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Visual Voice
Useful Links
The Buzz Buzz Boom, by Seth Gore
Library Recon Team
Identifying Details
Dean, Mary Ann, Uncle Richard and Pops were all characters mentioned in the text. When looking more closely, G-d, Gaia, Jerry (Seinfeld) and the car are all apart of the story as well.
Our group summed up that Mary Ann and Dean were talking about moving in together because Mary Ann is pregnant.
Mary Ann wants to move in with Dean, and communicated her intentions with Dean; he was still contemplating.
Interpersonal Communication. Body language can be used for communicating.
People have such relationships with inanimate objects; the Thunderbird in the story, for example.
How does one make life-altering decisions? Can one be certain or uncertain in their answer and still follow through with what's right and be able to live with it?
What's Thunder Got to Do With It?
On the Thursday morning after the first day of classes, the whole dorm was suddenly awoken by an extraordinarily loud sound that seemed to be as if there was a bombing raid that shook our whole room. When this was brought up in class everyone seemed to be affected the same way and could remember everything perfectly despite it being around 4:30 in the morning. In Seth's story, there was a thunderbird that roared and vibrated, which had struck Dean's memory of his Uncle.
An Angle on Interpersonal Communication
1. Label:Group Communication
2. The story deals with coordination problems and how Mary Ann wants Dean to move in with her. This action cannot be completed by one person, but by the two working together. This theory is recognized in our section as "coordination problems".
3. Cultural rituals are addressed in our section and in the "The Buzz Buzz Boom" text Mary Ann wants to move in with Dean due to her recent pregnancy; this is considered a common ritual for those in her situation. Also, when raising a family, it is common to all live under one roof with the consent of the other members of the family. This concept in general terms is discussed in our section.
4. The section deals more with group concerns and problem-solving rather than one-on-one. This eliminates the concept of making decisions due to one's own motives and not based on what others want. This section refers to what takes place within larger groups coming together.
5. Yes, because it demonstrates how Mary Ann tries to convince Dean to live with her as a common ritual. We have the opportunity to look at her situation from a bird's eye view in more general terms.
6. It takes a look at the inner workings of concepts and rituals that take place within groups of people. If we were to look at how groups work together and such then this would be a great resource to use. It addresses how to use group rituals as opposed to individuals' views.
"Signs" Dean is Deaf
Direct Quotes from Seth Gores Article:The Buzz Buzz Boom
- Decided that I had to take a breather from Mary Ann, from her acoustical world.
- As I put my hand on the hood, I remembered how I loved the feel of a running engine.
- “Don’t you hear this?”
- "You don't hear that at all?"
- "It's too bad that you don't hear that at all. You don't know what it's like, too bad-it's too bad"
- He had no senses but hearing, or so it seemed to me.
- ...because I loved. Deeply, the feel of everything that I could see.
- It was for me being unable to hear.
- But do you realize that I'm not hearing it with my ears but with my whole body?
- "I thought, we are because we are, can you forgive me for being what I am?"
- I needed to feel the world: the demystifying cold, the purifying mirror, the exposing fluorescent.
- “Hands. Touch and feel. No light, no sound, just the ridges of your fingers, all nerves searching and interpreting.
- Don't you feel the rain out there?
- She smiled, "And in here, Dear?"
Translation View: IPC and the Buzz Buzz Boom
Using our old Library Recon Teams to further investigate some New Team information!
Running through the speaking model, setting and scene could take place in everyday life, it could happen anywhere, political settings for example, business, school and around the world. The participants could anyone within a group with similar ideas, values and beliefs. Ends, similar to goals, in our topic represents everyone eventually thinking the same way and sharing values and beliefs. They would eventually agree on the same issue(s)/topic. The act sequence in terms of our topic begins with an idea planted as a seed and then it grows and extends to other people through word of mouth or other forms of propaganda, perhaps, eventually they will voice their opinions and share their ideas over time. Key involves, usually, a leader who successfully manipulates the group members into all believing the same thing. There are variations of these groups, some a more fascist than others, whilst some can be democratic. The group can communicate through several types of media. There can be posters and discussions with the passing of information. The rules, or norms, of the groups we discuss in our topic suggest that there are meetings and understandings amongst the people involved in their group. There is an authoritative figure that sets the stage and allows the rest to follow. If we could place this topic in a genre it would be non-fiction and maybe science fiction, because we of the persuasion and manipulation that goes alongside the act of 'group think'.
Theory Determines Interpretation
What label(s) describes the information in your assigned section of the library? Think in terms of a "category."
Book title: Rational Ritual by Michael Suk-Young Chwe Culture, Coordination and Common Knowledge Interpersonal interactions with more than one person (of course). In the Introduction, the concept of ‘group think’ is mentioned.
How does information included within that category relate to Seth Gore's short story?
The story deals with coordination problems and how Mary Ann wants Dean to move in with her. This action cannot be completed by one person but by the two working together. This theory is recognized in our other text as “coordination problems”.
What elements or aspects of the meanings in Seth's story does your team's category highlight, prioritize, or emphasize?
Cultural rituals are addressed in our section and in the “Buzz Buzz Boom” text Mary Ann wants to move in with Dean due to her recent pregnancy; this is considered a common ritual for those in her situation. Also when raising a family, it is common to all live under one roof with the consent of the other members of the family. This concept in general terms is discussed in our section.
What elements or aspects of the meanings in Seth's story does your team's category ignore, avoid, or minimize?
The section deals more with group concerns and problem-solving rather than one-on-one. This eliminates the concept of making decisions due to one’s own motives and not based on what others want. The section refers to what takes place within larger groups coming together.
Is this category a useful or interesting way of examining the meanings in Seth's story? Explain how so or why not.
Yes, because it demonstrates how Mary Ann tries to convince Dean to live with her as a common ritual. We have the opportunity to look at her situation from a bird’s eye view in more general terms.
Would you recommend (based only on what you've discovered and thought about so far) that using the frameworks of this category is worth the effort to investigate further? Please explain.
It takes a look at the inner workings of concepts and rituals that take place within groups of people. If we were to look at how groups work together and such then this would be a good resource to use. It addresses how to use group rituals as opposed to the individual’s views.
See Our Progress!
Our New Fishbowl Team!
- First Assignment in our New groups due Friday October 15th!
Meaning(s) of The Buzz and Boom
For Monday, 4 October 2010
DUE: 500 word essays on "What The Buzz Buzz Boom says and means;" composed by your new teams from the SPEAKING fishbowls. You must have a thesis (the point you will make, commonly called an argument), cover each category of the SPEAKING model, include supporting evidence (quotes!) from The Buzz Buzz Boom, and a conclusion.
Although verbal communication is the most commonly used form of interaction among humans, communication is not limited to simply talking and listening. This is shown throughout “The Buzz Buzz Boom.” The characters in this story, Dean and Mary Ann in particular, show that verbal communication is not necessary in a relationship and that there are many different ways to communicate. The relationship between Dean and Mary Ann, which involves all forms of communication except talking, shows that other forms of communication can often be more effective and that a relationship can function completely normal, which can be shown through Dell Hyme’s SPEAKING model. The scenes and setting of the story show how non verbal communication can be more effective than verbal communication. Throughout the story, Dean and Mary Ann do not communicate verbally. In one scene of the story, Mary Ann was signing in Dean’s hand. At this point, Dean was still uncertain about his relationship with Mary Ann. Through Mary Ann’s signing, Dean was able to realize that Mary Ann could understand him on the level that so few others could. Just through their hand signals, Dean and Mary Ann found a way to communicate some of their most intense emotions and feelings. Throughout the story the main participants are Dean and Mary Ann. Dean is obviously unable to hear because of his disability, therefore requiring various other forms of communications to interact with each other. This relationship shows how the easiest form of communication, is not the only one that can used in a successful relationship. The initial purpose (ends) of Dean and Mary Ann’s conversation was to see if they can move forward and commit with one another. They did this through non-verbal communication. Dean realizes that Mary Ann does understand him on a level that he thought no one could. This significant moment is discovered in a moment of silence. During the rain storm, Dean realizes that Mary Ann can not only accept his way of living, but also relate to him on an interpersonal level. In the story, there is a sequence where Dean loses himself in the storm, and engulfs himself in the rain. While Dean is doing this, Mary Ann allows him to drift off into his daze, although she wants badly to talk to him. Although this delays the talk, this allows Dean and Mary Ann to connect on a deeper level. When Dean wakes out of his daze, he realizes that Mary Ann accepts him, and also can connect with him on the same level. This is shown when Mary Ann states that they should wait to “appreciate the ridiculous beauty of the situation.” Ultimately, this act of patience shown by Mary Ann is the very moment that brings Dean and Mary Ann together. The key of this story is serious, yet comfortable. It is serious because the whole point of their meeting is serious, but it is comfortable because of how they can communicate and relate to each other on a non verbal level. This situation is originally uncomfortable because Mary Ann and Dean have different outlooks on their plans for the future of their relationship. However, throughout this meeting, the two connect on a level far deeper than words could ever portray. This level is only obtained through using all of ones senses. If it weren’t for the use of these senses, and the understanding of Dean’s level of appreciation, the key would be serious and uncomfortable. However, because of this, the key is completely comfortable, yet serious. The instruments used in the story are sign language, and all other senses in order to communicate. Obviously, as previously stated, Dean is deaf. This causes Dean and Mary Ann to communicate through means of sign language. All dialogue in this story is in the form of communication. In addition to sign language, Dean and Mary Ann communicate through their senses and both having the ability to “feel” certain events. This is shown by their shared ability to feel the storm. The norms presented in the story also show how other forms of communication can often be more meaningful than verbal communication. The norm presented in the novel is the relationship between lovers. This story shows how two lovers can function on a normal level without using verbal communication. In fact, the majority of class was unaware that Dean was deaf until Mrs. Kent told us. This shows how normal Dean and Mary Ann’s relationship really is, and how to the blind eye, this story is simply a romance story between two lovers. It was eye opening that this form of communication seemed so normal, that the reader could barely recognize any difference. This shows how efficient and productive non verbal communication can be. The genre of this story is a realistic romance/drama. This is romance that breaks social barriers. This is because of the disparity between the natural form of communication for Mary Ann and Dean. Mary Ann is not deaf like Dean is. This is shown when Dean states, “I had to breather from Mary Ann, from her acoustical world.” Dean is deaf, as shown when Dean states, “It was for me being unable to hear.” Despite this disparity between their natural form of communication, they are still able to be function like a normal couple. Overall, the various aspects of this story show how normal Dean and Mary Ann’s relationship is, despite Dean’s disability. Communication is arguably the most important aspect of any relationship. This fact blatantly shows that verbal communication is no better than any other form of communication. In fact, one could argue that the communication that Dean and Mary Ann use is even more intimate than anybody could ever verbally communicate.
Thunder & Theory: "Expect the Unexpected"
Our expectations contribute to selective focus; which in turn clouds our vision of other aspects that are still there. In the Buzz Buzz Boom, it is not apparent that the character, Dean, is deaf. Our assumption of Dean’s ability to hear prevented us from even considering him to be deaf. A majority of the class was awoken by an incredibly loud thunderstorm that took place at an absurd hour of the morning. However, a number of classmates slept through the loud claps of thunder. It is due to the lightness or heaviness of the sleeper that some people didn’t wake up for the booms. Likewise, when we were instructed to watch the gorilla videos, it is because of selective attention that most of the class didn’t notice the gorilla that danced through the screen. The video asked us to watch the different people, dressed in similar colors, tossing the ball to each other while a gorilla danced in between the moving people. Most of the students didn’t see the gorilla at all because the two groups were dressed in black and white and moving through the plane tossing two different balls amongst their color-corresponding teammates. The distracting variables prevented us from recognizing other aspects of the scene in the video. The act sequence prevented us from looking deeper into the text. The jumping from the past to the present can be confusing and we found it difficult shift our focus to anything other than piecing together the plot. The act sequence was cumbersome and it took effort to decipher what exactly took place, let alone notice that Dean was deaf. Once a classmate brought it to the attention of the rest of the class, it was as if something clicked. It caused us to go back and reread the text to see what clues were there once our focus was shifted to looking for it. Steph was so dismayed to our ignorance of the deaf aspect of the story. This caused us to search for the overlooked clues that could lead to this conclusion. Because it was brought to our attention that Dean was questionably deaf, we could really focus on reading through the text for indications of this conclusion. It’s been easier to see other things that we were ignorant to before because it was brought to our attention. Once more is revealed about something we overlooked it is no problem at all to shift our focus to something else. Some classmates simply followed directions; if they were distracted and not paying attention, then they might have noticed the obscurity of the gorilla traipsing through the scene. Because they followed directions, they didn’t notice the gorilla. The classmates that slept through the thunderstorm were focused on sleeping, and might have been in REM. Those who were awoken by the storm were easily stirred by a sound that was hard to ignore. In The Buzz Buzz Boom, the classmates’ focus was not on searching for clues of Dean being deaf until it was brought to our attention. Selective attention reflects our expectations assumptions and has the ability to blind us from all aspects of the whole picture.
Focus: Pursuing disciplinary grounding in Language and Social Interaction
Describing Content
Based only on what is written in your paper, it would seem there was only one thing going on in The Buzz Buzz Boom: Dean is Deaf. Is that really all?!
- “Dean was questionably deaf,” - what does that mean, questionably deaf? (Maybe you are on to something, since Uncle Richard didn't believe it, either.)
References to content are so theoretical as to be obscure: "The act sequence prevented us from looking deeper into the text." Please expand with an explanation! (Also an excellent opportunity for adding a link to information already added to the Wiki!!!)
About the Medium
- “not apparent that the character, Dean, is deaf.” Really?! The fact that you didn't notice does not mean the evidence is not there!
- “took effort to decipher”
- “act sequence was cumbersome”
Reflections of your Consciousness
- “assumption of Dean’s ability to hear”
- “Once a classmate brought it to the attention of the rest of the class, it was as if something clicked.”
- “see what clues were there once our focus was shifted to looking for it.”
- “focus on reading through the text for indications”
- “jumping from the past to the present can be confusing and we found it difficult shift our focus to anything other than piecing together the plot.”
- “once more is revealed about something we overlooked it is no problem at all to shift our focus to something else.” ~ I'm not sure about the no problem part....
- “Those who were awoken by the storm were easily stirred”
- “Most of the students didn’t see the gorilla at all because the two groups were dressed in black and white and moving through the plane tossing two different balls amongst their color-corresponding teammates. The distracting variables prevented us from recognizing other aspects of the scene”
- “simply followed directions; if they were distracted and not paying attention, then they might have noticed”
Co-construction (Language Use and Social Interaction)
Fascinating reliance on metaphors of sight and sound...
- “Our expectations contribute to selective focus; which in turn clouds our vision of other aspects that are still there.”
- “…the lightness or heaviness of the sleeper that some people didn’t wake up for the booms”
- “a sound that was hard to ignore.”
- “the ability to blind us from all aspects of the whole picture’
Communication Theories
Dell Hymes Speaking Model Relates to The Buzz Buzz Boom
Setting/Scene- the motel room is the setting
- - Dean & Mary Ann talking is the Scene
Participants- Dean & Mary Ann
- - Dean is also have a interpersonal conversation with Uncle Richard
- - Mary Ann- tells her feelings out loud and the reaosn for them meeting in a motel room is becuase of a pregnancy scare.
End- purpose: Mary Ann wants understnading of Dean- should they be in a relationship? Does she understnad his disability?
- - Cultural Disagreement--> Deaf/ As well as heterosexual gender relationship
Act Sequence- Dean's Daydreaming -wondering about the rain
- - Mary Ann is watching Sienfield
- - Dean mentally comes back-knows it is rain
- - Mary Ann understnads him and gives him the space he needs
Key- Serious- discussing the relationship- nuetral location, Dean is not a serious as Mary Ann is about the subject
- - Mary Ann differs form uncle richard because she isn't as serious
- - Dean enjoys a joking enviromen, not a serious one
Instrumentalities- using sign language because Dean is Deaf-- "I Love You" & "Walking out of my eyes"
Norms- Dean and Mary Anne laying bed together, her head on his chest watching television
- -Relationship communication--both with family & love. Have the intimacy like any other couple. Act one way with love, another way with family.
Genre- interpersonnal communication as well as intrapersonal communicaiton~ serious tone/conversation is awkward. Love story, Dean is more aware of what is going on has been there before maybe? MaryAnn is new at this relationship thing.
Initial Response (ADD)
In Class Response (ADD)
"The Negative" (Kenneth Burke)
"Man is/the symbol-using (symbol making, symbol-misusing) animal/inventor of the negative (or moralized by the negative)/separated from his natural condition by instruments of his own making/goaded by the spirit of hierarchy (or moved by the sense of order)/and rotten with perfection." (Burke)
American pragmatism (John Dewey)
Definition of "Pragmatism"
noun
1. character or conduct that emphasizes practicality.
2. a philosophical movement or system having various forms, but generally stressing practical consequences as constituting the essential criterion in determining meaning, truth, or value.
Gender, Identity, and Intimate Communication
[Lyle and Gehart-Brooks Postmodernism and Divorce
- Assignment
- Assigned Reading Page
- Communication Based Theories of Language and Social Interaction
- Team Page
- My Contribution
Our Team Essay
Maintaining a Relationship Through Communication
There are many aspects in a relationship that if not maintained or changed can lead to a split. Relationship terms need to be agreed upon by both partners. The only way to go about this is through communication. Good communication skills are needed in a relationship to insure that it does not end up in a divorce. To maintain a successful relationship, communication as an unfinished process and product is vital in working through issues and voicing certain needs.
,
The unfinished process relates to the construction of the conversation when communicating. In regards to relationships this can shape the entire relationship, based on the level of communication. The unfinished process based on the Wittgensteinian approach explains how speech acts are never completed. This approach, rather, looks at the act of communicating as an ongoing process. This concludes with no product, because communication is never finished. It takes the play-by-play perspective, which is useful in the comprehension of interpersonal communication. In relationships, this theory would view them as a process and never a product. It is as though through communication, we constantly feed the flame of the relationship (Pearce, 115-116).
The saturated self is the result of a modern dilemma called “multiphrenia”. Multiphrenia “refers to ‘the splitting of an individual into multiple self-investments’” (Lyle). The splitting of selves is due to multiple modern technologies and innovations. Cell phones, instant messaging, social networks, and Internet sites in general are the cause. “Expanding social networks encourage continual comparisons with others, also increasing the standards for evaluating one’s current relationships.” (Lyle). When people look at other relationships and lives they naturally begin to compare their own lives to these models. “’Entering a relationship with a multiplicity of potentials, each a possible invalidation of the other, makes it enormously difficult to locate steady forms of relatedness.’” (Lyle). This causes a multiple self by people seeing different areas of interest and incorporating them into their lives. While this seems like a beneficial part of these communication tools it can pay a major toll on relationships; problems that must be dealt with through communication skills. As relationships continue, they keep evolving through different experiences and events that occur within a relationship. Due to "Multiphrenia" there is a higher chance of adultery, and if this does happen within a couple, then the whole product of the relationship will take a turn for the worst and have issues. This is an example of how even after marriages, relationships are never finished and complete and drastically change for better or worse.
When a person in a relationship becomes self saturated often their thoughts are pulled in many directions, taking the focus off of their relationship. The person’s thought may shift to other areas of interest and they begin to “speak only for themselves”(Lyle) instead of speak in the interest of maintaining the relationship. That same person may also realize new wants and needs they require from their loved one. “The multiple selves of the populated self present an additional barrier to committed relationships. Each of the various voices within demands additional evaluation criteria of one’s partner.” (Lyle). The only way to combat such issues is through communication. Couples must express their new interest to each other. They must tell their partner about their new hobbies, areas of study, relationship needs, and aspects of the other person they are beginning to have issues with due to multiphrenia. “Such conversations open up a normalizing or externalizing conversation (Freedman & Combs, 1996; White & Epston, 1990) and allow couples to explore their situation from a new perspective.” (Lyle). If couples do not have such conversations a split in the relationship is imminent.
The Romantic and Modernism perspectives on relationships mostly emphasize a “singular self”. According to Gergen the change from the Romantic and Modern perspectives to the Post-modernism perspective is evident in “the radical changes in socialization patterns in the United States allowed by new technologies that have altered the way people perceive their identity and their relationships with others.”(Lyle) In other words, where as the Romantic and Modern perspectives have to do with possessing a singular self, the Post-modern perspective emphasizes multiple selves. Multiple selves or self saturation can contribute to divorce because it is hard to maintain a long term relationship when the partners’ ideas and identities are changing. The constant changing of selves within a relationship, which is the post-modernism view, is part of the unfinished process because no product is every reached. Whenever people are changing, in this case due to new technologies, the relationship never reaches a stopping point- it is always progressing.
Intrapersonal communication is language use or thought internal to the communicator. Each person has internal thoughts that some believe is public in nature. "I wish to suggest, in contradiction, that thought is predominantly public and social. It occurs primarily on blackboards, in dances, and in recited poems. The capacity of private thought is derived and secondary talent, one that appears biographically later in the person and historically later in the species. Thought is public because it depends on a publicly available stock of symbols." (Carey). But in relationships, intrapersonal communication is not always shared with the partner. Many times internal thoughts occur and are not shared due to fear of rejection or misunderstanding. This can cause built up resentment towards another within the relationship and lead to divorce. “An open dialogue” (Lyle) is vital when referencing intrapersonal thought in communications with a loved one. The only way to reach a relationship that is beneficial for both persons is to externalize internalized thoughts each person has about the other and their relationship. The process of externalizing these internal thoughts, is what proves that a relationship is always an unfinished product. Relationships are a constant ongoing process, due to these internal thoughts. The two people the the relationship will always have their own thoughts, questions or goals. Keeping them from your partner leads to the lack of communication thus a roadblock in creating the product. That is why portraying these internal thoughts is imperative to having a healthy relationship. Intrapersonal communication is very important in having a healthy and succesfull realtionship. When these internal thoughts come out a new process begins adding to the one that is already occuring. Thus a relationship is an unfinished product.
Non-verbal communication is non-vocal language conveying a message to a receiver. It surprisingly can be as important to a relationship as verbal communication. In Foeman’s article about interracial relationships, he spoke about non-verbal communication from onlookers to the relationship. “Coming out of the closet [making their interracial relationship public] may trigger intense scrutiny about an interracial couple.” (Foeman). While this scrutiny may include verbal questioning and assault, it often is seen through facial remarks, staring, and gestures aimed at the couple. When couples are faced with these non-verbal assaults the best way to deal with the issue is communicating with each other about how they feel and react to these situation. If couples do not do this, the people might be confused about how to handle themselves in these situations. If one person is more sensitive to the non-verbal messages then the other it is important for this to be communicated to the partner so they can act in accordance to their feelings.
Non-verbal communication and intrapersonal communication play roles in relationships. If used properly and to their full extent, they can maintain a relationship and reinforce relationships that are faltering. One reason for faltering is self-saturation, which is a consequence of modern technology. People’s focus can move away from their loved one and cause rifts in the partnership. But with successfully used communication skills relationships can be saved and maintained. --Hmonahan 17:22, 18 November 2010 (EST)
In Search of Gorillas
Answers to Question 1 on Pop Quiz 3--Dipiero 10:55, 24 September 2010 (EDT)
Cool Potentials of the Wiki
- Number 14 is inaccurate. Our class continues to build our syllabus as we continue our classes. Our syllabus is incomplete.
- Number 20 is inaccurate. We cannot write whatever and whenever we want.
- Ranking: The best response was number 18. “Wiki offers a lot of cool potentials - such as learning about a professor, learning about what type of class you're taking, or other info that can be useful - such as Twitter or questions that can get you points. Also can read the works of professors and students.” This statement includes all that the wiki has to offer to our class. It sums up all that we would use the application for.
- The second best response was number 6. “We can interact as a class, even when we aren't all together. Help me prepare for things I'll need to know in the next class.” This statement was completely true in every way and found it one of the more honest and accurate responses in the bunch.
- The third best response was number 16. “Learning to use the wiki can provide me with a tool that will help me through the course, and it will make most things I have to do easier.” This is a great response because Steph physically claimed this same concept that with time and a deeper understanding of the use of the wiki, the tool will become infinitely resourceful and less stressful to utilize.
- The best response of the bunch, however is still number 18 because of the optimism that is displayed by the language and phrasing of the statement. Also, it briefly sums up what the wiki will be used for in the future.
Answers to Question 2 on Pop Quiz 3 -- 10:55, 24 September 2010 (EDT)
Struggles with the Wiki
- How to edit it or join it.
- Knowing if I joined or not, how to get to discuss something and how to "sign" the Wiki.
- Finding it in the first place. Once located, I found everything fairly simple.
- Navigating the page and finding the links on a more specific level - Twitter was difficult because have never used it before.
- What to do when I get there. I see your page but all the page was about was the class and signing up for Twitter.
- Finding the Wiki was the most difficult part, also figuring out how to log in/register.
- Trying to set up my own Wiki page where I can post things and have others view it. I also get confused sometimes on where to look for assignments or new postings.
- Trying to put my work onto the Wiki page.
- Navigating around the site, I found it kind of confusing at first but now getting better at it.
- The overall transition of needing to reference Wiki. This is because it is my first experience with a course that uses an online website such as Wiki.
- I have never used a Wiki before so I'm having trouble finding it and using it. I am technologically-challenged so I am trying to acquaint myself better with technology. The hardest part for me was setting up an account. I also find it hard because I think I find everything, but then I learn there is more.
- There are too many different parts to it and it is set up very confusingly so I know I've missed parts of the site.
- Actually navigating the page and getting to it.
- The search engine was very specific and confusing. I had to type many variations of "Comm 118" and Stephanie Kent before I found what I was looking for.
- Navigating the pages and learning how to find everything we're going to need.
- Finding my way around the home pages of Wiki, and how to post something on the Wiki page.
- There are so many links so I'll be able to find one page one day, but it will take me a much longer time to find it again.
- It was easy to find and see the information but joining it was tricky.
- First off, getting on the Wiki. But once I mastered that, then getting accustomed with everything and discovering where everything was placed and such.
- Navigating in general. Sometimes I get confused on what links to click on.
- Where to find all the information about the video.
Answers to Question 3 on Pop Quiz 3 --Dipiero 10:55, 24 September 2010 (EDT)
Selective Attention Report
Two videos in sequential order revealed a lesson about selective watching. If one focuses on one aspect of something, oftentimes other aspects are overlooked and neglected. If the viewer spent their attention counting the number of passes thrown by the players wearing white shirts and they potentially missed the person in the gorilla costume that walked through the game. In the second movie, the color of the curtain changed, the gorilla walked through as a player wearing a black shirt left the game. I missed all of the extra crazy aspects because of my focus on the number of passes. My partner saw the gorilla because he had seen a similar movie. However, in the second movie because he was looking for the gorilla, he missed the player exit and the curtain change color
In the Aquarium with Steph
Observing Fishbrains in Action
Group unknown: Initial Questions
- Characters: Mary Anne, Uncle Richard, Dean, Pops, Jerry from Seinfeld, God, Gea, Jesus
- Is the type of car that Uncle Richard has important? Is it important because it makes a specific sound? It's a timeless classic, and Dean is able to feel the engine.
- Both Uncle Richard and Dean understood the value of the engine
- Uncle Richard has "no senses but hearing" and he didn't except Dean for being different.
- Uncle Richard is ashamed of him. Why would he keep asking if he could hear the engine if he knew he was deaf?
- Dean used different senses to feel/hear the engine
- Superficial vs. engulfed
- Dean Can't hear Mary Ann
Group 2: Thunder
- agree: 1st day of COM118 is when the thunderstorm happened; Tuesday morning.
- However i did not hear the Thunder
- one of the reps. herd the thunder.
- they believed that it sounded too loud to be thunder.
- thunder was interesting because everyone talked about it in the same way. a group dynamic occurred and changed the tone and how everyone communicated with one another.
- The other rep who slept through it and i our sound sleepers
- similar between story and thunder storm:
- one noise can spark so many different emotions; makes you feel it!
- different between story and thunder storm:
- people either work up or didn't. hear versus feel; there is a difference between feel and sound.
- The Thunder shook the dorms
- Scared everyone that heard it
- Some experienced it differently, like Dean and Uncle Richard experienced life differently.
- The topic changed the tone of the class
- Uncle Richard and Dean had different opinions on hearing the car (who heard the thunder vs. who didn't)
- Did those who didn't hear it deaf?
Group 3: Communication
- do all labels connect and relate to interpersonal communication?
- you can grow a relationship through communication.
- body language and words are important in communication.
- make your voice heard.
- not communicating prevents relationship to move forward.
- similarity between library sections: a relationship is a common thread with communication
- communication is vital for caring relationship.
- all groups had communication between two people or describing what you can do in a conversation.
Fishbowl: Skeptics, Questioners, Alternatives
- Alternative Project Ideas: A different story and use what we have learned in buzz buzz boom to put to use on a new topic.
- Charades
- Movie besides Seth Gore
- What should we be graded on
- Steph is the only one interested in it, is it just for her ?
- Uncertainty
- We don't have to sign, but they feel like it is for your own benefit not ours!
- How are we getting graded?
- what are we doing? is there a point?
- Fundraising: how would we do it? too time consuming and difficult. What is it for? What's going on. What's the point?
- Bad Economy= not good for fundraising
- we love on campus, all kids with own expenses
- Fundraising-people just don't want to do it
- It seems like it is already set in stone, but we still don't have a clue what we are doing? how can that be?
Marking Discipline
Pop Quiz 8
1. When a communication act or dynamic is marked, it means it's important enough to mark. An example from Wednesday's class session was from this example on the white board. "American Sign Language -> A visual/gestural language_ = non-manual marker."
2. The different meaning of discipline are (1) consequences following a negative act as distributed by an authoritative figure, (2) a field of study. The second definition is relevant to the subject of IPC because we went to the library to research and find our "discipline" and "sub-discipline". Also communication is a cooperation and to be successful implies all participants must be disciplined.
Steph's Feedback:
Next to my first response Steph wrote, "Yes and no I hesitate with your prioritization of "important" what or why something is marked may or may not be important. She also commented next to my response to the second question, "yes, by how does this reply or answer the question?" To answer her question, the class went to the library to learn more about IPC through the investigation of different disciplines (as a field of study). The disciplines relate to the class as well as Interpersonal communication that we learn about.
Steph Conversing with US Through Feedback
Understanding the Lifelike Pedagogy
Actual Quiz Answer
I feel rather confused with it. The way that the information was presented confused me. I understand to a point where I see the relevance and recognize the definition of pedagogy as being the study of the process of teaching. I feel as though the more class time we have, the more I learn about your teaching style and understand. In class, when we have big group discussions, you let us take the reins and speak with each other. sometimes you spark an idea and then let us build off of it for discussion. You embrace group dynamics when they take place.
SPEAKING with Steph
The boldfaced words in the text above were all circled on my paper. All of the underlined phrases were also underlined on my paper. Some words were written after certain statements in my response. "Yep!" followed my definition of pedagogy; I suppose I was correct. The word "Excellent!" followed my statement of learning more about Steph's teaching style the more time i spent in class. In the first set of italics, Steph wrote me a message saying, "the role of time (and timing) is crucial!" This is very true, especially in regards to our class. The second italicized statement had the following message of, "nice capture of the interactvity! Can you make examples? TWEET Them!" This means that I need to use twitter a little more often.
Dare to be Different
"What is the difference"
In my freewrite I wrote about how difference is distinguishable alterations between more than one person, thing or object. Difference matters in interpersonal communication (IPC) because of the way people communicate. Some people talk with their hands (violently hand gesturing) some people use sign language to which others reciprocate. "Difference" itself can settle as a topic of discussion. The things that make us different, or dissimilar, can spark the topic of conversation. Sometimes, some article that is similar to someone else's with a few alterations can provide a topic of conversation as well.
"What factors are involved in decision making?"
"Location, location, location." Location is a key factor in decision making. What's the setting? Safety is a key factor as well because if someone's safety is at stake then they need to make some decisions accordingly.
Steph wrote in some comments about certain comments that I made. The underlined section above was my definition of difference. A bracket was put around the quote, "their hands (violently hand gesturing) some people use sign language to which others reciprocate". A corresponding comment read, "two of many possible examples, but what 'way' is the category you are comparing?" I wasn't certain as to what that comment meant exactly. I looked for where I had said "way" in my response and it was nowhere to be found. However, the conversing of a mutual recognition of a comparison fuels the conversation itself. This might answer Steph's question. Another comment that Steph made on my response stated, "a theory? (all that it's good for?)" I think that this is in regards to, "Difference' itself can settle as a topic of conversation." I don't think that difference is a theory, solely or at all. I think it's good for much much more such as distinction, diversity both of which are vital.
Random But Important Info...
Library Recon Team
Fishbowl Team
Class Info!
Access to Steph's talk page
This is our Grading System!
"You'd better check yourself before you wreck yourself"
Class Links!
Danielle, Michelle, Catherine, Stephen, Megan, Dan D, Demi, Carl, Nate, Dan R, Kim, Ali, Shannon, Hannah, Mike, Taylor, Rosey, Kayla, Natasha, Chelsea, Kelsey, Sam, Carleigh, Sarah, Tony and Caty
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