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Supply Chain Management > PURCOM > Flashcards

PURCOM Flashcards

1
Q

Refers to the conceptual model used to explain the human communication process.

A

Models of Communication

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2
Q

The first communication model attributed.

A

Aristotle Model of Communication

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3
Q

source credibility

A
  • Ethos
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4
Q

understanding audiences

A
  • Pathos
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5
Q

pertain to message, design, and strategy

A
  • Logos
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6
Q
  • This model is more focused on public speaking than interpersonal communication.
  • The sender is an active participant and the receiver is passive.
  • This concept is used in public speaking, seminars, and lecture.
A

Aristotle Model of Communication

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7
Q
  • 5 basic components of Aristotle Model of Communication
A

speaker, speech, audience, effect, and occasion.

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8
Q
  • In 1948, was an American mathematician, Electronic engineer and an American scientist and both of them wrote an article, “Bell System Technical Journal” called “A Mathematical Theory of Communication” also called as “Shannon-Weaver Model of Communication.”
  • This model is more technological than other linear models.
A

Shannon – Weaver Model of Communication

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9
Q
  • That communication is circular, not linear. The listener can both receive and send messages.
  • The communication is usually equal and reciprocal.
  • The message requires interpretation.
  • Three steps – encoding, decoding, and interpreting the message.
A

Osgood and Schramm Model of Communication

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10
Q
  • consist of the validated guidelines that are used in performing different task or functions to achieve pre-defined goals
A

Principles of Communication

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11
Q

means that one should stick to the point and keep it brief. Avoid filler words.

A
  • Conciseness
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12
Q

involves being aware not only of the perspective of others, but also their feelings. Courtesy stems from a simple “You” attitude.

A
  • Courtesy
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13
Q

the core of correctness is proper grammar, punctuation, and spelling.

A
  • Correctness
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14
Q

message being conveyed must be clear. Getting the meaning from your head to the head of your reader.

A
  • Clarity
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15
Q

the message is complete when it contains all the facts the reader or listener needs for the reaction you desire.

A

Completeness

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16
Q
  • communication should be both consistent and logical. All terms of the message should be interconnected and relevant to the message being conveyed.
A

Coherence

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17
Q

being specific, definite and vivid rather than vague and general or unclear in conveying the message

A
  • Concreteness
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18
Q

Noise that physically disrupts communication, such as standing next to loudspeakers at a party, or the noise from a construction site next to a classroom making it difficult to hear the professor.

A

Environmental noise

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19
Q

Physical maladies that prevent effective communication, such as actual deafness or blindness prevent messages from being received as they were intended.

A

Physiological-impairment noise

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20
Q

Different interpretations of the meanings of certain words. For example, the word

“weed” can be interpreted as an undesirable plant in a yard, or as a euphemism for marijuana.

A

Semantic noise

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21
Q

Poorly structured communication can prevent the receiver from accurate interpretation. For example, unclear and badly stated directions can make the receiver even more lost.

A

Organizational noise

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22
Q

Stereotypical assumptions can cause misunderstandings, such as unintentionally offending a non-Christian person by wishing them a “Merry Christmas”

A

Cultural noise

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23
Q

Certain attitudes can also make communication difficult. For instance, great anger or sadness may cause someone to lose focus on the present moment. Disorders such as autism may also severely hamper effective communication.

A

Psychological noise

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24
Q

means a person who initiates the communication and conveys its ideas to the receiver. It is the source of the process.

A
  • Senders
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25
Q

The content, ideas, emotions, suggestions, order all fall under this element of communication.

A
  • Message
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26
Q

The method to convert the message into communication syllables like picture, word, gestures, etc.

A
  • Encoding
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27
Q

The trail along which the encoded message is transmitted to the receiver. The channel could be written, face-to-face, calls or any suitable manner.

A
  • Media
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28
Q

The opposite of the encoding process, the conversion of the encoded syllables is done by the receiver.

A
  • Decoding
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29
Q

The last person in the chain who finally receives the message from the sender and takes an action as per requirement.

A
  • Receiver
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30
Q

It cumulatively involves all the actions of the receiver indicating that he received and understood the message by senders.

A
  • Feedback
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31
Q

The obstruction or hindrance in the entire process in the communication. This hindrance might be caused by the sender, receiver, or the message.

A
  • Noise
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32
Q
  • A word that names something, such as person, place, thing, or idea.
A

Noun

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33
Q

a specific name of person, place, or thing and is always capitalized.
Example:
Does Tina have much homework to do this evening?
Tina is the name of a specific person.

A
  • Proper noun
34
Q

made up of two or more different words.
Example:
Cake shop
Bus stop

A
  • Compound noun
35
Q

the generic name of an item in a class or group and is not capitalized unless appearing at the beginning of a sentence or in a title.
Example:
The girl crossed the river.
Girl is a common noun

A
  • Common noun
36
Q

something that is perceived by the senses; something that is physical or real.
Example:
I heard the doorbell.
Doorbell names real thing that can be sensed.

A
  • Concrete noun
37
Q

something that cannot be perceived by senses.
Example:
We cannot imagine the courage it took to do that.
Courage is an abstract noun.

A
  • Abstract noun
38
Q

denotes a group or collection of people or things.
Example:
That pack of lies is disgraceful.
Pack is a collective noun.

A
  • Collective noun
39
Q

are a type of generic noun that can present any other noun.
- Substitute of nouns

A

Pronoun

40
Q

are pronouns that change based on their grammatical person – that is, based on whether they refer to the person speaking or writing (first person), the person or thing being spoken to (second person), or the person or thing being spoken about (third person).
Examples:
I/me
She/her
He/him
They/them
It
We/us
You

A
  • Personal pronouns
41
Q

connect relative clauses to independent clauses.
Examples:
That
What
Which
Who
Whom

A
  • Relative pronouns
42
Q

pronouns that can point directly to an antecedent or replace one that has already been mentioned or is clear through context.
Examples:
This
That
Those
These

A
  • Demonstrative pronouns
43
Q

are used to refer generally to a person or thing that doesn’t need to be specifically identified or has already been mentioned.
Examples:
One all
Other enough
None any
Some more
Anybody most
Everybody plenty
No one some

A
  • Indefinite pronouns
44
Q

refers back to the subject, self/selves pronoun.
Examples:
Myself
Yourself
Himself
Herself
Itself
Oneself
Yourselves
Themselves

A
  • Reflexive pronouns
45
Q

give emphasis to the subject. Self/selves pronoun.
Example:
I told them I could do it myself.

A
  • Intensive pronouns
46
Q
  • used in questions.
    Examples:
    Who
    Whose
    Whom
    What
    Which
A

Interrogative pronouns

47
Q
  • Word that describes an action.
  • Regular verbs: whose simple past and past participle are formed by adding –ed to the end of the word.
    Example:
    Check - checked
A

Verbs

48
Q

are verbs who simple past and past participles change the spelling.
Example:
Sing – sang

A
  • Irregular verbs
49
Q

used along with a main verb to express tense, mood, or voice. Also used in various verb tenses, including continuous tense.
Examples:
It is raining.
Alice has been working here for a month.

A
  • Auxiliary verb
50
Q

or copular verb. Connects the subject of a sentence with a subject of complement.
Example:
Jack is excited.

A
  • Linking verb
51
Q
  • Word that describes a noun or pronoun.
A
  • Adjectives
52
Q

base, no comparison

A
  • Positive adjectives
53
Q

compare two or more things.

A
  • Comparative adjectives
54
Q

describe something as having the most or least of a specific characteristics.

A
  • Superlative adjectives
55
Q

same as indefinite pronoun, countable and uncountable nouns.

A
  • Indefinite adjectives
56
Q

two or more adjectives that modify the same noun in sentence.
Example:
The plums were cool and delicious.

A
  • Coordinate adjectives
57
Q

ordinal number and cardinal number.

A
  • Numeral adjectives
58
Q

an adjective that is identical to the participle form of a verb. ( -ing, -ed, or –en)
Example:
The light produced a blinding effect.

A
  • Participial adjective
59
Q

proper noun

A
  • Proper adjectives
60
Q
  • Common adjectives
A

common noun.

61
Q
  • Signal words: words or phrases that cue the reader about an organizational pattern in the text, or show a link or transition between ideas.
  • Organizational patterns: include sequence, comparison, problem/situation, pro/con, chronological, general to specific, cause/effect, and more.
  • Graphic Organizer: provides a visual way to organize information and show the relationship among ideas.
A
  • Reading techniques
62
Q

talks about space

information and ideas are arranged inan order related to geographic orspatial location.

 what are the details given when it comes to space

 For example: to know where a place is you need to have or read various maps; in order to know the background first – maps, diagrams, and drawings

A

Spatial Order

63
Q

 chronological order

 used when we are doing a presentation

 most to least important details and vice-versa.

 pyramid or inverted pyramid, sequence, and flow charts.

 when we are referring to this we are talking about patterns.

A

Order of Importance

64
Q

 you have to know the details that are arranged to link a result

 arranged to think a result.

 logical relationship between cause and effects.

 explanation, description and the procedure.

 charts or tables, fishbone diagram -introduced by a Japanese scientist

A

c. Cause and Effect

65
Q

 arrangement of information based from your understanding or interpretation.

 General to specific.

 mostly being used for writing yourRRL, reports and essay.

 process charts, web chart – bar, pie, and line graph.e.

A

.d. Generalization

66
Q

 sequence of event

 used when reading history books or articles

 timeline; easier to use

A

Time order

67
Q

 basis of comparison

 their similarities and differences.

 easier to use tables to understand

 a common pattern to use in this is theVenn diagram - an illustration that uses circles to show the relationships among things or finite groups of things.

  1. Finding Signal Words words or phrases that gives que or hints to the reader about the transition or change another meaning, however, contradicts the statement that was given.
A

Compare and Contrast

68
Q

 concept of categorization

 grouped and themed

 we are also putting and grouping same or common characteristics

 most of the time being used in basic education books; particularly elementary for the reasons it is used in color coding. Ex. Red, blue, and green.

A

Classification

69
Q

 visual way to organize information and show the relationship of every idea.

 Web Charts, Bar Graphs, and LineGraphs.

 Pie chart - used to discuss information.

A

Graphic Organizers

70
Q

it is a must for a person to be knowledgeable in vocabulary

A

Extending vocabulary

71
Q

– a collection of words, which are displayed in large visible letters. For example; bulletin board.

A

word wall

72
Q
  • the technique in looking at a word in the dictionary is to look for the first three letters of the word you are going to look at in Parts of the Dictionary
A

Dictionary

73
Q

Front A-G,Middle H-P, andBack Q-Z.

 For example;Communication /ka.myoona.ka.sh(a)n/

 Spelling – on how to spell the word.

 Pronunciation – IPA-International Phonetic Alphabet - which is the guideline for the pronunciation of languages.

 The function of the word – Parts of Speech – in order to create and compare concrete, concise, and coherent sentences.

A

parts of the dictionary

74
Q

–compare how they are delivered.

a. Synonym so words with the same meaning.

b. Antonym o words with the opposite meanings.

c. Homonyms o the same spelling and pronunciation but different meanings.

e. Homophones- the same pronunciation but different spelling and meaning.

f. Homograph so the same spelling but different pronunciation and meaning.

A

Different meanings of the words

75
Q

 Etymology – where the word came from and originate. For example: [F] – French, [L] – Latin, and [Gk] – Greek.

A
  1. Tells the origin of the word
76
Q

 depends on how the word is used. depends on the context meaning.

A

Finding the meaning

77
Q

to read it quickly

A

Skimming and Scanning

78
Q

also reading it quickly but at the same time in a different way.- vertically or diagonally- looking for a particular word, specific facts, dates, words, and names on the details it self

A

Scanning

79
Q
  • Horizontally
  • general idea or understanding of the context
A

Skimming

80
Q

is very easy and helpful for readers and authors.

Organize the information.

Remember the information.

in order for us to understand what we are reading, we are actually monitoring what we have read with the use of notations.

A

Making notes

81
Q

it involves gathering information.

o deciding what information means.

A

Drawing Conclusions (I read / I think /Therefore)

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