The Use of Strategic Silence in Interpersonal Communication

For over a century now, the attention of communication scholars has shifted from strategic communication to strategic silence with an open invitation for experts to investigate the potency of the latter in the line of communication. As an honour to this invitation, this study investigates the use of strategic silence in interpersonal communication among residents of Enugu Metropolis in Enugu State Nigeria. In conducting this survey, explanatory mixed method research design was used to generate both qualitative and quantitative data using questionnaire and interview. After a thorough analysis, both quantitative and qualitative data revealed that residents of Enugu metropolis use strategic silence in interpersonal communication. Finding also revealed that the respondents use strategic silence both negatively and positively to influence others in the line of communication. Based on these findings, it is recommended that users of strategic silence should always deploy it for positive reasons

Silence-Based Communication

Communication complexity---the minimum amount of communication required---of computing a function of data held by several parties is studied. A communication model where silence is used to convey information is introduced. For this model the worst-case and average-case complexities of symmetric functions are studied. For binary-input functions the average- and worst-case complexities are determined and the protocols achieving them are described. For functions of non-binary inputs one-round communication, where each party is restricted to communicate in consecutive stages, is considered and the extra amount of communication required by one- over multi-round communication is analyzed. For the special case of ternary-input functions close lower and upper bounds on the worst-case one-round complexity are provided and protocols achieving them are described. Protocols achieving the average-case one-round complexity for ternary-input functions are also described. These protocols can be generalized to inputs of arbitrary size

SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE

This thesis examines silence as attributed to and performed by Japanese students in Australian university classrooms. It aims to elucidate processes in which silence can be used and created in intercultural communication in the classroom. The phenomenon of silence is approached from multiple perspectives. The data include interviews, a questionnaire and survey data, classroom observation and video-recorded classroom interactions. The data was collected in Australia and Japan. The Japanese data was included as part of sociocultural contexts where the Japanese students studying in Australia bring with them. The analysis draws on the frameworks of the ethnography of communication and conversation analysis. Micro- and macro- perspectives are combined to investigate how perceptions and performances interact to construct silence in the cross-cultural encounters in these classrooms. The thesis consists of four parts. The first part, Chapters 1-3, sets the theoretical background to the research. Chapter 1 describes how the research was conceived, and states the aims of the research. Chapter 2 reviews literature on silence, with specific attention to silence in Japanese communication and in classroom contexts. In Chapter 3 the methodological framework and design of this research is described. The second part, Chapter 4, examines how Japanese students� silence is perceived, both by themselves and their Australian teachers. The chapter is based on interviews with Japanese students in Australia, as well as findings from a questionnaire distributed to their lecturers. Japanese classroom practices as an aspect of the sociocultural background of Japanese students are also described. Finally, the third part, Chapters 5, 6, 7, compares actual silence and performance in the classroom with perceived silence. There are three case studies which make up a substantial part of the thesis and provide detailed analyses of classroom interactions, based on video-recordings, observations, and follow-up interviews with key participants. Chapter 8 synthesises the findings discussed in Chapters 4-7, and concludes with implications for teaching and learning in the multicultural university classroom

SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE

This thesis examines silence as attributed to and performed by Japanese students in Australian university classrooms. It aims to elucidate processes in which silence can be used and created in intercultural communication in the classroom. The phenomenon of silence is approached from multiple perspectives. The data include interviews, a questionnaire and survey data, classroom observation and video-recorded classroom interactions. The data was collected in Australia and Japan. The Japanese data was included as part of sociocultural contexts where the Japanese students studying in Australia bring with them. The analysis draws on the frameworks of the ethnography of communication and conversation analysis. Micro- and macro- perspectives are combined to investigate how perceptions and performances interact to construct silence in the cross-cultural encounters in these classrooms. The thesis consists of four parts. The first part, Chapters 1-3, sets the theoretical background to the research. Chapter 1 describes how the research was conceived, and states the aims of the research. Chapter 2 reviews literature on silence, with specific attention to silence in Japanese communication and in classroom contexts. In Chapter 3 the methodological framework and design of this research is described. The second part, Chapter 4, examines how Japanese students� silence is perceived, both by themselves and their Australian teachers. The chapter is based on interviews with Japanese students in Australia, as well as findings from a questionnaire distributed to their lecturers. Japanese classroom practices as an aspect of the sociocultural background of Japanese students are also described. Finally, the third part, Chapters 5, 6, 7, compares actual silence and performance in the classroom with perceived silence. There are three case studies which make up a substantial part of the thesis and provide detailed analyses of classroom interactions, based on video-recordings, observations, and follow-up interviews with key participants. Chapter 8 synthesises the findings discussed in Chapters 4-7, and concludes with implications for teaching and learning in the multicultural university classroom

Revisioning the basic communication course in the context of globalization

The purpose of this dissertation is to examine how to revision the basic undergraduate communication course in the context of globalization. This research establishes the significance of the spiral of silence theory in relation to the communication process and the college classroom. This dissertation also examines the culture of silence and discusses how critical pedagogy can help transform our society, students, and classrooms. The methodology in this research utilizes interpretive inquiry to examine 35 basic communication course syllabi from community colleges and universities across the country. The study reveals a performance and skills-based approach to this course does not adequately prepare students to become competent and engaged communicators in a global society. The conclusion introduces and explains how the model of intercultural praxis can be utilized for curriculum development to revise the basic communication course from a global perspective

Toxic Leadership and Organisational Silence: An Appraisal of Selected Faith-Based Organisations in Ogun State, Nigeria

This study examined the effect of toxic leadership on organisational silence in selected faith-based organisations in Ogun State, Nigeria. It debates that securing endurable paths to organisation success requires keen attention to the menace of organisational silence, and this does not leave out organisations that base their business operations on certain fundamental doctrines, corporate practices, or religious believes. Survey research design was adopted.  The population of the study was seven hundred and seventy-five (775) staff drawn from the selected faith-based organisations in Ogun State, Nigeria. The study adopted multi-stage sampling technique. Structured questionnaire was adapted, validated and used for data collection. Cronbach’s Alpha Reliability Analysis ranged 0.704 to 0.775. Descriptive and inferential statistics were used for data analysis. Findings revealed that Toxic leadership had significant effect on Organisational silence (Adj. R2 = 0.475; F (4, 361) = 83.60, p<0.05). This revealed that organisational silence exists as a result of toxic leadership, and to this end, employers and managers are expected to take every affordable step to weaken the weight of organisational silence by deploying quality leadership that encourages cross fertilization of ideas, creativity, ingenuousness and knowledge extension among employers, managers and employees. Keywords: Toxic leadership, Organisational silence, Corporate practices, Organisational communication, Ogun State, Nigeria. DOI: 10.7176/JRDM/67-05 Publication date:July 31st 202

The uses and inadequacy of language in the theatre of Genet, Beckett and Ionesco : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in French at Massey University

Some French (language) throughoutThis study is an attempt to show the changing role of language in the theatre as exemplified in the works of Genet, Ionesco and Beckett. The introductory section deals with the topic of language itself, both in the theatre and in everyday life. Language in the theatre can be considered from two aspects: firstly, visual communication which includes the decor, the gestures of the actors, mime and facial expressions; and secondly, aural communication which includes the dialogue, silence for a purpose, and music. Because of the impact of such media as television and cinema, the importance of the word is diminished and this is reflected in modern drama. Genet is dissatisfied with the tradition of Western theatre and he has tried to arouse a feeling of awe in his audiences. His plays are all based around rituals, not of a religious kind, but rituals which glorify evil and end in death. His language therefore is at once exalted and incantatory, and he relies on the visual impact of his plays to a large extent. Lighting, decor and makeup are important. Because many of Genet's characters are acting in plays within plays to create a conflict between illusion and reality, the language used by one character may vary greatly. In the works of Ionesco, language becomes a theatrical object of mockery. To him, everyday language is often an inadequate means of communication and he symbolises this by ending most of his plays with an illustration of the defeat of language. This is done by showing rational arguments failing to convince, or by the complete breakdown of language into sounds or meaningless syllables. In Ionesco's plays, language is often overcome by the proliferation of matter on stage – mushrooms, chairs, cups and furniture multiply and stifle. He mocks empty social chatter by twisting common platitudes or by using well-known expressions out of context. In contrast to Ionesco, Beckett's stage is almost empty, but, like him, he distrusts language as a vehicle of communication. His characters are all afraid of the implications of silence and therefore talk to keep their thoughts at bay. The talking is rarely an attempt to impart information, or even to communicate. Even when two characters are present on stage, the conversation resembles two parallel monologues. With each successive play, Beckett has shown an increasing preoccupation with the monologue, and several of his characters are placed in situations which make monologues possible. Beckett's plays are becoming shorter and shorter and his last pieces are conducted in silence. Beckett finally relies entirely on the visual element to communicate with his audience. Thus we have three men, with three very different solutions to the problem of language. This thesis explores the different methods used by those dramatists to communicate with the audience. In most cases, language alone is not adequate

Knowledge culture and communication culture

[Abstract] Knowledge culture and communication culture Once that in the Western world contemporary culture became coextensive with the communication through mass media, the prior modern knowledge culture appears as a silent one. But culture is so deeply connected with communication that cultures that do not communicate cannot exist. At the limit, silent cultures are those that valorized silence, that are not covered here, or that are silent or impose the silence on the particular level or kind of communication. The modern culture of knowledge is one of these types. Thanks to quantity and diffused, the printed book is in occidental modernity the first device of mass communication. But it is composed from digital (unmotivated, arbitrary) signs. While to understand digital signs, a printed text in general, it is necessary that the signs are previously learned. The wide spread of the printed book made necessary modern education as another half of this mass media, that tries to supply the characteristic that obstacles the printed book to became a real mass media. The „silent” culture of knowledge is based on an indirect communication in which the enounce (utterance) is important, and not the enunciation (speech act or utterance act). The communicative culture of mass media is one for which the enunciation (speech act or utterance act) is important not enounce (utterance). Moreover it is based on analog signs that do not require learning but are directly perceived. Switching from „silent” to communicative culture is to switch from a pyramidal hierarchy to the network structure, from communication as transmission of information to communication as relationship construction, from text to image, from knowledge to spectacle, from soul to body, from „know yourself” to „communicate well with yourself” and from a theoretical model of sign connected/related with transmission of information to a therapeutic model of communication

A Physician\u27s Apology: An Argument against Statutory Protection

After a review of a physician\u27s ethical duty to disclose and the empirical evidence of how open and honest communication between patient and physician actually benefits both the patient and the treating physician, the paper questions whether apologies by health care providers need the protection afforded by these laws. Section II reviews the history of the medical profession\u27s tendency toward silence and the reasons for that silence. Section III examines the state statutes passed to encourage the breaking of this silence. Section IV reviews the state rules of evidence that have traditionally been applied to determine whether or not statements of regret or fault are admissible and examines how these statements affect the outcome of medical malpractice claims. Then, Section V considers a physician\u27s ethical duty of full disclosure and the impact of honest communication between physician and patient. Section VI concludes, based on these considerations, that a physician should disclose mistakes and admit responsibility for those mistakes, and should do so without any special protection if they are sued to answer for those mistakes. Requiring physicians to do the same as what we expect of our children best serves a patient\u27s interests and properly reflects a physician\u27s ethical duty to disclose