Вопрос № 1029250 - Английский язык

Arrange the following words and a word combination to make a connected text.
Within the domain of nonverbal behavior in the classroom, perhaps the topic of greatest interest to educators is the extent to which it is possible 1________ teachers to use nonverbal behaviors more effectively. Identifying the 2_______ that are associated positively with student motivation, affect, and learning is all well and good, but one could make a case that such 3_______ is not really helpful unless it can be translated into 4_______ to help teachers become more effective.

Arrange the following word combinations to make a connected text.
Small-scale farmers and 1________ in poor countries could be helped to insure themselves against sharp fluctuations in 2_______, under a plan proposed by the World Bank. The plan 3_______ the creation of an international «intermediary» which would increase access to commodity price risk insurance in 4______.

Arrange the following word combinations and a word to make a connected text.
First, the US must reduce the 1_______ associated with moving from one job to the next. Unemployment insurance was originally intended as a temporary 2_______ during 3_______. But it is less relevant today, when most workers who lose their jobs never get them back. We should institute «wage insurance» instead. If the new job pays less than the old, 4_______ would make up a portion of the difference, for a fixed period of time.

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Nonverbal communication in the evaluation of personnel
1. Much of personnel work involves the evaluation of workers. Personnel professionals attempt to gather information about the suitability of potential employees via resumes, job applications, and employment tests, but especially through evaluations made in hiring interviews (Eder & Harris, 1999). Nonverbal communication plays an important part in the hiring interview from both the applicant's and the interviewer's perspectives (see Posthuma, Morgeson, & Campion, 2002).
2. First, the savvy applicant engages in careful impression management, thoughtfully monitoring verbal responses to emphasize job-related strengths and hide potential weaknesses (Fletcher, 1989; Gilmore, Stevens, Harrell-Cook, & Ferris, 1999). In addition, the applicant strives to display a positive, interested demeanor. Research on the role of nonverbal cues in the hiring interview suggests that applicants displaying more expressive visual nonverbal behaviors, and cues of nonverbal immediacy, such as greater incidence of eye contact and smiling, more interviewer-focused, outward gestures, and a more direct body orientation (e.g., forward lean), receive more favorable evaluations than non-expressive interviewees (Gifford, Ng, & Wilkinson, 1985; Imada & Hakel, 1977; McGovern & Tinsley,1978; Wexley, Fugita, & Malone, 1975).
3. In addition, paralinguistic cues, such as speech rate and fluency, the absence of speech errors/disturbances, and pitch variability are also positively correlated with evaluations of applicants in interviews (DeGroot & Motowidlo, 1999). Interestingly, static nonverbal cues of physical attractiveness, appropriate business attire, and good grooming also have a positive effect on evaluations of interviewees – typically outweighing the influence of expressive cues (Cann, Siegfried, & Pearce, 1981; Heilman & Saruwatari,1979; Riggio & Throckmorton,   1988; see also Andersen & Bowman, 1999).
4. Despite the impact of nonverbal cues on evaluations of interviewees, it is clear that greater attention is paid to what the applicant is saying, with certain verbal misstatements having a huge impact on whether an interviewee is viewed as «hirable» (Riggio & Throckmorton, 1987, 1988). Because one goal of the interview is to uncover the «truth» about an applicant's suitability for a job, research on deception is applicable to interview settings.
5. Some of the deception research and research on channel inconsistencies in affect suggests that if there is perceived inconsistency in what the individual is saying and the nonverbal behavior accompanying the statement, then the nonverbal channel may be given greater weight than the applicant's words in forming an overall impression of the applicant (DePaulo & Rosenthal, 1979; Mehrabian, 1972; Mehrabian & Wiener, 1967; Vrij, 2000; Vrij & Mann, chap. 4, this volume). Generalizing to the interview setting, this would be consistent with interviewers who report that although the interviewee gave appropriate answers in the interview, «something did not seem right», causing them to doubt the veracity of the interviewee and to give him or her an overall negative evaluation.
(Julia T. Wood : Interpersonal Communication: Everyday Encounters / Julia T. Wood. – The USA : Wadsworth, Cengage Learning, 2010. – P.121).
Define the statement which corresponds to the contents of the text.

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Support
1. We expect friends to support us. There are many ways to show support. Common to the various types of support is the relationship message, «I care about you». Often, we support friends by listening to their problems. The more mindfully we listen, the more support we provide. How we respond also shows support. For example, it’s supportive to offer to help a friend with a problem or to talk through options. Another way we support friends is by letting them know they’re not alone. When we say, «I’ve felt that way, too» or «I’ve had the same problem», we signal that we understand their feelings. Having the grace to accept friends when they err or hurt us is also a way to show support and validate their worth (Burleson, 1984).
2. Another important form of support is study, young adults said the essence of real friendship was «being there for each other» (Secklin, 1991). Increasingly, people rely on friends for support online – being there for them emotionally when they can’t be there physically (Baym, 2002; Carl, 2006). Women and men tend to differ somewhat in how they support friends. Because feminine socialization emphasizes personal communication, women generally provide more verbal emotional support than men do (Becker, 1987; Johnson, 2000; Monsour, 2006). They are likely to talk in detail about feelings, dimensions of emotional issues, and fears that accompany distress. By talking in depth about emotional troubles, women help one another identify and vent feelings and work out problems.
3. Men often provide support to friends through «covert intimacy», a term Swain (1989) coined to describe the indirect ways men support one another. Instead of an intimate hug, men are more likely to clasp a shoulder or playfully punch an arm. Instead of engaging in direct and sustained emotional talk, men tend to communicate support more instrumentally. This could mean giving advice on how to solve a problem, or offering assistance, such as a loan or transportation. Finally, men are more likely than women to support friends by coming up with diversions (Cancian, 1987; Walker, 2004). If you can’t make a problem any better, at least you can take a friend’s mind off it. «Let’s go throw a ball around» provides a diversion.
4. Culture also influences orientations toward friendship. In a study of Japanese and American friendships, Dean Barnlund (1989) found that both groups preferred friends who were similar to them in age and ethnic heritage. Yet Japanese respondents said togetherness, trust, and warmth were the most important qualities in friendship, whereas Americans listed understanding, respect, and sincerity as the top qualities. The differences in rankings reflect distinctions between Japanese and American culture. Interpersonal harmony and collective orientation are central values in Japan, whereas American culture emphasizes individuality, candor, and respect.
(Julia T. Wood : Interpersonal Communication: Everyday Encounters / Julia T. Wood. – The USA : Wadsworth, Cengage Learning, 2010. – P.257).
Define the statement which corresponds to the contents of the text.

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How Do Leaders Lead?
1. Leadership is the process by which a leader, by persuasion or example, induces followers to pursue their objectives for the group. In other words, it is «a process (act) of influencing the activities of an organized group in its efforts toward goal setting and goal achievement» (Stogdill, 1950, p. 3), or a «specialized form of social interaction in which cooperating individuals are permitted to influence and motivate others to promote the attainment of group and individual goals» (Forsyth, 1999, p. 343).
2. From each of these perspectives, leadership involves a «process of influence whereby the leader has an impact on others by inducing them to behave in a certain way» (Bryman, 1996, p. 276). These definitions have in common their emphasis on the view that leadership is linked to the ability to shape the behavior of those within one's group, organization, or society.
3. Furthermore, leadership involves more than being able to obtain changes in behavior that flow from coercion linked to the possession of power or enticement linked to the ability to reward («command and control» models of motivation, see Tyler & Blader, 2000). Leadership involves the possession of qualities that lead others to want to follow the leader's directives, either because they feel obligated to do so, or because they desire to do so. In other words, leadership is a characteristic that is voluntarily conferred upon a person by others and involves the ability of a person to engage the active and willing cooperation of followers. Leadership is, therefore, a process of influence that «depends more on persuasion than on coercion» (Hollander, 1978, pp. 1-2).
4. Of course, the ability to motivate group members, while clearly a key function of leadership, is not all that leadership involves. Leadership is also linked to the ability to set goals for the group («vision»); goals whose attainment facilitates the continued success of the group. In addition, leadership involves being able to structure the organization so that it can effectively attain those goals («implementation»). Further, the numerous theories of leadership that have developed since the earliest history of organized societies articulate a wide variety of other criteria of leadership, making any simple definition of leadership incomplete (Bass, 1981).
(David M. Messick : The Psychology of Leadership / David M. Messick , Roderick M. Kramer. London : Lawrence Erlbaum Associates, Inc., 2005. – P. 163).
Define the statement which corresponds to the contents of the text.