Clientèle And Audience In Communication PDF

**DIASS REVIEWER** **THE CLIENTELE AND AUDIENCE IN COMMUNICATION** **Characteristics of clientele and audiences of communication** **Social Position** is the status that a person enjoys in a communication context. One may be president or leader, a middle manager, a colleague or co-equal, or a sub...

**DIASS REVIEWER** **THE CLIENTELE AND AUDIENCE IN COMMUNICATION** **Characteristics of clientele and audiences of communication** **Social Position** is the status that a person enjoys in a communication context. One may be president or leader, a middle manager, a colleague or co-equal, or a subordinate in an organization of community. These social positions dictate how one gets communicated to and how that communication has to be crafted, packaged, contained, and delivered **Education level** may suggest reading skills, healthy literacy and the ability to engage with more complex topics- new and even unfamiliar. An audience that has limited literacy skills may find it difficult to use written materials; with such an audience, oral presentations may be more effective. **Age range** can affect the choice of communication format or distribution. The communication materials may be relevant to people of all ages but the age of the audience may affect the communication format of distribution channels. Social media websites and mobile texting for example may be more appropriate for providing information to younger audiences while printed materials, emails, phone calls, meetings, and memos may be more effective for older audiences. **Race and ethnicity** an important considerations in communication particularly in deciding on graphics and photos. It is important to design the graphics and photos in communication materials to reflect the demographics of the intended audience. **Primary language** has to be considered if the message is to be effective. If the language used is different from the one used by the target audience, there is a need to translate the communication materials into the primary language. **Health status** matters a lot as it dictates people's disposition to listen and respond and the ability to make meaning out of the communicated material. Although people with certain health conditions tend to be more informed healthcare consumers with a greater awareness of issues within the healthcare system, it is important that the materials are more personal and relevant to specific health conditions or issues. **Job type** of the audience can affect the format of materials and the distribution methods to be used. For an audience without access to their computers, disseminating the materials through an Internet site or email messages may not be effective. **The Case of Mary Jane Veloso in 2015** **What country was Mary Jane Veloso arrested?** [Indonesia at Yogyakarta Airport.] **When was Mary Jane Veloso arrested?** [April 25, 2010.] **What case was Mary Jane Veloso sentenced in?** [Drug Trafficking] **Who was the President of Indonesia during the case of Mary Jane Veloso?** [Joko Widodo ] **Mary Jane Veloso was sentenced to the death penalty, the person who recruited her to work abroad and the responsible for her struggles in prison for almost 14 years is** [Kristina Sergio.] **Information** matters for it affects the format and distribution of the communication materials and also the medium they trust. **The individual as a client of communication as** an individual, you want to be the first to know about all matters that pertain to you. **The group and organization as clients of communication** and organization tend to have communication needs that are specific to them. **The community as client of communication-** when a community is the client of communication, the message has to be responsive to the need and the channel has to be appropriate, and the subject to be communicated has to be relevant to the community. **The Disciplines of Applied Social Sciences** **Functions of Applied Social Sciences** Applied social sciences services are indispensable to the full transformation of a child because they are critical to unblocking all barriers to the individuals, groups, and community's holistic development. They help society to see beyond the behavior manifestations by looking beneath them, and to address and uproot the root causes through communication and journalism, social work, and guidance and counseling leadership **Self-Development and Applied Social Sciences** **Counseling** offers guidance to individuals in varying situations of conflict, confusion, and crisis and provides the tools for the individual to address issues of self-development. **Social work** offers a wide range of services, particularly in aid of emancipating marginalized individuals and facilitating participation in the public goods and services that are necessary for self-development. **Communication** empowers the individual with listening and speaking skills for them to be effective. **Persuasion** often consists of or contains very few words making sure each one is very important, simple, specific, and exciting. **Art** is a human creativity that involves the perceptions and imagination of an artist trying to communicate a selective recreation of reality and giving it form into the immediate perceptual awareness. **FOUR PILLARS OF EDUCATION (UNESCO 1972)** **Learning to Know** It encompasses the development of the faculties of memory, imagination, reasoning, problem-solving, and the ability to think coherently and critically. It involves discovery and going deeper into the information/knowledge that is presented or encountered. **Learning to Do-** it means putting to use one's education, knowledge, skills, and attitudes as the case in technical vocational education and work skills training. **Learning to Be-** it fosters the principle that the aim of development is the complete fulfillment of humankind, in all the richness of his or her personality, the complexity of his or her forms of expression, and of his or her various commitments as individuals, member of a family and community. **The effects of the applied social sciences processes** **Social awareness** is important for managing own response to change, and it forms an essential part of interpersonal intelligence. This involves recognizing others' feelings and knowing how and when to assist others. It involves learning to show respect for and understand others' perspectives and their emotional states and needs. **Self-awareness-** is an important step toward self-understanding and self-mastery and it forms an essential part of intrapersonal and emotional intelligence. It means having the capacity to understand your personal, behaviors, habits, and emotions. It includes being conscious of what you are good at (strengths) as well as of what you are not good at (weaknesses) **Attitude and value change-** relying only on disaster risk reduction and effective management of climate is not adequate; there is a need to have attitudinal and value transformation on negative inclinations like the "bahala na" attitude; these cannot lead to individual, group, or community sustainability. Our attitudes and values must change with time, to allow our new abilities to survive to emerge. Our lifestyles are as good as they are sustainable and supported by our life means. ***Behavioral change-*** behavior is acquired or developed slowly and once it's part of your life, you will learn the difficulty of behavioral change. It is hard to break old habits or adopt new ones. Making a permanent change in behavior is never a simple process, and it requires a substantial commitment of time, effort, and emotion **Structural change-** refers to the radical shift in the way reality is organized and does not necessarily include the substantive change. structural change, in economic terms, is the transformation of policy. legal, social, cultural, economic, and/or physical aspects of an environment that impede equity for all **Synthesis of the effects of applied social sciences-**Social sciences, in their broadness, provide a huge theoretical resource to explain much of the social phenomena that affect individuals, families, groups, and communities. **The Discipline of Communication and The Professionals and Practitioners in Communication**. Communication is defined as a meaning-making system that follows the goal of conveying the intended messages from the sender to the receiver as accurately as possible. Communication conveys messages to parties involved through different mediums such as speech, email, letters, and so on. Transactional process in which people generate meaning through the exchange of verbal messages in a specific context, influenced by individual and societal forces and embedded in culture. **TECHNICAL LEVEL-** we can understand the message by ascertaining the extent to which information or message is clearly or not clearly transmitted. **PRAGMATIC LEVEL**-We can understand a unit of communication by gauging the kind and extent of the actual impact, effect, or outcome or result of the communication process including the relationship field of experience and the sender-receiver dynamics **SEMANTIC LEVEL**- we can understand the unity of communication by clarifying the extent to which the intended meaning of the information or message being transmitted is understood or misunderstood by the receiver due to all forms of noise. **Goals of communication** **1. Expressing one's needs and wants-** allows people with opposing views to communicate with others to better understand each other and connect. In this way, people who believe in common cause can be linked together to strengthen relationships. **2. Transferring or conveying information-** it provides an opportunity for communicators to disseminate information, and to transduce emotions and/or thoughts from one another. This, however, has the potential to either create harmony or result in dissonance between the sender and receiver. **3. Establishing social closeness or sustaining relationships with others-** the aim is to create social and political change, say, by exposing the absurdities and injustice of the courts, schools, and workhouses of the context. Make group life possible through socialization, enculturation, intergenerational solidarity, nation-building, and social change. **4. Facilitating social etiquette-** to conform to the social conventions of politeness. Changing behavior and that is why people seek help to understand things or reality. **(INTRAPERSONAL COMMUNICATION TO MASS COMMUNICATION)** **Communication involves the interactions**- between and among people. Therefore, "inter + action" means reciprocally influencing or affecting each or one another. **Intrapersonal Communication-**This involves feelings thoughts, and the way we look at ourselves. The self is the only sender and receiver. The channel is your brain. The feedback is in the form of talking to oneself or discarding certain ideas and replacing them with others. **Interpersonal Communication-** this communication occurs on a one-to-one basis usually in an informal unstructured setting. Messages consist of both verbal and non-verbal symbols. The most channels are sight and sound. **Intercultural Communication-** this is an interpersonal communication that occurs between or among members of different cultures or people who are enculturated differently. This is more apparent between persons coming from two different cultures of upbringing but it can also be among people of the same culture but brought up in different times or cultural contexts. **Interviewing-** interviewing makes use of a series of questions and answers usually involving two people or groups. Its purpose is to obtain information on a particular subject. In an interview, communication takes place verbally in a face-to-face setting, and a lot of non-verbal information is exchanged. **Small Group Communication-** small group communication occurs when a small group of people meets to solve a problem. There is cooperative thinking; there is a specific purpose. **Mass Communication-** the sender-receiver (speaker) sends a message (speech) to an audience in a highly structured manner. Additional visuals may be used. **Basic Elements of the Communication Process-** According to Alberts et al. (2007), there are six basic elements of communication: the setting, participants, message creation, channels, noise, and feedback to explain how communication interaction unfolds. **Sender-Receiver-** communication means that the sender and the receiver get involved in communication because they have ideas and feelings to share. This sharing, however, is not one-way. In most communication situations, people are senders and receivers at the same time. They are the participants in communication. **Message-**The message is made up of ideas and feelings that the senders/receivers want to share. Symbols are things that stand for something else. All communication messages are made up of two symbols: **verbal and non-verbal.** **"Message" Verbal-**The verbal symbols are all the words in a language, which stand for a particular thing or idea. A word is used to generally mean one thing. Verbal symbols can be even more complicated when they are abstract than concrete. Abstract symbols stand for ideas rather than objects. When two people use abstraction (e.g., love, beauty, justice), **"Message" non-Verbal-**The non-verbal symbols are anything we communicate without using words such as facial expressions, gestures, postures, colors, vocal tones, appearance, etc. They have certain meanings attached to them, which are culturally or even personally encoded and decoded. **Channels-**The Channels are routes traveled by a message as it goes between the senders/receivers. Sound and sight are primary channels in face-to-face communication, and even in not face-to-face. In Mass media, the Channels may be Radio, Records, Television, Newspapers, magazines, etc. **Feedback-** feedback is a response of the receiver to the sender and vice versa. This is very important in communication since it tells how ideas and feelings have been shared in the way they are intended to. **Noise-** noise may be an external or internal interference in transmitting and receiving the message. External noise is any noise that comes from the environment that keeps the message from being heard or understood. **Internal noise** occurs in the minds of the senders and receivers such as prior experience, absent-mindedness, feeling or thinking of something other than the communication taking place. **Semantic noise** is also a form of internal noise caused by people's emotional reactions to words. **Setting-** the setting is essentially the context where communication occurs. It may be venue, formal or informal seating arrangements, attire, use of sound system, etc. Who (Sender) What (Message) How (Medium) To Whom (Receiver) Why (Impact) Where (the Context) **The Professionals and Practitioners in the Discipline of Communication** The discipline of communication is populated by a wide variety of professionals who are in communication practice. They are creative **artists, writers, editors, journalists, bloggers, educators, social advocates, news announcers, and anchors.** **Roles, Functions, and Competencies of Communicators and Journalists** The foremost important role of communicators and journalists is \*To make available information and evidence to inform the public about issues that matter to them in the most neutral way possible \*Provide facts for the public to form judgments and decisions. In some cases, they facilitate accurate processing and analysis of such facts professionally and ethically. **Listening, reading, writing, and speaking skills** of journalists and communicators are necessary in the delivery of their roles and functions. **Areas of Specialization and Career Opportunities of Communicators and Journalists** **Advertising and Marketing specialists** can work as copy writer, sales manager, media planner, media buyer, and can also function as public opinion researchers and pollsters (such as in Social Weather Station and Pulse Asia). **Communication educators** can work as college or university professors, and may also serve as language arts coordinators, elementary and high school speech teachers, debate coaches, or drama directors. **Broadcasting careers** can include opportunities to work as broadcasting station manager, director of broadcasting, film and tape librarian, film editor, news editor, news writer, news anchor, transmitter engineer, and technical director. Other opportunities include disc jockey, comedy writer, casting director, talk show host, public relations manager and many more. **In journalism**, one can work as a reporter, editor, newscaster, author, copy writer, script writer, publisher, news service researcher, technical writer, and interviewer. **In public relations**, one can work as publicity manager, advertising manager, marketing specialist, press agent, lobbyist, corporate public affairs specialist, sales manager, media analyst, creative director, news writer, and public opinion researcher. **In theater and performing arts,** graduates can work as performing artists, script writer, producer, director, arts administrator performing arts educator, costume designer, theater critic, stage manager, theater professor, and casting director. **In communication in government and politics-related**, communication graduates can work as public information officer, speech writer, campaign director, research specialist, program coordinator, and press secretary. **In international relations and negotiations,** communication graduates can serve as on-air international broadcasting talent, corporate representative, translator, diplomat, foreign relations officer, host for foreign dignitaries and foreign correspondent.