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One day, while my husband was busy cleaning his car in front of our house, his comrade stops to talk with him.
Their topic of conversation was about cars and different accessories that you can use to your car. His friend suddenly notices the broken tail lights of the car. He also notices his old grill guards in front. I heard that my husband told him that he is planning to change his tail lights and grill guards as soon as he receive his salary this coming payday. Fortunately, before his payday came, I was able to sell my merchandise so what I did was to surprise him in buying new accessories for his car. I was accompanied by our son to their favorite Auto Accessories store to help me find the right product for our car. It was my first time to come to this store and was amazed at the different accessories they offered. When we already purchased the need accessories, I decided to also buy GPS System that I thought to be an important use for my husband who travels a lot in connection with his job as sales representative. My son suggested changing the floor mats of the car that I agreed immediately.
I promise to buy another accessory for his car on his birthday next month. And It

I do understand English not it was not that easy for me, but still I do the search online for products. But since the time that I had found a site that uses our language my search become easier simple. I can now have the shop for the big bag, tablier de cuisine and the accessoires de golf. I need not to translate the word that I cannot understand much on English.

Don’t stop with just making a plan to your self like just choosing cute color that you can have for your own car. Search on the internet for different models of cars, from different manufacturer and also different colors. You can find images online for the specific car that you needed.
You can also find forums on the internet where they buy and sells car. Either it will be a seconded vehicle or the new one. But if your budget was not enough you better choose the seconded one but a car that was on the right condition. Since you are a young driver you need not just to focus on the looks of your car but also the machine and how you can maintain it well. But did you know that aside from the machine having the insurance will help you as a driver.
Car insurance that you can also have on the internet. The kind of services that was being offered online for the car insurance for young drivers . You can now avail for the service without worrying for the cost the service. As you follow the link on my post you can find the site which can offer the young driver the right insurance for their car where you would be getting the lowest ins rates for young insureds .
Visit their site and have auto policy guide for teens the car insurance information that you needed to know. Requirements that you must fulfill before availing for the service and the rates for the service that they are offering. Application and inquiries can be made on their site. Read the policy and be aware with the importance of having your car insured. Be protected as you have the car insurance, less worries as you enjoy the lower cost for their service.

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The success of an informative speech can be measured by the answer to one simple question: “Does the listener learn from the speech?” As an informative speaker, you need to apply basic principles of learning to make your speeches effective. To help your listeners learn and remember your message, you must motivate them by establishing the relevance of your message for their lives, hold their attention throughout your message, and structure your speech so that it is clear and readily understood.
Motivation
To motivate listeners, you must tell them why your message is important to them. We discussed motivation as a factor in audience analysis. Now we consider motivation in terms of giving listeners a reason to learn. Then tie your message to these motives, either through direct statements or through interesting examples or narratives. For example, you might relate a speech on how to interview for a job to the motives of control and independence. You could begin by talking about the problem of finding a good job in today’s marketplace and provide an example that illustrates how a successful interview can make the difference between who gets hired and who does not. As you preview the body of your speech, you might say, “Today, I’m going to describe four factors that can determine whether you get the job of your dreams. First.. . .“ In this case you have given your audience a reason for wanting to listen to the rest of your speech. You have begun the learning process by motivating your listeners.
Helping Your Audience Learn Attention
Once you have established the importance of your message, you must sustain your listeners’ attention throughout your speech. In this section we examine six basic factors that affect attention: intensity, repetition, novelty, activity, contrast, and relevance. We also explain how to use these factors to maintain interest and promote learning.
Intensity. Our eyes are drawn automatically to bright lights, and we turn to investigate loud noises. In public communication, intense language and vivid images can be used to attract and hold attention. You can emphasize a point by supplying examples that magnify its importance. You can also achieve intensity through the use of presentation aids and vocal variety. Note how Stephen Huff holds attention through the intensity of his descriptions of the New Madrid earthquakes that struck the south-central area of the United States in the early nineteenth century:
The Indians tell of the night that lasted for a week and the way the
“Father of Waters”—the Mississippi River—ran backwards. Waterfalls were formed on the river. Islands disappeared. Land that was once in Arkansas—on the west bank of the river—ended up in Tennessee—on the east bank of the river. Church bells chimed as far away as New Orleans and Boston. Cracks up to ten feet wide opened and closed in the earth. Geysers squirted sand fifteen feet into the air. Whole forests sank into the earth as the land turned to quicksand….
Reelfoot Lake—over ten miles long—was formed when the Mississippi River changed its course.
Repetition. Sounds, words, or phrases that are repeated attract our attention and embed themselves in our consciousness. Skillful speakers frequently repeat key words or phrases to stress the importance of points, it help listeners focus on the sequence of ideas, to unify the message, and to help people remember what they have heard.
Repetition is the strategy that underlies alliteration and parallel construction. As we alliteration can lend vividness to the main ideas of informative speeches: “Today, I will discuss how the Mississippi River meanders from Minnesota to the sea.” The repetition of the m sound catches our attention and emphasizes the statement. In like manner, parallel construction can establish a pattern that sticks in your listeners’ minds . For example, repeated questions and answers such as “What is our goal? It is to . . .“ sustain attention through parallel construction.
Novelty. We are attracted to anything new or unusual. A novel phrase can fascinate listeners and hold their attention. James Cardoza found a novel way to describe the magnitude of pollution in this country. After documenting that nineteen million tons of garbage are picked up each year along the beaches of the United States, Jim concluded: “And that’s just the tip of the wasteberg.” His invented word, “wasteberg,” was effective because it reminded listeners of “iceberg,” and that in turn connoted for them the vastness of the problem. Some famous novel expressions in American history that have aroused attention for political programs and philosophies are “New Deal,”“the New Frontier,”“the Great Sodety,”“Star Wars” (Strategic Defense Initiative), and “Contract with America.”
Activity. Our eyes are attracted to moving objects. Gestures, physical movement, and presentation aids can all add activity to your speech. You can also create a sense of activity in a speech by using concrete words, vocal vanety, and a narrative structure that moves your speech along. Note the sense of action and urgency, as well as the invitation to act, in the conclusion of this student’s speech:
I don’t know what you’re going to do, but I know what I’m going to do. I’m going to march right down tomorrow and register to vote. There’s too much at stake not to. Why don’t you join me?
A lively example or an exciting story can also bring a speech to life and
engage your listeners.
Contrast, Opposites attract attention. If you work in a noisy environment and it suddenly becomes quiet, the stillness can seem deafening. Similarly, abrupt changes in vocal pitch or rate of speaking will draw attention. Presenting the pros and cons of a situation creates a sense of conflict and drama that listeners often find arresting. You can also highlight contrasts by speaking of such opposites as life and death, light and dark, or the highs and lows of a situation.
In a speech dramatizing the need to learn more about AIDS, a speaker introduced two or three specific examples with the statement “Let me introduce you to Death.” Then, as the speech moved to the promise of medical research, she said, “Now let me introduce you to Life.” This usage combined repetition and contrast to create a dramatic effect.
Surprise is necessary for contrast to be effective. Once people become accustomed to an established pattern, they no longer think about it. They notice any abrupt, dramatic change from the pattern.
Relevance. Things that are related to our personal needs or interests attract our attention. Research has indicated that sleepers respond with changes in brain-wave patterns when their names are mentioned. Parents have been known to sleep through severe thunderstorms, yet be wakened by the faint sounds of their infant crying. Relevance is essential to public speaking as well.
Allison McEntire created relevance for her agenda-setting speech on smoking advertisements by placing a large jar of cigarette butts on the table by the lectern.
So you think the cigarette advertisers are losing their fight to recruit smokers at American colleges and universities? Here’s what I collected myself in about 45 minutes at noon yesterday, right around the outside of this building. These are our butts. Vanderbilt student butts. Think of all the damaged lungs these represent, right here in this building. The striking relevance of the presentation aid she used made it hard to ignore
her point.

An informative speech also can reveal and clarify options for action. Information expands our awareness, opens new horizons, and suggests fresh possibilities. Information can also help us discard unworkable options. The better we understand a subject, the more intelligent the choices we can make on issues that surround it. For example, what should we know about obesity? Infomative speeches may tell us about the consequences of doing something or nothing to correct this condition. They may teach us about the medical soundness of different diets. They may also inform us about the roles of exercise and counseling in weight control. Such information would expand our options for dealing with obesity.
Informative speakers carry a large ethical burden: They must communicate responsible knowledge of their topics. A responsible informative speech should cover all major positions on a topic and present all vital information. Although speakers may have strong feelings on a subject, it is unethical to deliberately omit or distort information that is necessary for audience understanding. Similarly, speakers who are unaware of options or information because they have not done the research that will make them aware also are irresponsible. As you conduct your research, seek out material from sources that present different perspectives. The two speeches on the teaching profession mentioned earlier demonstrate potential abuses of the option-clarifying function of informative speaking. If the speeches are presented as rep resentative of teaching as a career, then both speakers are guilty of overgeneralizing from limited personal experience.

Ceremonial speeches serve important social functions. They reinforce the values that hold people together in a community and give listeners a sense of order and purpose in their lives. They build the major premises for later arguments and put the spotlight on leadership.
Major Techniques of Ceremonial Speaking. Two major techniques of ceremonial speaking are identification and magnification. The first creates a close feeling, and the second selects and emphasizes those features of a subject that will convey the speaker’s message. Speakers build identification by the use of narratives that remind listeners of shared experiences. Recognizing heroes and heroines also provides ideal models of conduct to draw listeners and speakers closer together. Finally, appeals to group commitment can remind listeners of the values and goals they share. Themes worthy of magnification include overcoming obstacles, achieving unusual goals, performing in a superior manner, having pure motives, and benefiting the community. Eloquent uses of language can also magnify the subjects of ceremonial speeches.
Types of Ceremonial Speeches Speeches of tribute recognize achievements or commemorate special events. Such speeches should help us appreciate the values these achievements represent. As they describe ideal models of conduct, speeches of tribute also perform an inspirational function. Achievements and events may be significant in themselves or in what they symbolize. Award presentations should explain the nature of the award and what the recipient has done to merit it. Eulogies are speeches of tribute presented on the death of a person or persons. Toasts are ceremonial speeches in miniature that pay tribute, offer blessings, or celebrate the moment.
Speeches of acceptance should begin with an expression of gratitude and an acknowledgment of others who deserve recognition. They should focus on the values that the honor represents. Acceptance speeches often call f r more formal language than other speeches and for eloquence that suits 11w occasion.
Speeches of introduction should welcome the speaker, establish his or ht’r ethos, and tune the audience for the message to follow. Introductions should focus on information about the speaker that is relevant to the speech topi. nr the occasion or that has special meaning for the audience.
Speeches of inspiration help listeners appreciate values and make them wi iii to pursue worthy goals. Such speeches often call on stories of past succssc, After-dinner speeches should be lighthearted, serving up humor and insighi at the same time. Humor should be functional in such speeches, illustrating i point or serving some larger purpose.
The master of ceremonies coordinates a program and sees that things wit
smoothly. He or she sets the mood of the program, introduces the {).ir(k I.
pants, provides transitions, and sometimes presents awards.

While the systematic process described above works well in many situations, there are times when a different approach may be needed. When a group consists of people from different areas of the public and private sectors, collaborative problem solving may work best. For example, in many urban areas, coalitions of business executives and educators have worked together on plans to train people for jobs in the community. In such situations, the problems are usually important and the resources typically are limited. Because there is no clear-cut authority structure and because the factions may have different expectations or goals, the members of such groups often have difficulty working together. To be effective, they need to spend considerable time defining the problem and exploring one another’s perspectives. This should help them to recognize their interdependence and encourage them to work together. In such groups, participants must come to see themselves not as members of group A (the executives) or group B (the educators), but as members of group C, the coalition. Leadership in such groups may pose a special challenge.
One approach that may facilitate collaborative problem solving is dialogue groups. According to William Isaacs, director of the Dialogue Project at the Massachusetts Institute of Technology’s Center for Organizational Learning, “Dialogue is a discipline of collective thinking and inquiry, a process for transforming the quality of conversation, and, in particular, the thinking that lies beneath it.”6 Such groups focus on understanding the different interpretations of the problem that participants bring to the interaction. Their purpose is to establish a conversation among the participants from which common ground and mutual trust can emerge. The role of the facilitator is critical in dialogue groups. According to Edgar Schein of the MIT Center, the facilitator must
• Organize the physical space in a circle to create a sense of equality
• Introduce the problem
• Ask people to share an experience in which dialogue led to “good communication”
• Ask members to consider what it was that led to good communication in that situation
• Ask participants to talk about their reactions
• Let the conversation flow naturally
• Intervene only to clarify problems of communication
• Conclude by asking all members to comment however they choose’8
The dialogue method is not a substitute for other problem-solving techniques, such as the rational-thinking process presented earliet Instead, it may be used as a precursor because deliberation works only when members understand each other well enough to be “talking the same language.”9 A similar approach may be found in the Kettering Foundation’s National Issues Forums.

Interest in leadership is driven by one quite practical consideration: Leaders help get jobs done. For over thirty-five years, social scientists have been studying leadership by analyzing group communication patterns.22 This research suggests that two basic types of leadership behaviors emerge in most groups. The first is task leadership behavior, which directs the activity of the group toward a specified goal. The second is social leadership behavior, which helps to build and maintain positive relationships among group members.
Task leaders initiate goal-related communication, including both giving and seeking information, opinions, and suggestions. A task leader might say, “We need more information on just how widespread sexual harassment is on campus. Let me tell you what Dean Johnson told me last Friday. . . .“ Or the task leader might ask, “Gwen, tell us what you found out from the Affirmative Action Office.”
Social leaders express agreement, help the group release tension, and behave in a supportive manner. A social leader looks for chances to give compliments: “I think Gwen has made a very important point. You really helped us by finding that out.” Sincere compliments help keep members from becoming defensive and help maintain a constructive communication atmosphere. In a healthy communication climate, the two kinds of leadership behavior support each other and keep the group moving toward its goal. When one person combines both styles of 1eacership, that person is likely to be highly effective.
Leadership has also been discussed in terms of how the leader functions. An autocratic leader makes decisions without consultation, issues orders or gives direction, and controls the members of the group through the use of rewards or punishments. A participative leader functions in a more democratic fashion, seeking input from group members and giving them an active role in decision-making. A free-rein leader leaves members free to decide what, how, and when to act, offering no guidance. In effect, such “leadership” abdicates leadership. If you were working in an organization, you might well say that you “worked for” an autocratic leader, “worked with” a participative leader, and “worked in spite of” a free-rein leader.
As we move into the twenty-first century, another way of looking at leadership is emerging. It suggests that leadership styles are either transactional or transformational. Transactional leadership takes place in an environment based on power relationships and relies on reward and punishment to accomplish its ends. Transformational leadership appeals to “people’s higher levels of motivation to contribute to a cause and add to the quality of life on the planet.”23 Transformational leadership carries overtones of stewardship instead of management. Transformational leaders have the following qualities:
• They have a vision of what needs to be done.
• They are empathetic.
• They are trusted.
• They give credit to others.
• They help others develop.
• They share power.
• They are willing to experiment and learn.
In short, transformational leaders lead with both their hearts and their heads.
According to John Schuster, a management consultant who specializes in
transformational leadership training, “The heart is more difficult to develop.
It’s easier to get smarter than to become more caring.”24
To understand your leadership potential, you need to consider the major components of ethos: competence, trustworthiness, likability, and forcefulness. An effective leader is competent. This means that the leader understands the problem and knows how to steer a group through the problem- solving process. An effective leader is both trustworthy and trusted. This means that the leader is honest, concerned about the good of the group, and willing to place group success above personal concerns. Just as important, the leader is perceived to have these qualities by group participants. An effective leader is likable. This means that he or she is friendly and interacts easily with others. Finally, an effective leader is forceful. Forcefulness suggests enthusiasm, energy, and optimism, and implies the ability to get others to act.
Don’t be intimidated by this idealized portrait of a leader. Most of us have these qualities in varying degrees and can use them when the need for leadership arises. To be an effective leader, remember this simple overriding goaL Help others be effective and get the job done. Cultivate an open leadership style that encourages all sides to air their views.

Business formal meetings goes forward by motions, or proposals set before the group. Consider the following scenario. The chair asks: “Is there any new business?” A member responds: “I move that we allot $100 to build a Homecoming float.” The member has offered a main motion, which proposes an action. Before the group can discuss the motion, it must be seconded. The purpose of a second is to assure that more than one person wants to see the motion considered. If no one volunteers a second, the chair may ask, “Is there a second?” Typically, another member will respond, “I second the motion.” Once a motion has been made and seconded, it is open for discussion. It must be passed by majority vote, defeated, or otherwise resolved before the group can move on to other business. With the exception of a few technical motions (such as “I move we take fifteen-minute recess” or “Point of personal privilege—can we do anything about the heat in this room?”), the main motion remains at the center of group attention until it is resolved.
Let us assume that as the group discusses the main motion in our example, some members believe that the amount of money proposed is insufficient. At this point, another member may say: “I move to amend the motion to provide $150 for the float.” The motion to amend gives the group a chance to modify a main motion. It must be seconded and, after discussion, must be resolved by majority vote before discussion goes forward. If the motion to amend passes, then the amended main motion must be considered further.
How does a group make a decision on a motion? There usually comes a time when discussion begins to lag. At this point the chair might say, “Do I hear a call for the question?” A motion to call the question ends discus-sion, and requires a two-thirds vote for approval. Once the group votes to end discussion, it must then vote to accept or reject the motion. No further discussion can take place until the original or amended original motion is voted upon.
Sometimes the discussion of a motion may reveal that the group is confused or sharply divided about an issue. At this point, a member may move to table the motion. This is a way to dispose of a troublesome motion without further divisive or confused discussion. At other times, the discussion of a motion may reveal that the group lacks certain information that is needed to make an intelligent decision. At that point, we might hear from a member:
“In light of the uncertainty over costs, I move we postpone further consideration until next week’s meeting.” The motion to postpone consideration gives the chair a chance to appoint a committee to gather the needed information.
These are just some of the important procedures that can help assure that formal group communication remains fair and constructive. For more information on formal group communication procedures, consult the authoritative Robert Rules of Order.