that was rapidly changing and beginning to explore the world outside the European frontiers. We have established then that the period of the Twelfth Century, which for many academics means 1050-1250, was a period of great economic, social, political and religious change. In our next chapter we will argue that the label Renaissance is worthy of such a profoundly important era. Chapter Two The Twelfth Century did indeed contain many of the features that defined the 15th Century Renaissance in Italy. The discovery of Latin and Greek texts allowed for great advances in the scientific, social, political and legal fields as well as other intellectual pursuits. After the long process of absorbing the vast array of texts, Twelfth Century Scholars built upon that knowledge just as some of the great Italian minds in Florence did several hundred years later. The adoption of Roman legal canons and the revival of the arts are two examples of a European re-birth a fundamental change in Society for the better inspired by the classical works.[12] If anything the Twelfth Century was perhaps even more open minded than its later Italian Renaissance, adopting and learning from cultures previously regarded as heathens and heretics. A Renaissance cannot be defined simply as an interest in classic texts or the adoption of some aspects of ancient Intellectual ideas into Society. The Italian Renaissance was a flowering and development of ideas that were inspired by classical texts and sources. The Twelfth Century saw rapid developments in virtually every intellectual pursuit as a result of the re-discovery of Latin and Greek texts. It helped lead to the rise of new towns and helped spread vernacular literatures. As Haskins demonstrates it was in many ways the early beginnings of the modern world, surpassing the achievements of the authors of those ancient texts. ‘It saw the culmination of Romanesque art and the beginnings of Gothic, the revival of the Latin classics and of Latin poetry and Roman law: the recovery of Greek science, with its Arabic additions, and of much of Greek philosophy: and the origin of the first European universities.’ Another main feature of the Italian Renaissance is the spread of humanist ideas and philosophy. We have previously demonstrated that Humanist thought and philosophy flourished in the Twelfth Century, and the origins of the Individual, an important Western concept, arose in this period of intense intellectual change and development. The supremacy of the Church was not challenged, but a philosophy of rationality and of valuing the human spirit that so defined the Italian Renaissance and indeed the later Enlightenment flourished in the newly created schools and Universities of Twelfth Century Europe.[13] It is irrelevant to compare the relative contributions of each Renaissance in a bid to establish which is more important or which period contributed more to the formation of modern, secular Europe. We are merely concerned with whether the label ‘renaissance’ is a suitable label for the Twelfth Century. Academics such as Haskins and Brooke do clearly believe it was a Renaiss ance and have given clear evidence to support their claims.[14] In our final chapter we will examine the theories of other academics who argue that it is neither appropriate nor relevant to describe the Twelfth Century as a Renaissance. Chapter Three For many historians, such as Panofsky and Chenu, it is inaccurate to describe the Twelfth Century as a true ‘renaissance’.[15] There are several different reasons for this approach. Scholars like Panofsky believed that although Latin and Greek works were re-discovered and that this led to a degree of development, the change was limited to a small range of Intellectual pursuits. Although many in the Twelfth Century imitated the texts and borrowed some of their teachings, they failed to truly appreciate the fact that the ancient world was a completely different culture from their own, their understanding of the works and of the time itself was limited and narrow and unlike the scholars, artists and philosophers of the Italian Renaissance they did not seek to return to classical age or change the society in which they lived, merely adapt some classical teachings to suit their environment.[16] Other historians are not quite so dismissive of the huge range of achievements in the period around the Twelfth Century, and historians like Chenu recognise the importance of the era whilst believing that the label of renaissance does not do the period justice. The engine of artistic, economic and political growth was not the re-discovery of the Latin and Greek texts but the improving economic and social conditions. The true re-birth was the revitalization of the Christian Church, which inspired a new hunger for learning, discovery, and invention and created an atmosphere in which the ancient texts could be adapted to improve the conditions of a newly invigorated Christian Society which was increasingly placing rationality and reason at the heart of its teachings. The Twelfth Century was a unique, profoundly important era that should be studied in its own right, not as a mere pre- Renaissance but an age that helped usher in the beginnings of Modern Western Society.[17] Conclusion In conclusion then, how appropriate is the term ‘renaissance’ to describe Twelfth Century thought and culture? This essay has demonstrated that the Twelfth Century was a period of momentous social, economic, political and religious change. Those developments had a major impact in shaping the modern Western World. Increased prosperity and security created new opportunities and a seemingly universal desire for learning and advancement led to new inventions, the formation of new institutions and the adoption of philosophy which facilitated the rise of humanism and the individual as the centre of Western thought. The contribution of classic Latin and Greek texts cannot be underestimated, the knowledge revealed and subsequently built upon spurred developments in medicine, law, philosophy, technology, theology and art. Unlike the Italian Renaissance Twelfth Century men did not hark back to the ancient times, nor did they wish to re-order Society, merely make it better, more Ch ristian and more humane. It is our conclusion then that using the label ‘renaissance’ for this period is useful in initially expressing the profound importance of this period both in Medieval history and in the effect it has had on the development of Western culture itself. Through its usage we demonstrate that the 14th and 15th Century Renaissances were not as unique as many historians would have us believe, and that the so called dark ages were not the continuous period of ignorance and backwardness so often imagined. But the Twelfth Century is more than a pale imitation of the Italian Renaissance, it is a period of time worthy of separate study and analysis, in the future it maybe that Society will regard this period as the true Renaissance and the later Italian period a development on the achievements and work of a dynamic, original and inspired Century. Bibliography Benson R L Constable G (eds.), ‘Renaissance and Renewal in the Twelfth Century’ (Cambridge Mass., Harvard University Press, 1982, 1991). Brooke C N L, ‘The Twelfth Century Renaissance’ (London, Thames Hudson, 1969) Chenu M-D, ‘Nature, Man and Society in the Twelfth Century ‘(Chicago, Chicago UP, 1968, 1997) Constable G, ‘The Reformation of the Twelfth Century’ (Cambridge, Cambridge University Press, 1996). Cook W R Herzman R B, ‘The Medieval World View: An Introduction’ (Oxford, OUP, 1983) Duby G, ‘The Europe of the Cathedrals’ (Geneva, Skira, 1966) Haskins C H, The Renaissance of the Twelfth Century (classic) (Cambridge Mass., Harvard UP, 1927) Hollister C W, ‘The Twelfth Century Renaissance’ (New York NY, Wiley, 1969) Holmes U T, The Idea of a Twelfth-Century Renaissance Speculum 26 (1951) Morris C, ‘The Discovery of the Individual 1050-1200’ (Toronto, Toronto UP, 1987) Packard S R, ‘Twelfth Century Europe’ (Amherst Mass., Massachusetts UP, 1973) Panofsky E, ‘Renaissance and Renascences in Western Art’ (New York NY, Harper Row, 1970) Southern R W, ‘Medieval Humanism and Other Studies’ (Oxford, Blackwell, 1970, 1984) Stiefel T, ‘The Intellectual Revolution in Twelfth Century Europe’ (London, Croom Helm, 1985) Swanson R N, ‘The Twelfth Century Renaissance’ (Manchester, Manchester University Press, 1999) Treadgold W (Ed), ‘Renaissances before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages’ (Stanford Ca., Stanford UP, 1984) Trevor-Roper H R, ‘The Rise of Christian Europe’ (London, Thames and Hudson, 1965) Wolff P, ‘The Awakening of Europe’ (Harmondsworth, Penguin, 1968, 1985) Footnotes [1] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) p.114 [2] Haskins C H, The Renaissance of the Twelfth Century (classic) (Cambridge Mass., Harvard UP, 1927) p.5 [3] Cook W R Herzman R B, The Medieval World View: An Introduction (Oxford, OUP, 1983) p.212 [4] Swanson R N, The Twelfth Century Renaissance (Manchester, Manchester University Press, 1999). [5] Packard S R, Twelfth Century Europe (Amherst Mass., Massachusetts UP, 1973) [6] Haskins C H, The Renaissance of the Twelfth Century (classic) (Cambridge Mass., Harvard UP, 1927) pp193-224 [7] Brooke C N L, The Twelfth Century Renaissance (London, Thames Hudson, 1969) [8] Morris C, The Discovery of the Individual 1050-1200 (Toronto, Toronto UP, 1987) [9] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) p.126 [10] Cook W R Herzman R B, The Medieval World View: An Introduction (Oxford, OUP, 1983) p.203 [11] Stiefel T, The Intellectual Revolution in Twelfth Century Europe (London, Croom Helm, 1985) [12] Hollister C W, The Twelfth Century Renaissance (New York NY, Wiley, 1969) [13] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) pp122-132 [14] Brooke C N L, The Twelfth Century Renaissance (London, Thames Hudson, 1969) [15] Chenu M-D, Nature, Man and Society in the Twelfth Century (Chicago, Chicago UP, 1968, 1997) [16] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) p116 [17] IBID, P.134

Developing Effective Communication in Health & Social Care

P3 – Explain factors that may influence communication and interpersonal interactions in Health & Social Care environments. Factors that may influence communication and interpersonal interactions in a Health & Social Care environment are things such as; Setting- this is the place that you are in. To be able to communicate with someone correctly, you will need to make sure that it has all of the right things. Noise level is important because if it is too noisy then you will not be able to hear the person speak and both of you will need to shout when your speaking instead of just talking normally.Lighting is also important in where you are, this is because if it too dark then the opposite person will not be able to see you and you will not be able to see them and good eye contact is needed (if possible) in order to communicate properly and if it is dark then this will be hard. Having enough space in a room is also important as you will not want it to be small as personal space is essential and being very close to someone you hardly know could be quite awkward and tense.You shouldn’t be too close to each other, however you shouldn’t be too far from each other either as it’ll be hard to hear and speak properly. Time- time means that you should not be in the room with the service user for too long; also you should not be in there for a small period of time either. You should spend a decent amount in the room with the service user, making sure that you have covered everything and haven’t missed out anything and also making sure that the service user has told you everything you need to know; in order to help them to resolve their problem(s).Also if you keep mentioning about the time that you have left to speak to the service user then they might get annoyed and feel that you are more worried about the time than about their problems. Also rushing the service user would mean that they’ll have to speak quicker and they will not be able to explain themselves properly. There are also barriers; these are things that occur while communicating with someone. The type of communication that you have with someone will be very different for example; a difficult communication may be something that is hard to solve/ something that will take long to solve.A complex communication is when there is man parts to the story and it may be very confusing and hard to understand. The last example I will use is a sensitive communicationmay occur when someone close to that person has passed away or when someone is ill etc. P4 – Explain strategies used in Health and Social Care environments to overcome barriers to effective communication and interpersonal interactions. Language needs/preferences could be a barrier for example; if someone is trying to talk to you but you can’t understand them as they are speaking to you in a different language.This would be a barrier because if you cannot communicate with this person eff ectively then they will not be able to explain their issue/problem or just to talk to you and you will not be able to communicate back and respond to them. Strategy – You could try and overcome this problem by getting another worker to come in and translate what they’re saying in your preferred language/method; in some cases the service user may bring a family member/friend who may be able to translate for you as well.Sensory impairment is when you may not be able to view, smell, sense or say things. Therefore, coming across someone like this may affect your communication with each other. Strategy – So you should ask the person that they have come along with (if possible) to help you or you should look at their personal details and notes in order to see what their preferred language/method of communication is. Disability is also another barrier to communication, this may affect the way you talk to them as they may have difficulty moving their arms, speaking or d oing anything.Strategy – Someone with a disability will also mean that you will have to pay full attention to what they are doing and you should insure that you follow the rules and regulations so that nothing bad happens. For example; someone with dementia will need full support as they forget things and may wonder off on their own or with a stranger without realising. Personality may affect the way you communicate with each other as the person may be very aggressive and loud so you will not be able to talk to them without them shouting or suddenly becoming annoyed.Strategy – When dealing with people, you should always check their notes beforehand; this is because you will then know what type of person you are dealing with and also you will then know how to deal with this person, how to approach him/her and how to speak to them. Self-esteem Is how confident someone is in themselves, this is an important thing when communicating with someone in Health and Social Care a s the level of self-esteem can affect how quickly they recover.Strategy – Raising their level of self-esteem by making them feel at ease will make it easier for  them to recover. Anxiety is when you feel nervous or anxious about something, this is a barrier because if the service user gets nervous then they won’t speak and this will be a problem because there will be silence and the problems that the service user has will not be resolved as they will not be speaking; making it hard for the person trying to help them. Strategy – The way that you could overcome this could be to try and make the person feel at ease so that they are not nervous.You could do this by saying ‘I am here to help' or ‘I know this is hard but I will try and help you get through it'. This may make the service user feel comfortable and make them feel that they are able to talk to you; as you are there to help them. Depression is something that people get when they are under str ess. This can be a barrier to communication as the person with Depression may not want to speak or they might be too upset to explain how they feel; even though they are in need of help.This can make their situation worse because they are not letting anyone help them; however this is not their fault. Strategy – Trying to help someone with depression can be very hard; depending how bad they are. Doing activities with someone who is suffering with depression may be one strategy as they will have their mind on something else, rather than their problems. Aggression can affect the communication between two people or a group etc. This is because the person trying to help the service user will/may likely find it hard to deal with and speak to someone who is very aggressive.The aggressive person could be very angry at what is going on in their life so they will take it out on the person who is trying to help them; they may not necessarily mean what they say or do but shouting and sho wing aggressive behaviour could be the way that they deal with everything. Strategy – A way to try and deal with an aggressive person is to not fight back. If you argue back with them thenthey will argue back and it will not make anything better and the reason they are there is to get help.The reason they could be aggressive is because of something that has happened so asking them questions could get it all out of them so that you are aware of their situation. Submissiveness is someone who will just agree and go along with whatever someone is saying to them. This is a barrier because they will not actually say what they feel and they will not disagree with anything that is being said so they may be agreeing to something that they might not even want.Strategy- A way to get past an aggressive person  is to not take anything they say personally as they are just saying horrible things because of the bad situation that they are in. You should also TALK back to them instead of ar guing. Assumptions are bad in Health and Social Care; this is because if you just assume what the person is saying then you aren’t exactly listening to them because you are already thinking of a way to respond to them; without knowing if it is what they are actually saying. This is bad because the service user will obviously not get the help and support that they need.Strategy – You can get past this by actually listening to the person you are talking to properly so that you don't just assume what they're going to say. By listening, you will hear what the person is saying and you will also be able to come up with a way to solve their problem/issue etc. Value & belief systems can affect the level of communication that you have with someone. The values and beliefs that someone has can have a huge effect on the relationship you have with the service user.For example; if a Christian councillor came across a gay service user who needed help with him and his husbands marriag e, and the councillor didn’t want to speak or associate themselves with this person as it doesn’t say anything about gay marriage in the bible then this would cause big problems as the service user will not get any help and the person in need of help may feel very angry and he might even feel quite upset as the councillor is discriminating against him & gay, lesbian and bisexual people and also being homophobic.Strategy – The easiest way to get over something like this is to get a new job because if you don't agree with gay marriage then this will defiantly affect you as you will may come across 2 gay people that want to get married and discriminating against them because you don't agree with gay marriage will cause problems. Jargon is a type of slang, if the service user speaks like this when seizing help then they may not be able to get the help that they require as the person trying to help then will not understand them; meaning that they will not know what t he problem is.However, overcoming this issue could be to ask someone to translate if possible or to use a method of communication that you both understand. Strategy – Ways to get past this issue would be things such as; translators, other workers to help you out, their family/friend could help you etc. Cultural variations are differences between you and someone else, for example if someone comes to you who are from Poland and you are from the UK then there will be many differences between the two of you.These differences should not affect you in a huge way as you should be able to use many methods of communication; preferably the one that they prefer. One difference between the both of you may be the language or preferred method of communication, this will cause problems when communicating as you may not be able to understand them and they may not understand you. Strategy – A few ways to overcome this may be things like translators, sign language, written, body languag e, oral etc.Use & abuse of power is a barrier is because when you are trying to solve or help a situation that someone is going through then you will both need to give ideas, not just one of you. If only one of you is talking then the other person may have ideas that they cannot share and this would be a barrier as both people need to speak in order to share ideas and solve problems that you both agree with. Strategy – You should make sure that you are both speaking; not just one of you.Making sure that you are both talking is important, to do this you will need to make sure that you are asking questions and not just constantly talking to them because they might switch off and look like they're listening when in fact they are just bored. Effects of alcohol/drugs can mean that someone is not in their right state of mind; this means that they will not necessarily be making sense and they might also not know what they are saying. The problem with this is that the service user wi ll not be getting any help because they will not be in the right state to be serious and to be willing to sort out their problems.Strategy – Someone who comes in to speak to you about their issues could have a drink problem or a drug addiction. Ways to deal with this is to send them to Rehab so that they can try and get back on track; instead of getting worse. Whether it is an alcoholic or adrug addict, you should always take their needs into action as they could be desperate to turn their lives around before its to late. Regular check ups and phone calls will be a good idea as you can then see how the person is getting on and if they are getting the help that they require. Developing effective communication in Health & Social Care Unit 1: Developing effective communication in Health & social care Task 1 intro:Communication is at the heart of any relationship, be it familial, business, romantic, or friendly. While there have been significant advances in how we understand body language and other forms of communication, verbal communication continues to be the most important aspect of our interaction with other people. It’s important to understand both the benefits and shortcomings of this most basic communication. One-to-one communication plays a very important part in almost everyone's life. This type of communication occurs most often in face-to-face conversations and in telephone speech skills.Conversation consists of talk about various matters of common interest to both of the people involved. Conversations, unlike many other types of communication are usually not planned or rehearsed beforehand. Group communication refers to the communication between a group of people and another group of people or within the group itself. A group is normally considered as a collect ion of people that number 3 or more. This type of communication is very helpful when you need to get across the same message to more than 1 person.For example if you are a manager who is announcing a change in hours for employees shifts, then you would gather everyone together. That way it is quicker and saves you time. Also it is helpful when you want to discuss something with your team mates or business. Group debates and discussions are very popular. Formal communication is the type of communication used for important topics, usually in the arenas of business, government, diplomatic matters, scientific matters, lectures by teachers, certain types of speeches at colleges, or in seminars.It is speech which is meant to impress and to give weight and authority to the person speaking and to the subject being spoken about. It is polite speech, and uses polite language, whether in verbal or written form. Examples would be the president's inaugural speech, letters between ambassadors or consuls, an address by a college president to the school, the presentation of a scientific paper or theory at a symposium or seminar. Even in written form, a letter of resignation from a post one hold.Formal communication assumes, usually, a vertical relationship between people in that situation. Someone is the person above, in authority, and someone is the person below, dependent to some extent on that person, in that situation. Informal communication is more on a peer level. It is everyday speech, the kind of speech where you don't have to worry too much about how you couch something, because you and the other person know each other well enough not to take things wrongly. It may be concerned with important matters, but it is not on an authoritative level.It may be two people who enjoy argumentation going at it about some specific topic, or friends planning an outing, or working together on a project and talking through what and how to do it. Forms of communication ‘Verbal' m eans ‘spoken'. So, verbal communication is the messages you send with words. It's what you actually say. Non-verbal communication is the messages you send with your body. Some people call it your body language. For example: Facial expressions – smiling, frowning, raising eyebrows, eye contact Gestures – waving your hand, pointing your finger, crossing your arms Posture – the way you stand or sit.Touch – being caring you would put you hand on ones shoulder to show you care. Silence – could be a sign of anger, upset, nervousness etc. Reflective listening – nodding your head to show you understand, eye contact. Non-verbal communication also includes the tone and pitch of your voice. So, verbal communication is the words. But non-verbal communication is how you say the words. Technological communication – Text messaging, E-mail, Msn, etc. Technological aids – People who are deaf blind use many different methods of communicati on.The method chosen will depend upon the amount of sight and hearing the individual has the cause of deaf blindness and how long the person has had a sensory impairment. – Braille is for someone unable to see text well enough to read it, braille can be used to label objects and give access to books. Objects designed especially for blind and deaf blind people may already be labeled in braille. – British sign language is a visual means of communicating using gestures, facial expression, and body language.Sign Language is used mainly by people who are Deaf or have hearing impairments. Within Britain the most common form of Sign Language is called British Sign Language. British Sign Language has its own grammatical structure and syntax, as a language it is not dependent nor is it strongly related to spoken English. British Sign Language is the preferred language of between 50,000 – 70,000 people within the UK. – Communication symbols could be anything from à ¢â‚¬Å"ladies toilets sign† to â€Å"road signs†. Here are some images of communication symbols.

Language Learning Methods Of Listening - 3137 Words

Running head: LISTENING COMPREHENSION IN COGNITIVIST, METACOGNITIVIST AND BEHAVIORISTIC BASED LANGUAGE LEARNING METHODS Listening Comprehension in Cognitivist, Meta-Cognitivist and Behavioristic Based Language Learning Methods Islamic Azad University Science and Research Branch Khonein University Professor: Dr. Rajabi December 14, 2011 Abstract The study tried to show the role of listening comprehension in cognitivist, meta-cognitivist and behavioristic based language learning methods. Reviewing the literature it was found that listening has different roles in the methods. It was found that behaviorism limits listening to grammar and pronunciation drills and does not pay much attention to listening as an active skill. It was†¦show more content†¦Listeners must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain and interpret this within the immediate as well as the larger socio-cultural context of the utterance (Wipf, 1984). Listeners use both bottom-up processers and top-down processes to comprehend (Guo and Wills ,1999). Listening comprehension has different roles in different language learning theories. Behaviorism emphasizes changes in behaviors due to the influence and control of the external environment, rather than the internal thought process of the subject (Merriam and Caffarella, 1999). Anderson (2002) mentioned that metacognition can be defined simply as thinking about thinking. He also mentioned that Cognitivism focuses more on more complex cognitive processes such as thinking, problem solving, language, concept formation and information processing. Listening plays a crucial role in students’ language development. Krashen (1985) argues that people acquire language by understanding the linguistic information they hear. Thus language acquisition is achieved mainly through receiving understandable input and listening ability is the critical component in achieving understandable language input. Given the importance of listening in language learning and teaching, this research tries to investigate the role of listening

The Tragedy of Hamlet, Prince of Denmark by William...

Somewhere between the years of 1599 and 1602, William Shakespeare wrote his longest, most influential and powerful tragedy, The Tragedy of Hamlet, Prince of Denmark. Set in the Kingdom of Denmark, the play stages the revenge that a young prince seeks against his uncle for murdering his father, inheriting the throne, and subsequently marrying his mother. Prince Hamlet, a university student, is an extremely philosophical and thoughtful character. When his father the King of Denmark dies, Hamlet returns home only to be presented with evidence that suggests his uncle Claudius may have been responsible for his father’s murder. In the initial acts of the tragedy, Hamlet seeks to prove his uncle’s guilt and contemplates all of his actions and†¦show more content†¦He does not believe that it is truly his father. Even after seeing the ghost himself, Hamlet remains cynical, although he does in fact emotional upon seeing it. The ghost tells Hamlet that his brother killed him in order to steal both his wife and the throne. Hamlet becomes confused after seeing his father’s ghost and is unsure of how he should react. However, he vows to seek revenge against his uncle, although he refuses to do so without first having sufficient evidence to prove his uncle’s guilt. A few months later, with the help of actors fr om his university in Wittenberg, Hamlet decides to stage a play of his father’s poisoning for Claudius. Hamlet believes that Claudius’ reaction to the play will either confirm or deny his guilt. In act three, Hamlet returns to the theme of suicide. He examines the moral and immoral aspects of suicide in a world that he considers to be so anguished and corrupt in his most famous soliloquy: To be, or not to be: that is the question: Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune Or to take arms against a sea of troubles, And by opposing end them? —To die, —to sleep, — No more; and by a sleep to say we end The heartache, and the thousand natural shocks That flesh is heir to, —’tis a consummation Devoutly to be wish’d. To die, —to sleep; — To sleep: perchance to dream†¦ (III.i.58-67) Hamlet poses the question of: â€Å"To be, or not to be,† (III.i.58) or in otherShow MoreRelatedThe Tragedy Of Hamlet, Prince Of Denmark, By William Shakespeare917 Words   |  4 Pages In the play of â€Å"The Tragedy of Hamlet, Prince of Denmark†, by William Shakespeare. Revenge was the cause of the characters in Hamlet to act recklessly through rage and emotions, in a certain degree of reason. 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