Oral Communication Quotes

Conversation often becomes mere verbal performance and oral horseplay rather than fair-minded communication. (“Juicy rumours “)

The task of understanding a culture built on the oral tradition is impossible to students steeped in the written tradition. p.55

The loss of that oral tradition and the breakdown of communication between generations had set my family adrift, floating aimlessly without history and all its accumulated experience to guide us. We need context, we need myths, we need family legends in order to see the invisible legacy that follows us, that tells us who we are.

Don't seat quiet kids in high interaction areas of the classroom, says communications professor James McCroskey. They won't talk more in those areas; they'll feel more threatened and will have trouble concentrating. Make it easy for introverted kids to participate in class, but don't insist. Forcing highly apprehensive young people to perform orally is harmful. It will increase apprehension and reduce self-esteem.

Use two-way communication on oral exams to check the students' knowledge, not their attitudes. Checking attitudes can lead to the slippery area of subjective assessment.

possible topics around which the currents of speech may flow: Death and the danger of death: violence, fighting, sickness, fear, dreams, premonitions and communication with the dead. Sex and relations between the sexes: dating, courtship, proposals, marriage, breaking off relationships, affairs, intermarriage. Moral indignation: assignment and rejection of blame, unfairness, injustice, gossip, violations of social norms.

In The Invention of Literature (1999), the classical scholar Florence Dupont reminds us that many of the greatest works of human imagination were created to be performed, to be heard. Before the printing press and mass literacy, the written versions existed as blueprints or records of performances, recitals, speeches, songs, and other forms of oral communication. Voicing was an art of living creators, and the voice of the storyteller was

In the "Republic," Plato vigorously attacked the oral, poetized form as a vehicle for communicating knowledge. He pleaded for a more precise method of communication and classification ("The Ideas"), one which would favor the investigation of facts, principles of reality, human nature, and conduct. What the Greeks meant by "poetry" was radically different from what we mean by poetry. Their "poetic" expression was a product of a collective psyche and mind. The mimetic form, a technique that exploited rhythm, meter and music, achieved the desired psychological response in the listener. Listeners could memorize with greater ease what was sung than what was said. Plato attacked this method because it discouraged disputation and argument. It was in his opinion the chief obstacle to abstract, speculative reasoning - he called it "a poison, and an enemy of the people.

Human language, for us moderns, has swung in on itself, turning its back on the beings around us. Language is a human property, suitable only for communication with other persons. We talk to people; we do not speak to the ground underfoot. We've largely forgotten the incantatory and invocational use of speech as a way of bringing ourselves into deeper rapport with the beings around us, or of calling the living land into resonance with us. It is a power we still brush up against whenever we use our words to bless and to curse, or to charm someone we're drawn to. But we wield such eloquence only to sway other people, and so we miss the greater magnetism, the gravitational power that lies within such speech. The beaver gliding across the pond, the fungus gripping a thick trunk, a boulder shattered by its tumble down a cliff or the rain splashing upon those granite fragments -- we talk about such beings, the weather and the weathered stones, but we do not talk to them. Entranced by the denotative power of words to define, to order, to represent the things around us, we've overlooked the songful dimension of language so obvious to our oral [storytelling] ancestors. We've lost our ear for the music of language -- for the rhythmic, melodic layer of speech by which earthly things overhear us.

Their intuitive capacity to communicate often transcended the limits of conventional oral discourse. They always understood each other.

NO NOTES. This was truly an oral event. Storytellers didn’t read their stories; they told them, which allowed for eye contact.

It’s ironic that the only way to kill a zombie is to destroy its brain, because, as a group, they have no collective brain to speak of. There was no leadership, no chain of command, no communication or cooperation on any level. There was no president to assassinate, no HQ bunker to surgically strike. Each zombie is its own, self-contained, automated unit, and this last advantage is what truly encapsulates the entire conflict.

Are your conversations a competition in which “the first person to draw breath is declared the listener"? Not many people are good listeners. Research has found that "75 percent of oral communication is ignored, misunderstood, or quickly forgotten." There is a huge difference between merely hearing and listening, Bolton notes. The word "listening" is derived from two Anglo Saxon words, hlystan ("hearing") and hlosnian ("waiting in suspense"). The act of listening therefore means more than just something physical, it is a psychological engagement with another person (p. 34).

alexander graham bell, milan 1880, AND WHY YOUR MOM DOESN’T KNOW SIGN LANGUAGE In the late 19th century, manual language versus oral communication for deaf children was a hot topic of debate among educators, embodied by Thomas H. Gallaudet, the cofounder of the American School for the Deaf, and your friendly neighborhood eugenicist, Alexander Graham Bell. Gallaudet, who’d learned sign language from French teacher of the deaf Laurent Clerc, had seen the success of signing Deaf schools firsthand in France, making him a strong proponent of signed languages. But Bell believed deaf people should be taught to speak, and sign language should be removed from Deaf schools.

There are other noteworthy characteristics of this rock art style: Anthropomorphs without headdresses instead sport horns, or antennae, or a series of concentric circles. Also prominent in many of the figures' hands are scepters--each one an expression of something significant in the natural world. Some look like lightning bolts, some like snakes; other burst from the fingers like stalks of ricegrass. Colorado Plateau rock-art expert Polly Schaafsma has interpreted these figures as otherworldly--drawn by shamans in isolated and special locations, seemingly as part of a ceremonial retreat. Schaafsma and others believe that the style reflects a spirituality common to all hunter-gatherer societies across the globe--a way of life that appreciates the natural world and employs the use of visions to gain understanding and appreciation of the human relationship to the earth. Typically, Schaafsma says, it is a spirituality that identifies strongly with animals and other aspects of nature--and one that does so with an interdependent rather than dominant perspective. To underscore the importance of art in such a culture, Schaafsma points to Aboriginal Australians, noting how, in a so-called primitive society, where forms of written and oral communication are considered (at least by our standards) to be limited, making art is "one means of defining the mystic tenets of one's faith.

Literature is as old as human language, and as new as tomorrow's sunrise. And literature is everywhere, not only in books, but in videos, television, radio, CDs, computers, newspapers, in all the media of communication where a story is told or an image created. It starts with words, and with speech. The first literature in any culture is oral. The classical Greek epics of Homer, the Asian narratives of Gilgamesh and the Bhagavad Gita, the earliest versions of the Bible and the Koran were all communicated orally, and passed on from generation to generation - with variations, additions, omissions and embellishments until they were set down in written form, in versions which have come down to us. In English, the first signs of oral literature tend to have three kinds of subject matter - religion, war, and the trials of daily life - all of which continue as themes of a great deal of writing.

The thing I remember from the Letters Page in those antique days was the way the OBs signed off. There was Yours faithfully, Yours sincerely, and I have the honour to be, sir, your obedient servant. But the ones I always looked for - and which I took to be the true sign of an Old Bastard - simply ended like this: Yours etc. And then the newspaper drew even more attention to the sign-off by printing it: Yours &c. Yours &c. I used to muse about that. What did it mean? Where did it come from? I imagined some bespatted captain of industry dictating his OB’s views to his secretary for transmission to the Newspaper of Record which he doubtless referred to with jocund familiarity as ‘The Thunderer’. When his oratorical belch was complete, he would say ‘Yours, etc,’ which Miss ffffffolkes would automatically transcribe into, ‘I have the honour to be, sir, one of the distinguished Old Bastards who could send you the label off a tin of pilchards and you would still print it above this my name,’ or whatever, and then it would be, ‘Despatch this instanter to The Thunderer, Miss ffffffolkes.’ But one day Miss ffffffolkes was away giving a handjob to the Archbishop of York, so they sent a temp. And the temp wrote Yours, etc, just as she heard it and The Times reckoned the OB captain a very gusher of wit, but decided to add their own little rococo touch by compacting it further to &c., whereupon other OBs followed the bespatted lead of the captain of industry, who claimed all the credit for himself. There we have it: Yours &c. Whereupon, as an ardent damp-ear of sixteen, I took to the parodic sign-off: Love, &c. Not all my correspondents unfailingly seized the reference, I regret to say. One demoiselle hastened her own de-accessioning from the museum of my heart by informing me with hauteur that use of the word etc., whether in oral communication or in carven prose, was common and vulgar. To which I replied, first, that ‘the word’ et cetera was not one but two words, and that the only common and vulgar thing about my letter - given the identity of its recipient - was affixing to it the word that preceded etc. Alack, she didn’t respond to this observation with the Buddhistic serenity one might have hoped. Love, etc. The proposition is simple. The world divides into two categories: those who believe that the purpose, the function, the bass pedal and principal melody of life is love, and that anything else - everything else - is merely an etc.; and those, those unhappy many, who believe primarily in the etc. of life, for whom love, however agreeable, is but a passing flurry of youth, the pattering prelude to nappy-duty, but not something as solid, steadfast and reliable as, say, home decoration. This is the only division between people that counts.

Socrates did not think much of books and the written word; as a proponent of oral storytelling, he thought the written word would kill our memory skills and make us all bloody idiots: “[It] destroys memory [and] weakens the mind, relieving it of . . . work that makes it strong. [It] is an inhuman thing.”5 In addition to memory atrophy, Socrates was also concerned that books would allow information to be communicated without the author or teacher being personally present.

Hall, for example, probably the most famous and influential writer in the field, distinguishes between what he calls “low context” societies like the United States and Europe and the “high context” societies found throughout most of the developing world. In the former, when one communicates with others—whether orally or in writing—one is expected to be direct, clear, explicit, concrete, linear, and to the point. But in most of the rest of the world, such behavior is considered a bit rude and shallow: one should approach one’s subject in a thoughtfully indirect, suggestive, and circumlocutious manner.97

The resource of generational history is accorded little attention our society, which seems ever more obsessed with making “new” and “better” synonymous. From my family I became aware of the importance of passing along wisdom from one generation to the next. Yet despite the increasing proliferation of digital recording and other communication technologies, we’re passing on less knowledge today than our parents did through the oral tradition alone. We’re drowning in photographs and videos, capturing every mundane moment of our birthdays, holidays, and vacations. Yet these can be no more than pleasant distraction, only scratching the surface of our real relationships.

We have so little in common, but we were both avid readers growing up. I read almost nonstop when I was little, and it saved me in school. I hated classes, hated teachers. They always wanted me to do things I didn't want to do. But because I was a reader, they knew I wasn't stupid, just different. They cut me slack. It got me through. Reading couldn't help me make friends, though. I never got the hang of it. I would talk to kids, and over the years a handful of them even seemed to like me enough to ask to come over, but after that first visit to the house they never lasted. Ma told me what I did wrong but I could never manage to do it right. 'Act interested in what they say,' she said, but they never said anything interesting. 'Don't talk too much,' she said, but it never seemed like too much to me. So it wasn't like people threw tomatoes at me, or dipped my pigtails in inkwells, or stood up to move their desks away from mine, but I never really managed to make friends that I could keep. And I got used to it. I got used to a lot of things. Writing extra papers to make up for falling short in class participation. Volunteering to do the planning and the typing up whenever we had group work assigned, because I knew I could never really work right with a group. And the coping always worked. Up until three years into college, where despite Ma's repeated demands to try harder, I stalled. Every semester since, I was always still trying to finish that last Oral Communications class, which I had repeatedly failed. This semester I only made it six weeks in before it became obvious I wouldn't pass. I think we'd both finally given up.

To illustrate this claim, Benjamin relates a fable about a father who taught his sons the merits of hard work by fooling them into thinking that there was buried treasure in the vineyard by the house. The turning of soil in the vain search for gold results in the discovery of a real treasure: a wonderful crop of fruit. With the war came the severing of ‘the red thread of experience’ which had connected previous generations, as Benjamin puts it in ‘Sketched into Mobile Dust’. The ‘fragile human body’ that emerged from the trenches was mute, unable to narrate the ‘forcefield of destructive torrents and explosions’ that had engulfed it. Communicability was unsettled. It was as if the good and bountiful soil of the fable had become the sticky and destructive mud of the trenches, which would bear no fruit but only moulder as a graveyard. ‘Where do you hear words from the dying that last and that pass from one generation to the next like a precious ring?’ Benjamin asks.

Since intelligence is primarily defined as one's capacity to grasp the truth of things, it follows that what a culture means by intelligence is derived from the character of its important forms of communication. In a purely oral culture, intelligence is often associated with aphoristic ingenuity, that is, the power to invent compact sayings of wide applicability. the wise Solomon, we are told in First Kings, knew three thousand proverbs. In a print culture, people with such a talent are thought to be quaint at best, more likely pompous bores. In a purely oral culture, a high value is always placed on the power to memorize, for where there are no written words, the human mind must function as a mobile library. To forget how something is to be said or done is a danger to the community and a' gross form of stupidity. In a print culture, the memorization of a poem, a menu, a law or most anything else is merely charming. It is almost always functionally irrelevant and certainly not considered a sign of high intelligence.

In both oral and typographic cultures, information derives its importance from the possibilities of action. Of course, in any communication environment, input (what one is informed about) always exceeds output (the possibilities of action based on information. But the situation created by telegraphy, and then exacerbated by later technologies, made the relationship between information and action both abstract and remote. For the first time in human history, people were faced with the problem of information glut, which means that simultaneously they were faced with the problem of a diminished social and political potency. You may get a sense of what this means by asking yourself another series of questions: What steps do you plan to take to reduce the conflict in the Middle East? Or the rates of inflation, crime and unemployment? What are your plans for preserving the environment or reducing the risk of nuclear war? What do you plan to do about NATO, OPEC, the CIA, affirmative action, and the monstrous treatment of the Baha'is in Iran? I shall take the liberty of answering for you: You plan to do nothing about them. You may, of course, cast a ballot for someone who claims to have some plans, as well as the power to act. But this you can do only once every two or four years by giving one hour of your time, hardly a satisfying means of expressing the broad range of opinions you hold. Voting, we might even say, is the next to last refuge of the politically impotent. The last refuge is, of course, giving your opinion to a pollster, who will get a version of it through a desiccated question, and then will submerge it in a Niagara of similar opinions, and convert them into--what else?--another piece of news. Thus, we have here a great loop of impotence: The news elicits from you a variety of opinions about which you can do nothing except to offer them as more news, about which you can do nothing.

While once focused on written and oral communications, the N.S.A. now considers facial images, fingerprints and other identifiers just as important to its mission of tracking suspected terrorists and other intelligence targets, the documents show. “It’s not just the traditional communications we’re after: It’s taking a full-arsenal approach that digitally exploits the clues a target leaves behind in their regular activities on the net to compile biographic and biometric information” that can help “implement precision targeting,” noted a 2010 document.

Organizer—Using work breakdown, estimating, and scheduling techniques, determines the complete work effort for the project, the proper sequence of the work activities, when the work will be accomplished, who will do the work, and how much the work will cost. • Point Man—Serves as the central point-of-contact for all oral and written project communications. • Quartermaster—Ensures the project has the resources, materials, and facilities its needs when it needs it. • Facilitator—Ensures that stakeholders and team members who come from different perspectives understand each other and work together to accomplish the project goals. • Persuader—Gains agreement from the stakeholders on project definition, success criteria, and approach; manages stakeholder expectations throughout the project while managing the competing demands of time, cost, and quality; and gains agreement on resource decisions and issue resolution action steps. • Problem Solver—Utilizes root-cause analysis process experience, prior project experiences, and technical knowledge to resolve unforeseen technical issues and to take any necessary corrective actions. • Umbrella—Works to shield the project team from the politics and “noise” surrounding the project, so they can stay focused and productive. • Coach—Determines and communicates the role each team member plays and the importance of that role to the project success, finds ways to motivate each team member, looks for ways to improve the skills of each team member, and provides constructive and timely feedback on individual performances. • Bulldog—Performs the follow-up to ensure that commitments are maintained, issues are resolved, and action items are completed. • Librarian—Manages all information, communications, and documentation involved in the project.

Handling Resignations   In the course of an organization’s work, boards and officers may be confronted with the resignation of a fellow officer, board member, or committee chairman. There are two reasons people resign from office. The first reason is that something arises in the personal life of the officer that demands his or her time and attention. The officer feels at this time that he or she can’t fulfill the duties of the office and do justice to the organization, so the officer submits a resignation. The second reason is that there is a rift or severe disagreement within the organization. An officer may become angry, disheartened, or vengeful, so he or she submits a resignation. The first thing that the organization should do after it receives a resignation is to figure out why the person is resigning. If the organization really needs this person’s active input, it should find a way to keep him or her. If the person is resigning because of lack of time, then perhaps the organization can appoint an assistant to help with the work. If the person is resigning because he or she can’t attend the meetings, the organization should consider changing the meeting date and time. If the person submits his or her resignation because of organizational problems, the organization needs to look at how its members communicate with each other. Perhaps the members need to be more willing to allow disagreements and hear what others are saying. If an organization strictly obeys the principle of majority rule while protecting the rights of the minority, it can resolve problems in an intelligent, kind, and civil way. A resignation should be a formal letter that includes the date, the name of the person to whom it is addressed, the reason for the resignation, and the person’s signature. The person resigning can mail his or her letter to the secretary or hand it to the secretary in person. Under no circumstance should the secretary or president accept an oral resignation. If a resignation is given to the officer this way, he or she should talk with the person and find out the reasons for the resignation. Perhaps just talking to the person can solve the problem. However, an officer who insists on resigning should put it in writing and submit it to the secretary. This gives the accepting body something to read and consider. Every resignation should be put to a vote. When it is accepted, the office is vacant and should be immediately filled according to the rules for filling vacancies stated in the bylaws. If an officer submits a resignation and then decides to withdraw it, he or she can do this until a vote is taken. It is unjust for a secretary or governing body not to allow a withdrawal of the resignation before a vote is taken. The only way a resignation can’t be withdrawn is if some rule of the organization or a state statute prohibits it. When submitting the resignation, the member resigning should give it to the secretary only and not mail it to everyone in the organization. (An e-mail resignation is not acceptable because it is not signed.) Sending the resignation to every member only confuses matters and promotes gossip and conjecture in the organization. If the member later decides to withdraw his or her resignation, there is much more explaining to do. The other members may see this person as unstable and not worthy of the position.

Through this tradition of face-to-face oral communication, now in danger of disappearing, black folks maintained the conviction of their own worth and saved their own souls by refusing to fall victim to fear or the hatred of their oppressors, which they recognized would have been more destructive to themselves than to their enemies. As the poet Lucille Clifton put it, “Ultimately if you fill yourself with venom you will be poisoned.”3 There were incidents of individual violence, usually crimes of passion committed by someone under the influence of alcohol and over a man or a woman. But despite the unimaginable cruelty that they suffered, blacks kept their sense of humor and created the art form of the blues as a way to work through and transcend the harshness of their lives. Living under the American equivalent of Nazism, they developed an oasis of civility in the spiritual desert of “me-firstism” that characterized the rest of the country.

Matthew, Mark, and Luke were all written in Greek. But Jesus probably did not speak Greek. He was a Jewish peasant. He might have known a little Greek, but his normal tongue would have been the Semitic dialect commonly spoken by the peasants of Palestine in the first century CE, Aramaic. The original oral tradition associated with Jesus would have been communicated among the peasants of Galilee also in Aramaic. Now, here is the problem. When we compare the same stories in Matthew, Mark, and Luke, they agree not just in general or in gist, but often word for word, verbatim. Not 100 percent verbatim, but often as much as 80 percent, and sometimes even more. How shall we explain this? Does a theory of oral transmission work? Say a set of stories circulated orally in Aramaic; they were told and retold in great variety. They usually communicated the gist but were never word for word the same. Then, gradually, bilingual listeners began to repeat the stories, now sometimes in Aramaic, sometimes in Greek. Greek versions began to circulate orally, told and retold in great variety, usually communicating the gist but never being told word for word the same. Imagine the various ways in which any particular story might have been told, in two different languages, by dozens of different people, in myriad different contexts. Now imagine a story from this oral tradition beginning with Jesus, spreading around in Aramaic, then trickling over into Greek, and spreading around again in the new language; finally one particular version falls on the ears of, say, the author of Matthew, who includes it in his gospel. Now imagine that a different author, say, the author of Luke, hears the same story, but a version of it that has taken a different route through that complex process of being passed on, and he also decides to include it in his gospel. What are the chances that these two versions of the story will agree with one another, in Greek, nearly verbatim? A clever mathematician could perhaps compute the odds. Let us just say, they would be astronomical. But that’s not all. Jesus was an aphorist and a storyteller. How many times would he have told one of his parables, a good one like the Sower? Dozens of times? Probably. But when a gospel writer includes a parable in his narrative, he can only really use it once. If he were to repeat it as Jesus actually had done, over and over again, that would be tedious. He has to choose one place to put it and one way to tell it. Now, when the authors of Matthew and Mark include the Parable of the Sower in their gospels, they both just happen to portray Jesus telling it right after a scene in which Jesus is accused of having a demon, Beelzebul, so that his family must come to try and take him away. And that story, in both gospels, follows close after a story in which Jesus is healing and exorcizing multitudes. And that story, in both gospels, follows one in which Jesus heals a man with a withered hand. And before that, in both gospels, there is a story about Jesus and his disciples passing through the grain fields of Galilee, feeding themselves from the gleanings. It is not just that Matthew, Mark, and Luke share a large number of stories, sayings, and parables, or that these common traditions often agree almost verbatim from gospel to gospel. They also present these things in the same order. Could oral tradition account for all of that? Never.

I’d always known his grammar wasn’t stellar, but neither was mine. The irony of being a literature nerd. I read all the time, but actually following the rules of grammar in my methods of oral and written communication? Epic fail.

Both oral and written stories are an important aspect of culture. Stories are a ubiquitous component of human communication. People use stories to explain historical events and to illustrate ideology. Stories teach ethical principles through parables.

Words, with their multiple meanings and nuances are like trees and oral communication like a forest. Trees are good for hiding, forest for losing the path. When one is trying to contemplate the horizon of illusion and reality, trees and forests can offer no help.

The druids, the priests of Ireland’s pre-Christian tradition, figure hugely in the Patrick legends, but we don’t know a great deal about them. It seems that an important role of the druid was to serve as a repository of the culture ’s lore and history. According to Caesar, they were also arbiters of justice. Their training, wrote Pomponius Mela, lasted up to twenty years and consisted of memorizing huge amounts of secret lore. They wrote none of their learning down, but passed it orally from druid to druid.9 According to Pliny the Elder, the word druid means “oak-knower,” but this was a false etymology. Still, it does seem likely that the religion of the druids was animistic and included some communication with and through the phenomena of the natural world. Classical writers, including Caesar, described human sacrifice as being part of the druids’ priestly duties. The classical writers aren’t always reliable on the subject of Celtic culture, but there is ample archaeological evidence of human sacrifice in the pre-Christian rituals of the British Isles.

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

Educators often refer to communication skills as rhetorical skills. Scholars focus on both oral and written rhetoric. Oral skills are often taught through speech and debate classes, and are sometimes called forensics. Forensics, derived from the Latin word “forum,”as in court of law, actually means pertaining to legal proceedings or argumentation. Popular television shows have changed the meaning to something related exclusively to scientific investigation, as by a forensic pathologist. The term is actually much broader, as forensics implies researching an idea and then comparing it to things known by the audience in order to persuade them to one side of an argument or the other. Hence, the term “rhetoric”is closely tied to the idea of oral, documented, or physical evidence explained to the appropriate audience.

total communication (TC) A method of communication for students with hearing impairments, designed to provide equal emphasis on oral and signing skills to facilitate communication ability.

Pekwa Nicholas Mohlala BA GA MOHLALA IN SCHOONOORD HISTORY SOURCES AND RESEARCHERS Our sources for our ongoing research on the history of Ba Ga Mohlala in Schoonoord The main sources that we use in our ongoing researches on the history of Ba Ga Mohlala in Schoonoord are government official records, archival records, and oral evidence. There are few archival records on the history on the history of Ba Ga Mohlala in general, Banareng, and Batlokwa Ba Lethebe. There are also very few published documents (especially books and others forms of researched publications) on Ba Ga Mohlala in general, Banareng, and Batlokwa Ba Lethebe, and this is one of the principal motivations for the need to record the history of Ba Ga Mohlala in general, Banareng, and Batlokwa Ba Lethebe. Therefore, the bulk of secondary are the available general works of South African History, and most of such works deal scantily with the history of Ba Ga Mohlala, Banareng, and Batlokwa Ba Lethebe, that is because those general works mainly deal with South African tribes in general rather  than Ba Ga Mohlala, Banareng, and Batlokwa Ba Lethebe in particular. As such those sources are used to contextualize the history of Ba Ga Mohlala, Banareng, and Batlokwa Ba Lethebe, and are mostly used to develop theorical framework. Oral evidence forms an important part of our researches. That is because most of the history of clans, and tribes in South Africa, such as Ba Ga Mohlala, Banareng, and Batlokwa Ba Lethebe was not written and it is expected that very few written records do exist on their history. As a result, the few written records which are available are used in conjunction with oral evidence. Most importantly, the other sources which have been mentioned thus far are used to corroborate oral information, and vice versa. Thus, the combination of all these sources result in a more balanced and objective study of the history of Ba Ga Mohlala, Banareng, and Batlokwa Ba Lethebe. Because oral information is one of the core sources of our studies in the history of Ba Ga Mohlala, Banareng, and Batlokwa Ba Lethebe, best practices in oral research are thoroughly  followed in order to achieve the best possible outcome possible. Like any other forms of collecting evidence, and as well as other sources of information, oral evidence has its own problem areas and some benefits, and there are also processes of dealing with those problem areas. There are three main problem areas of oral history. Firstly, the limitations of the interviewee which include, unreliability of memory, deliberate falsification, unfairness through vindictiveness, excessive discretion, superficiality and gossip, oversimplification, distortion of interviewee's role, lack of perspective, distortion due to to personal feelings, self-consciousness, influence of hindsight, and repetition of published evidence. Secondly, the interviewer has limitations which include, unrepresantative sampling, biased questioning, difference and bias towards the intreviews, and interviews as a replacement for reading documents. The third and last problem areas of oral is about the limitations inherent in the nature of intetviewing itself which include, misinterpretation of what the interviewee have said, inability of oral history to verified by others, interview transcripts missing the essence of the interview, impossibility of true communication, and dependence on survivors and those who agree to be interviewed.

The importance of interaction The role of interaction between a language-learning child and an interlocutor who responds to the child is illuminated by cases where such interaction is missing. Jacqueline Sachs and her colleagues (1981) studied the language development of a child they called Jim. He was a hearing child of deaf parents, and his only contact with oral language was through television, which he watched frequently. The family was unusual in that the parents did not use sign language with Jim. Thus, although in other respects he was well cared for, Jim did not begin his linguistic development in a normal environment in which a parent communicated with him in either oral or sign language. A language assessment at three years and nine months indicated that he was well below age level in all aspects of language. Although he attempted to express ideas appropriate to his age, he used unusual, ungrammatical word order. When Jim began conversational sessions with an adult, his expressive abilities began to improve. By the age of four years and two months most of the unusual speech patterns had disappeared, replaced by language more typical of his age. Jim’s younger brother Glenn did not display the same type of language delay. Glenn’s linguistic environment was different from Jim’s: he had his older brother—not only as a model, but, more importantly as a conversational partner whose interaction allowed Glenn to develop language in a more typical way. Jim showed very rapid acquisition of English once he began to interact with an adult on a one-to-one basis. The fact that he had failed to acquire language normally prior to this experience suggests that impersonal sources of language such as television or radio alone are not sufficient. One-to-one interaction gives children access to language that is adjusted to their level of comprehension. When a child does not understand, the adult may repeat or paraphrase. The response of the adult may also allow children to find out when their own utterances are understood. Television, for obvious reasons, does not provide such interaction. Even in children’s programmes, where simpler language is used and topics are relevant to younger viewers, no immediate adjustment is made for the needs of an individual child. Once children have acquired some language, however, television can be a source of language and cultural information.

Indeed, if these final decades of the millennium have taught us anything, it must be that oral tradition never was the ‘other’ we accused it of being; it never was the primitive, preliminary technology of communication we thought it had to be. Rather, if the whole truth is told, oral tradition stands out as the single most dominant communicative technology of our species, as both a historical fact and, in many areas still, a contemporary reality. The miracle of the flat inscribable surface and Gutenberg’s genius aside, even the electronic revolution cannot challenge the long-term preeminence of the oral tradition. ("Introduction" by John Foley)

Revelation is a literary work composed with astonishing care and skill. We should certainly not doubt that John had remarkable visionary experiences, but he has transmuted them through what must have been a lengthy process of reflection and writing into a thoroughly literary creation which is designed not to reproduce the experience so much as to communicate the meaning of the revelation that had been given him. Certainly Revelation is a literary work designed for oral performance (1:3), but as a complex literary creation, dense with meaning and allusion, it must be qualitatively different from the spontaneous orality of most early Christian prophecy.

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To conclude, in this chapter we have seen the characteristics of managing, as they were then and remain now: the pace, brevity, variety, fragmentation; the interruptions; the orientation to action; the oral aspect of the information; the lateral nature of much of the communication; and the tricky problem of exercising control without quite being in control.

Teenagers can communicate a lot with eye rolls. Which is just as well, seeing as oral communication hits something of a brick wall once they turn fifteen.

We can now see how the expansion of blockspace is on track to give us a cryptographically verifiable macrohistory, or cryptohistory for short. This is the log of everything that billions of people choose to make public: every decentralized tweet, every public donation, every birth and death certificate, every marriage and citizenship record, every crypto domain registration, every merger and acquisition of an on-chain entity, every financial statement, every public record — all digitally signed, timestamped, and hashed in freely available public ledgers.26 The thing is, essentially all of human behavior has a digital component now. Every purchase and communication, every ride in an Uber, every swipe of a keycard, and every step with a Fitbit — all of that produces digital artifacts. So, in theory you could eventually download the public blockchain of a network state to replay the entire cryptographically verified history of a community.25 That’s the future of public records, a concept that is to the paper-based system of the legacy state what paper records were to oral records.

If there is one thing the Vedas are not, it is books: they are oral compositions in a language that was used for ordinary communication; and were handed down by word of mouth like that language itself.

What happens when it comes to light that in Zen there has always been a large and fundamental role for verbal communication and that, indeed, Zen masters have produced a tremendous volume of writings that originally were based on oral teachings (while the claim for the priority of orality has itself been questioned)? Does this point to a basic contradiction or hypocrisy in Zen, or would the prevalence of literary production mean that our understanding of what constitutes Zen transmission in relation to oral and written discourse must be reconfigured?

Like one’s parents, the initiatory guru makes a deep spiritual connection with the initiate, which is thought to endure beyond the present lifetime. Initiation occurs at various levels and through various means. In most instances it consists of a formal ritual in which the guru transmits a portion of his spiritual power (shakti) awakened through a mantra that is whispered into the disciple’s left ear. But great adepts can initiate by a mere touch or glance or even simply by visualizing the disciple. Sri Ramakrishna, the great nineteenth-century master, placed his foot on Swami Vivekananda’s chest and promptly plunged his young disciple into a deep state of formless ecstasy (nirvikalpa-samādhi). THE GURU AS TRANSMITTER According to Indic Yoga, the guru is a teacher who not merely instructs or communicates information, as does the preceptor (ācārya). Rather the guru transmits wisdom and, by his very nature, reveals—to whatever degree—the spiritual Reality. If the guru is fully enlightened, or liberated, his every word, gesture, and mere presence is held to express and manifest the Spirit. He or she is then a veritable beacon of Reality. Transmission in such a case is spontaneous and continuous. Like the Sun, to which the sad-guru or teacher of the Real is often compared, he or she constantly transmits the liberating “energy” of the transcendental Being. In Yoga, with adepts who are not yet fully liberated, transmission is largely but not exclusively based on the teacher’s will and effort. Many schools also admit of an element of divine grace (prasāda) entering into the configuration for which the teacher serves as a temporal vehicle. Thus the traditional teacher plays a crucial role in the life of the disciple. As the Sanskrit word guru (meaning literally “weighty”) suggests, he or she is a true “heavyweight” in spiritual matters. THE GURU AS GUIDE Apart from triggering and even constantly reinvigorating the spiritual process in a disciple, the guru also serves as a guide along the path. This occurs primarily through verbal instruction but also by being a living example on the spiritual path. Since the path to liberation includes many formidable hurdles, a disciple is clearly in need of guidance. The written teachings, which form the precious heritage of a given lineage of adepts, are a powerful beacon along the way. But they typically require explanations, or an oral commentary, to yield their deeper meaning. By virtue of the oral transmission received from his or her own teacher or teachers and also in light of his or her own experience and realization, the guru is able to make the written teachings come alive for the disciple. This is an invaluable gift.

But great adepts can initiate by a mere touch or glance or even simply by visualizing the disciple. Sri Ramakrishna, the great nineteenth-century master, placed his foot on Swami Vivekananda’s chest and promptly plunged his young disciple into a deep state of formless ecstasy (nirvikalpa-samādhi). THE GURU AS TRANSMITTER According to Indic Yoga, the guru is a teacher who not merely instructs or communicates information, as does the preceptor (ācārya). Rather the guru transmits wisdom and, by his very nature, reveals—to whatever degree—the spiritual Reality. If the guru is fully enlightened, or liberated, his every word, gesture, and mere presence is held to express and manifest the Spirit. He or she is then a veritable beacon of Reality. Transmission in such a case is spontaneous and continuous. Like the Sun, to which the sad-guru or teacher of the Real is often compared, he or she constantly transmits the liberating “energy” of the transcendental Being. In Yoga, with adepts who are not yet fully liberated, transmission is largely but not exclusively based on the teacher’s will and effort. Many schools also admit of an element of divine grace (prasāda) entering into the configuration for which the teacher serves as a temporal vehicle. Thus the traditional teacher plays a crucial role in the life of the disciple. As the Sanskrit word guru (meaning literally “weighty”) suggests, he or she is a true “heavyweight” in spiritual matters. THE GURU AS GUIDE Apart from triggering and even constantly reinvigorating the spiritual process in a disciple, the guru also serves as a guide along the path. This occurs primarily through verbal instruction but also by being a living example on the spiritual path. Since the path to liberation includes many formidable hurdles, a disciple is clearly in need of guidance. The written teachings, which form the precious heritage of a given lineage of adepts, are a powerful beacon along the way. But they typically require explanations, or an oral commentary, to yield their deeper meaning. By virtue of the oral transmission received from his or her own teacher or teachers and also in light of his or her own experience and realization, the guru is able to make the written teachings come alive for the disciple. This is an invaluable gift. THE GURU AS ILLUMINATOR Tradition explains the term guru as being composed of the two syllables gu and ru; the former is taken to represent darkness, while the latter is said to stand for its removal. Thus the guru is a dispeller of spiritual darkness, that is, he or she restores sight to those who are blind to their true nature, the Spirit. If we compare the ego to a black hole from which no light can escape, the guru is like the radiant sun: an ever-lustrous being that illumines every dark niche in the disciple’s mind and character.

since if government officials know that all of their ideas and positions may be made public, it inhibits openness, candor, and trust in communications. The predictable result will be for government officials to commit ever less information to writing, either in print or in the form of emails. Instead, they will limit important matters to oral conversation. But that decreases the opportunity to carefully lay out positions.

As a woman and a performer, your persona has to be in line with who you are and your true personality. You have to communicate with an audience with your body and eyes and face.

Listening and oral communication Adaptability and creative responses to setbacks and obstacles Personal management, confidence, motivation to work toward goals, a sense of wanting to develop one’s career and take pride in accomplishments Group and interpersonal effectiveness, cooperativeness and teamwork, skills at negotiating disagreements Effectiveness in the organization, wanting to make a contribution, leadership potential10 Of seven desired traits, just one was academic: competence in reading, writing, and math.

As long as human beings are unconscious and dominated by selfish and illusory desires, there is no god who will force us to change. But as the history of revelation on earth testifies, guidance has come to all communities and nations. Through masters, saints and prophets, through sacred texts and oral tradition, humanity has been reminded and warned. Cosmic intelligence has continually been in communication with us; now the burden of responsibility rests on each human heart. (p. 164)

The choice of words and the connotations of those words are often overlooked. Although it may appear to be quite trivial, replacing the word library with library team in our oral and written communication may have a much larger effect than we might think. While the phrase library team creates a shared sense of purpose and unity, it also replaces the concept of “library as building” with “library as a group of people” in a similar way that “community college” elevates the term “college.” Perhaps intentionally using library team whenever referring to library staff and leaving the word library to refer to the physical building and space could be of great service. Additionally, making a concerted effort to gently admonish those outside of the library to try and do the same could create a better realization of how these terms differ. It also has the added advantage of taking the word librarians out of the hierarchy of internal library discussions which may leave other library workers feeling excluded or marginalized.

After analyzing hundreds of letters from the Roman world, many dozens of which mention letter carriers, Head concluded that these couriers played a crucial role in “extending the communication initiated by the letter.”29 As an agent of the sender, the letter carrier acted as a kind of proxy, operating on behalf of the sender. On occasion the named letter carrier did function in some way or another to “represent” the sender, to expand on details with the letter, and even to expound and reinforce the primary message of the letter in oral communication.

The qualities of a successful military strategist will change from person to person, but there are a central few that all of them need. These include, above all else, strategic judgment, but also stamina, interpersonal skills and a feel for people; an ability to energize, inspire and motivate; the ability to communicate effectively orally and in writing; a degree of personal presence and charisma; a sincere love of servicemen and women; an ability to be tough when needed, but also compassionate when that is appropriate; fortitude in the face of adversity and the capacity to stay calm in the midst of chaos; an ability to deal with setbacks, missteps and mistakes; a sense of what leadership style is required to bring out the best in those immediately below, and also for the organization collectively. A great strategic leader also needs to be able to foresee how a conflict will end.

Rick Queer is a Commissioner of Mediation with the Federal Mediation & Conciliation Service who lives in Baden, PA. He enjoys this role and has exceptional interpersonal skills, including impeccable oral and written communication. Rick Queer enjoys spending time exercising in Baden, PA and driving his classic Corvette.

But great adepts can initiate by a mere touch or glance or even simply by visualizing the disciple. Sri Ramakrishna, the great nineteenth-century master, placed his foot on Swami Vivekananda’s chest and promptly plunged his young disciple into a deep state of formless ecstasy (nirvikalpa-samādhi). THE GURU AS TRANSMITTER According to Indic Yoga, the guru is a teacher who not merely instructs or communicates information, as does the preceptor (ācārya). Rather the guru transmits wisdom and, by his very nature, reveals—to whatever degree—the spiritual Reality. If the guru is fully enlightened, or liberated, his every word, gesture, and mere presence is held to express and manifest the Spirit. He or she is then a veritable beacon of Reality. Transmission in such a case is spontaneous and continuous. Like the Sun, to which the sad-guru or teacher of the Real is often compared, he or she constantly transmits the liberating “energy” of the transcendental Being. In Yoga, with adepts who are not yet fully liberated, transmission is largely but not exclusively based on the teacher’s will and effort. Many schools also admit of an element of divine grace (prasāda) entering into the configuration for which the teacher serves as a temporal vehicle. Thus the traditional teacher plays a crucial role in the life of the disciple. As the Sanskrit word guru (meaning literally “weighty”) suggests, he or she is a true “heavyweight” in spiritual matters. THE GURU AS GUIDE Apart from triggering and even constantly reinvigorating the spiritual process in a disciple, the guru also serves as a guide along the path. This occurs primarily through verbal instruction but also by being a living example on the spiritual path. Since the path to liberation includes many formidable hurdles, a disciple is clearly in need of guidance. The written teachings, which form the precious heritage of a given lineage of adepts, are a powerful beacon along the way. But they typically require explanations, or an oral commentary, to yield their deeper meaning. By virtue of the oral transmission received from his or her own teacher or teachers and also in light of his or her own experience and realization, the guru is able to make the written teachings come alive for the disciple. This is an invaluable gift. THE GURU AS ILLUMINATOR Tradition explains the term guru as being composed of the two syllables gu and ru; the former is taken to represent darkness, while the latter is said to stand for its removal. Thus the guru is a dispeller of spiritual darkness, that is, he or she restores sight to those who are blind to their true nature, the Spirit. If we compare the ego to a black hole from which no light can escape, the guru is like the radiant sun: an ever-lustrous being that illumines every dark niche in the disciple’s mind and character. This illuminating function depends on the degree of the guru’s own realization.

key roles played by the project manager: Planner—Ensures that the project is defined properly and completely for success, all stakeholders are engaged, work effort approach is determined, required resources are available when needed, and processes are in place to properly execute and control the project. Organizer—Using work breakdown, estimating, and scheduling techniques, determines the complete work effort for the project, the proper sequence of the work activities, when the work will be accomplished, who will do the work, and how much the work will cost. Point Person—Serves as the central point of contact for all oral and written project communications. Quartermaster—Ensures the project has the resources, materials, and facilities it needs when it needs it. Facilitator—Ensures that stakeholders and team members who come from different perspectives understand each other and work together to accomplish the project goals. Persuader—Gains agreement from the stakeholders on project definition, success criteria, and approach; manages stakeholder expectations throughout the project while managing the competing demands of time, cost, and quality; and gains agreement on resource decisions and issue resolution action steps. Problem Solver—Utilizes root-cause analysis process experience, prior project experience, and technical knowledge to resolve unforeseen technical issues and take any necessary corrective actions. Umbrella—Works to shield the project team from the politics and “noise” surrounding the project, so they can stay focused and productive. Coach—Determines and communicates the role each team member plays and the importance of that role to the project’s success, finds ways to motivate each team member, looks for ways to improve the skills of each team member, and provides constructive and timely feedback on individual performances. Bulldog—Performs the follow-up to ensure that commitments are maintained, issues are resolved, and action items are completed. Librarian—Manages all information, communications, and documentation involved in the project.

The world of storytelling was changing dramatically around Enoch. The new visual communication called “cuneiform” was overtaking the traditional oral recitation of verse. Scribes created cuneiform as a codified physical expression of language, using utensils to make impressions on clay tablets. The scribes wanted to keep a tangible account of personal and public wealth that could not be challenged by verbal lies or faulty memory. Using handheld styluses pressed into the clay, they could list objects owned by the ruler and how many he possessed. It had started out as pictographs of cows, gold, wheat, wood, and other belongings. It had evolved into an abstract system of symbols that could be rapidly copied or communicated in a legal dispute.

The following sections survey some of the many US federal computer crime statutes, including         •  18 USC 1029: Fraud and Related Activity in Connection with Access Devices         •  18 USC 1030: Fraud and Related Activity in Connection with Computers         •  18 USC 2510 et seq.: Wire and Electronic Communications Interception and Interception of Oral Communications         •  18 USC 2701 et seq.: Stored Wire and Electronic Communications and Transactional Records Access         •  The Digital Millennium Copyright Act         •  The Cyber Security Enhancement Act of 2002

Exquisitely sensitive to her infant’s nonverbal messages, the “good” mother empathically divines the needs of her baby with near clairvoyant accuracy, relying on her capacity to regressively revive in herself this early communication channel that, Spitz felt, is lost to most adults. She senses why her infant is crying, a mystery to others, and is able to respond correctly. Each accurate reading and satisfying intervention—picking him up, feeding him, jostling him, soothing him—becomes another interaction in the essential cycle of meaning-making. Spitz saw these repetitions as also helping the infant sort out feeling states into discernible, sequential categories with beginnings and endings (for example: I was upset, then I felt better), contributing to the laying down of memory traces of recognizable experience. Thus Spitz offered psychoanalysis a very different kind of developmental progression, adding to the unfolding psychosexual sequence of drive discharge (from oral to anal to phallic to oedipal) the increasing structuralization of ego capacities which emerge, in the first year of life, within crucial transformations in the relationship to the libidinal object.

So when you see Captain Picard or Commander Sisko decide that logic, reason, and communication are the way to solve problems and not turn to violence, then we were telling something to our audience that needs to be said on a regular basis.

To be evangelism, the gospel must be clearly communicated, whether in written or oral form.

if culture can constrain grammar, then grammar is not prespecified in some instinct or language acquisition device, but instead is part of a communication system shaped by external forces, including information structure, the oral–aural channel, and culture.