interpersonal W3

Listening and Empathic Response

• These concepts are interconnected, forming a core unity in personal communication.

• Combining seemingly unrelated concepts can illustrate their interdependence.

  • Example: Conflict resolution can benefit from understanding the concepts of values and interests, linked through active listening.

  • The idea is to show how active listening can reveal values and interests, or how these values facilitate active listening.

Assignment Overview

• Total assignments: Three.

  • First assignment: Worth 10 points.

  • Second and third assignments: Each worth 15 points.

• Important aspect of the assignments:

  • Reflective journaling is a critical component of the course, focusing on introspection and intrapersonal communication.

  • Grading emphasis on journaling approaches may exceed feedback on understanding course concepts, as many essays receive comments on this aspect primarily.

Reflection and Inquiry

• Students encouraged to communicate actively regarding assignment questions:

  • Channels for inquiries:

  • Blackboard messaging.

  • Email.

  • Classroom discussion.

  • Questions likely to interest multiple students will be addressed publicly.

Class Attendance

• Emphasis on punctuality; usage of an attendance tracking system for late arrivals.

Understanding Culture

• Central question: What is culture?

  • Discussion point topics:

  • Names and their meanings based on cultural or linguistic backgrounds.

• All names possess meanings, origins, and roots, often with multiple layers:

  • Example: Names based in French origins might trace back to Latin roots.

• Activity planned to explore identity through names, with class members researching their own names and their meanings.

Instructor’s Name Explanation

• Instructor's name: Terry Steven Niner (English name)

  • Traditional name: Tuvia (Hebrew, reads right to left).

  • Components explained:

  • "Tuvia" breakdown:

    • "Tub": means goodness.

    • "Yah": refers to God.

    • Overall meaning: The goodness of God.

  • Shalom: means peace.

    • Similarities highlighted with Arabic salam and Hawaiian aloha; all imply peace when greeting or parting.

  • "Ben": means son of.

    • Example: "Hillel" refers to the instructor's father.

    • Hillel derives from hallelujah, meaning praise to God.

    • Full name translation: God's goodness is peace; son of praise the Lord.

• Personal narrative sharing of name suitability based on family expectations (example provided on aunt's name).

Class Activity on Names

• Students will introduce themselves:

  • Sharing names, meanings, origins, and any personal significance.

  • Instructor to model longer narrative, followed by student participation.

• Names and their fields of meaning will be explored collectively.

Cultural Connections through Names

• Discussing how different names connect individuals with their cultures:

  • Names can reveal cultural heritage and history.

  • Notable points:

  • Family names can indicate geographical origins and family history (e.g., surname Connell indicating Irish roots).

  • Example of the family name Smith: Origin refers to blacksmith work.

  • Connection between English surname Smith and the German equivalent Schmidt as functional descriptors.

Naming Traditions and Similarities Across Cultures

• Names historically tied to traits or virtues valued by parents or society at large.

  • Example: Names might suggest power, royalty, happiness, or peace.

• Naming practices observed informally across cultures, exploring similarities:

  • Cross-cultural dialog raised examples from indigenous names reflecting similar customs and significance.

Conclusion and Break

• Class will take a scheduled break, transitioning to new exercises shortly thereafter.

  • Instructor's reminder of break time to facilitate student’s need for relaxation and preparation before next activity.

• Note: Significant emphasis on the value of names as markers of identity and culture throughout various discussions in the class.