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08932cam a2200541 i 4500 |
| 001 - CONTROL NUMBER |
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18254556 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20230102045256.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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140805s2014 onca b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2014415415 |
| 016 ## - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER |
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| Record control number |
20139082093 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780195449280 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)ocn861207333 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
NLC |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
lccopycat |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Ferguson, Sherry Devereaux |
| 245 10 - TITLE STATEMENT |
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| Title |
Communication in Everyday Life : |
| Remainder of title |
Personal and Professional Contexts / |
| Statement of responsibility, etc. |
Sherry Devereaux Ferguson and Jenepher Lennox Terrion. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2014. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxv, 398 p. : |
| Other physical details |
ill. ; |
| Dimensions |
26 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references (pages 348-386) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Aimed at first- and second-year interpersonal communications courses at both the college and university levels, Communication in Everyday Life is a comprehensive introduction to interpersonal communication and the different contexts-both personal and professional-in which communication and interaction take place. The book begins with an overview of the concepts, theories, and applications of communication before moving on to examine such crucial topics as how we perceive ourselves and others, listening, verbal and non-verbal communication, and negotiation. Featuring attention-grabbing narratives and drawing on examples from a wide range of disciplines-including nursing, policing, business, and social work-Communication in Everyday Life provides a well-rounded introduction to how we communicate in both our personal and professional lives." (Publisher website) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
From The Publisher |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
From The Authors |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
About The Authors |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Ch. 1 Communication Process: Learning from Models |
| Title |
Introduction |
| -- |
Communication Models |
| -- |
Aristotelian Model of Communication |
| -- |
Lasswell's Effects Model |
| -- |
Shannon-Weaver Mathematical Model |
| -- |
Schramm Model |
| -- |
Dance Model |
| -- |
Barnlund's Transactional Model |
| -- |
Ferguson's Critical Communication Model (CCM) |
| -- |
What We Learn from Communication Models |
| -- |
Communication Can Be Intentional or Unintentional |
| -- |
Communication Has a Relational, as well as a Content, Dimension |
| -- |
Communication Benefits from Shared Fields of Experience |
| -- |
Communication Is Irreversible and Unrepeatable |
| -- |
Sending and Receiving Occurs Simultaneously, with both Verbal and Nonverbal Elements |
| -- |
Communication Is a Dynamic, Ongoing Process |
| -- |
Environment Affects Communication |
| -- |
Noise Affects Communication |
| -- |
Channels Matter |
| -- |
Communication Has a Cultural Component |
| -- |
Communication Has a Power Dimension |
| -- |
Communication Has a Strong Ethical Dimension |
| -- |
Tips for Managing Communication Breakdown |
| -- |
Factors that Contribute to Communication Breakdown |
| -- |
How to Avoid Communication Breakdown |
| -- |
Summary |
| -- |
Review Questions |
| -- |
Suggested Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Ch. 2 Perceiving Self in Relation to Others<br/> |
| Title |
Introduction |
| -- |
Nature of Our Self Concept |
| -- |
Self-image: The Role of Internal Voice |
| -- |
Creating Our Life Scripts |
| -- |
Validating Our Life Scripts |
| -- |
Revising Our Life Scripts |
| -- |
Looking-Glass Self: The Role of External Voices |
| -- |
Family |
| -- |
Romantic Partners |
| -- |
Peers |
| -- |
Teachers and Coaches |
| -- |
Caregivers and Health Care Providers |
| -- |
Workplace Colleagues and Supervisors |
| -- |
Ideal Self: The Role of the Media |
| -- |
Interaction of Children and Adolescents with Media Images |
| -- |
Shifts in Media Depictions of Women over Time |
| -- |
Media Influence on Body Satisfaction |
| -- |
Variations across Cultures |
| -- |
Real Self: Challenges in Discovering the Inner Self |
| -- |
Challenges in Measuring Self-Concept across Cultures |
| -- |
Tips for Accepting and Moving beyond Self in Communication |
| -- |
Summary |
| -- |
Review Questions |
| -- |
Suggested Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Ch. 3 Perception of Others |
| Title |
Introduction |
| -- |
Nature and Characteristics of Perception<br/> |
| -- |
Perception Is Learned and Backward Looking<br/> |
| -- |
Perception Is Culture Bound and Racially Biased<br/> |
| -- |
Perception Is Selective and Self-Serving<br/> |
| -- |
Perception Is Spontaneous, Largely Unconscious, and Value |
| -- |
Driven<br/> |
| -- |
Perception Is Relative and Context Bound<br/> |
| -- |
Perception Is Mood Dependent<br/> |
| -- |
Perception Is Completion Seeking<br/> |
| -- |
Strategies, Tools, and Tips for Gaining Awareness and |
| -- |
Controlling Perception Biases<br/> |
| -- |
Adopting Strategies to Control for Bias and Improve |
| -- |
Communication<br/> |
| -- |
Using Perception Checking to Minimize Error<br/> |
| -- |
Using the Communication Predicament of Aging (CPA) Model to Improve Interactions with Older People<br/>Summary<br/> |
| -- |
Review Questions<br/> |
| -- |
Suggested Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Ch. 4 Understanding, Navigating, and Managing Our Identities |
| Title |
Introduction<br/> |
| -- |
Navigating Multiple Identities with Collective Dimensions<br/> |
| -- |
Navigating Gender Identities<br/> |
| -- |
Navigating Ethnic and Racial Identities<br/> |
| -- |
Navigating Religious Identities<br/> |
| -- |
Navigating Linguistic and Cultural Identities<br/> |
| -- |
Navigating Regional and National Identities<br/> |
| -- |
Experimenting with Our Identities<br/> |
| -- |
Validating Our Identities<br/> |
| -- |
Managing Our Identities<br/> |
| -- |
Managing Impressions in Different Contexts<br/> |
| -- |
Common Impression-Management Strategies<br/> |
| -- |
Managing Impressions in Online Environments<br/> |
| -- |
Tips for Navigating and Managing Identities<br/> |
| -- |
Summary<br/> |
| -- |
Review Questions<br/> |
| -- |
Suggested Activities<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Ch. 5 Listening |
| Title |
Introduction<br/> |
| -- |
Nature of Listening<br/> |
| -- |
Hearing and Listening: Not the Same<br/> |
| -- |
The Listening Process<br/> |
| -- |
The Importance of Listening<br/> |
| -- |
Barriers to Effective Listening<br/> |
| -- |
Information Overload and Multi-Tasking<br/> |
| -- |
Difference between Thought Rate and Speech Rate<br/> |
| -- |
Listening from Your Own Perspective<br/> |
| -- |
Taking Away from the Other Person's Perspective<br/> |
| -- |
Getting the Most out of Listening<br/> |
| -- |
Listening to Learn<br/> |
| -- |
Listening to Sustain or Improve Relationships<br/> |
| -- |
Tips for Effective Listening<br/> |
| -- |
Summary<br/> |
| -- |
Review Questions<br/> |
| -- |
Suggested Activities<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Ch. 7 Communicating Nonverbally |
| Title |
Introduction<br/> |
| -- |
Differentiating between Verbal and Nonverbal Communication<br/> |
| -- |
Primary Functions of Nonverbal Communication<br/> |
| -- |
Replacing or Substituting for Verbal Messages (Emblems)<br/> |
| -- |
Complementing, Repeating, and Accenting Verbal Messages (Illustrators)<br/> |
| -- |
Regulating Interaction (Regulators)<br/> |
| -- |
Relieving Tension and Satisfying Bodily Needs (Adaptors)<br/> |
| -- |
Conveying Emotion (Affect Displays)<br/> |
| -- |
Secondary Functions of Nonverbal Communication<br/> |
| -- |
Making First Impressions and Violating Expectations<br/> |
| -- |
Making Connections through Immediacy<br/> |
| -- |
Building and Maintaining Relationships<br/> |
| -- |
Nonverbal Communication Channels or Media<br/> |
| -- |
Facial Expressions, Eye Contact, and Gaze<br/> |
| -- |
Vocal Cues and Silence<br/> |
| -- |
Body Movement, Posture, Stance, and Gestures<br/> |
| -- |
Touch<br/> |
| -- |
Clothing and Personal Artifacts<br/> |
| -- |
Colour<br/> |
| -- |
How Space, Time, and Physical Settings Communicate<br/> |
| -- |
Personal Space<br/> |
| -- |
Territoriality<br/> |
| -- |
Chronemics<br/> |
| -- |
Buildings and Spatial Arrangements<br/> |
| -- |
Questioning the Work of Pioneers in the Field of Nonverbal |
| -- |
Communication<br/> |
| -- |
Tips for Improving Nonverbal Communication Skills<br/> |
| -- |
Summary<br/> |
| -- |
Review Questions<br/> |
| -- |
Suggested Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Ch. 9 Managing Conflict and Practising Civility |
| Title |
Introduction<br/> |
| -- |
Sources of Conflict<br/> |
| -- |
Differences in Beliefs, Attitudes, and Values<br/> |
| -- |
Personality Differences<br/> |
| -- |
Incompatible and Conflicting Goals or Roles<br/> |
| -- |
Interdependencies<br/> |
| -- |
Insufficient or Different Information<br/> |
| -- |
Poor Communication<br/> |
| -- |
Scarce and Non-distributable Resources and Power Struggles<br/> |
| -- |
Stressful Situations<br/> |
| -- |
Types of Conflict<br/> |
| -- |
Overt Conflict<br/> |
| -- |
Covert Conflict<br/> |
| -- |
Stages of Conflict<br/> |
| -- |
Role of Power in Conflict<br/> |
| -- |
Coping Styles<br/> |
| -- |
Competing<br/> |
| -- |
Accommodating<br/> |
| -- |
Avoiding<br/> |
| -- |
Compromising<br/> |
| -- |
Collaborating<br/> |
| -- |
Finding the Right Coping Style<br/> |
| -- |
Outcomes of Conflict<br/> |
| -- |
Dysfunctional Conflicts<br/> |
| -- |
Functional Conflicts<br/> |
| -- |
Developing a Civil Workplace<br/> |
| -- |
Behaviours Associated with Incivility<br/> |
| -- |
Costs of an Uncivil Workplace<br/> |
| -- |
Creating a Civil Work Climate<br/> |
| -- |
Using the Awareness Wheel to Manage Our Conflicts<br/> |
| -- |
Tips for Managing Conflict<br/> |
| -- |
Summary<br/> |
| -- |
Review Questions<br/> |
| -- |
Suggested Activities<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Ch. 10 Group Decision-Making: Leadership and Process<br/> |
| Title |
Introduction<br/> |
| -- |
Guiding the Group through the Process: A Leadership |
| -- |
Perspective<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Six Steps in Problem Solving<br/> |
| Title |
Step 1 Defining and Analyzing the Problem<br/> |
| -- |
Step 2 Establishing Criteria for Solutions<br/> |
| -- |
Step 3 identifying Possible Solutions<br/> |
| -- |
Step 4 Choosing the Best Solution<br/> |
| -- |
Step 5 Implementing the Decision<br/> |
| -- |
Step 6 Evaluating What Worked<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Tips for Improving Group Decision-Making<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Summary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review Questions<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Suggested Activities<br/> |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Interpersonal communication |
| Form subdivision |
Textbooks. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Communication. |
| 658 ## - INDEX TERM--CURRICULUM OBJECTIVE |
|---|
| Main curriculum objective |
ESL0140 |
| 658 ## - INDEX TERM--CURRICULUM OBJECTIVE |
|---|
| Main curriculum objective |
CMN1148 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Lennox Terrion, Jenepher |
| Dates associated with a name |
1963- |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.oupcanada.com/catalog/9780195449280.html">http://www.oupcanada.com/catalog/9780195449280.html</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991010755459705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991010755459705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
