Purposive Communication - Unit 1 Chapter 5 PDF

Chapter 5 TEXT AND CONTEXT ANALYSIS FOR PURPOSIVE COMMUNICATION As global society evolves, the division of world citizens is slowly diminishing. What used to be segmented by language, ethnicity, creed, or culture, the global society has connected individuals through communication,...

Chapter 5 TEXT AND CONTEXT ANALYSIS FOR PURPOSIVE COMMUNICATION As global society evolves, the division of world citizens is slowly diminishing. What used to be segmented by language, ethnicity, creed, or culture, the global society has connected individuals through communication, knowledge, information, and network. LY Globalization aims to make it possible for everyone to have a collaborative culture where individuals, despite differences in genetics, education, cultures, traditions, aspirations coexist, ON work, and learn together. Sharing and networking are bywords of global people who intend to outgrow the tendency to subscribe to a social construct that defines “to each their own” mentality. Today, people in many different countries share common cultural experiences and E information vital to the understanding of various events around the world. The global society paved the way toward intercultural communication. US As discussed in Chapter 3, Intercultural communication poses many challenges. While T there may be shared knowledge and means of communication are available, it cannot be EN denied that there are complexities in arriving at correct inferences and interpretation of meanings. UD LEARNING OUTCOMES ST At the end of the lesson, the students will have been ble to: U 1. detemine the influence of language in meaningful communication CP 2. recognize cultural barriers in communication; 3. identify the challenges of intercultural communication; R 4. use different approaches to the study of intercultural communication;and, FO 5. analyze text and context of multimodal messages. MOTIVATION You will be grouped according to native language or mother tongue. Each group will translate into their dialect the list of English words given to them (e.g. dog, eat, voice, rain or lunch) and write their answers on the board. After every group is done, ask the students to identify similarities or differences in their translation. Lastly, ask the students to make inferences regarding their answers and previous experience regarding varieties in language and culture. 45 INPUT Language and Culture Factors in Communication Purposively, human communication requires an acceptable code to be understood. Since the English Language is the accepted global lingua franca, it is well noted that, officially, it becomes the language for transacting business. As a system, language has rules in production of sounds, formation of words, construction of sentences , and expression of meanings. These rules are learned and used appropriately for communication purposes. Language code helps people understand each other when they belong to the same speech community as they share a set of rules in the language system and process. They LY speak their mother tongue or first language.They acquire this language in their community. As they recognize the need to deal with others outside their commuity, they discover the use of ON other languages for certain reasons. They learn their second language either formally when they go to school or informally on their own effort. Hence, language acquisition and learning are significant processes in human communication activities. E US When individuals visit another community barely visited by others from other communities, despite the use of a common language, differences get in the way in expressing the same concept, pronunciation, articulation, or even spelling of the same words. But with T people’s strong desire to communicate, contact and interaction with others bring about EN language learning to the core. This makes communication possible because the effort of adapting allows individuals to maximize the use of language to productively and effectively communicate with others in a global society. It is also important to understand that to be able to UD communicate effectively, speakers or writers need more than language rules. Aside from knowledge of the language, its rules on grammar, vocabulary used, construction of sentence, ST meanings of utterances are also interpreted in the context in which they are made. The global world requires effective communication across cultures. Even U professionals struggle to understand the speech or interpret the behavior of speakers of other CP languages and those coming from other cultures. Different cultures have various ways of assigning meanings to words. Language is a reflection of this culture. Behaviors also bring about miscommunication. Cultural differences are sometimes expressed in body language. R Eye contact, gestures, and facial expressions are examples of non-verbal communication which may have different interpretation and meaning in different cultures.Pesonality FO stereotyping give assumptions of characteristics of individuals from a particular cultural or social group. Some assumptions about personal characteristics are negative and hostile which become a barrier in cross-cutural communication. These are some cultural barriers that will make communication difficult when not properly understood. The Complexity of Intercultural Communication Individual differences brought about by race, gender, age, faith, language, and culture make communication very complicated. Despite shared knowledge and world-wide transmission of information, having a common interpretation of message may seem 46 impossible.There is always a breakdown in communication when meanings are misinterpreted and misunderstood. It is a challenge to speakers and writers to cut across a message that is well understood by listeners and readers who use different languages. Some reasons for miscommunication may be attributed to the following:  Verbal uttererances can cause misunderstanding among people in a multi-cultural setting. Terms which are not appropriately used may give ambiguous references that could be interpreted in different ways. People coming from different region who speak fast have the tendency to mispronunce words. Articulation may produce different sounds of words that lead to misunderstanding of terms used when given wrong meaning. LY  Non-verbal cues also contribute to misunderstanding. Misinterpretations of gestures and body movements may lead to giving wrong meaning of the message.It is ON necessary that speakers and writers become aware of the racial identities and differences in non-vebal codes of the individuals they are communicating with. E  Cultural diversity is another source of miscommunication. People have different US languages, lifestyles, ways of thinking, speaking, and behaving. These differences are expressed in the manner they communicate with others. Understanding the culture of other people will help lessen miscommunication. T EN In the following pictures, you will find some reasons why people of different culture or background fail to understand one another: UD ST U CP R FO 47  LY ON E US T EN UD ST U However, in today’s complex and pluralistic society, communicating and decoding CP meaning becomes more complicated as it is colored by many factors. Communication is now a challenge which is addressed by the use of multimodal means. R FO 48  The principle of education advocated by Confucius in the above graphic is the underlying need of using multimodal communication. Multimodal communication includes texts which, according to Roxanne Doerr (n.d.), are texts which “communicate their message using more than one channel of communication.” This means communication is not the simple verbal or textual message of the bygone years. A successful communication should involve the elements of a WOVEN (Written, Oral, Visual, Electronic and Nonverbal) process, which according to Kathryn Hue Harrison, is “in short, all forms of communication.” She wrote that “when we communicate with someone, be it through a formal presentation, a job interview, or via email, our audience derives meaning from more than just our words.... (they) communicate with their classmates, their peers notice not only their words, but their body language, facial expressions, vocal tone, LY physical proximity to the people they’re speaking with–all of these elements impact their relationships with their peers.... in a job interview, for instance, facial expressions, pacing ON of speech, and vocal inflection will be integral to keeping their listener’s active attention; the content of the words they speak only matter if other forms of communication work E effectively with their words.” US Examples of these multimodal texts are magazine articles, advertisements, oral presentations, blogs or video conferences with pictures, audio clips or with moving images. T These multimodal modes of communication are, for the most part, more interesting and EN are patronized by young people exposed to a multimedia environment. This makes pure lectures in classrooms as boring as eating oatmeal every day for a year, and might make UD teachers in classroom lectures in the future, a thing of the past. ST U CP R FO 49  LY ON E US T EN UD ST U CP R The phenomenon of multimodal communication has greatly challenged educators, FO businessmen and advertisers to sell their products or services and practically everyone who wants to be understood well. Educators need make their lectures more interesting by using technology as part of their teaching/learning tools. Businessmen have to make convincing sales pitches with presentations that will close deals. Advertisers, too, must market products and services that appeal to their target customers. Even ordinary people need to understand the intended meaning of a certain message. Without that shared meaning between the speaker and listeners, communication blunders often happen. 50  Communication blunders happen when multimodal texts take on new meanings or connotations and are interpreted differently. These are, oftentimes, caused by differences in culture, race, language, background and other reasons. Products have been pulled out of shelves and advertisements have failed due to misinterpretations of their advertisements. Others have offended a certain group of people just because of a wrong word or phrase, causing rifts and tensions. From text messages, emails, advertisements with subliminal content, today’s society is constantly flooded with them. Behind those messages are content which might be misconstrued due to racial or cultural diversity. These differences can twist or change the meaning of the intended message. Keeping in mind how the process works, consider the following suggestions in LY organizing and analyzing multi-modal communication to avoid future communication blunders: ON 1. Plan the message carefully.This is done by the source. Note the following questions that will help the sender figure out the efficiency and effectiveness of the E communication.  US Why are you communicating? Determine your purpose, objectives. T  With whom are you communicating? Know your audience. EN  What do you want to say to answer what the audience need to know? Outline your content or message. UD  How are you sending your message? Identify the ways and means to connect with your audience. ST 2. Create a clear and well-crafted message by encoding a precise message that considers not only the complete content, but also the perspective of the receiver, how U the message will be perceived and received. CP  Analyze what you want and need to say.  R Anticipate the receiver’s reaction to the message.  Choose carefully the words, the appropriateness of the language, and the FO tone of the communication. For oral communication, body language is also considered. In written communication, reviewing your mechanics of style, avoiding the use of jargon/slang, familiarizing with company’s writing policies are a must. Graphics, pictures, charts, etc. may be necessary for clarity of message. Understanding socio-cultural context is a great help for effective cross-cultural communication. 51 3. Choose the right channel that gives way to a more efficient way of communicating as this considers the following:  Some subject matter has sensitivity and emotional content.  Minute details are easily communicated.  The receiver may have specific preference.  Eliminating time constraints as factor in miscommunication  There may a need for asking and answering questions. 4. Receive and interpret the message by decoding clearly the content of the communication. In oral communication, active listening is a factor to avoid breakdown LY in communication. Emphatic listening also helps in decoding a message accurately as this will make the receiver understand the emotions and feeling that the speaker is ON expressing. Some useful tips are:  Body language when properly understood can be very useful in deciphering E the message.   Distractions should be avoided. US Acknowledge a well-understood point by nodding or smiling. T  Process what the speaker is saying. EN  Let the listener speak to clarify topic of communication.  Avoid interrupting the speaker at any point of communication. UD 5. Identify the noise, also known as interference, which can be either internal or external. This is an element that inhibits the message to be conveyed effectively. Some ST questions may be helpful to determine that messages are sent properly: U  Is the message accurately conveyed? CP  Is it received by the concerned or proper authority?  Does the receiver respond as expected? R  Is the response appropriate to the message? FO 6. Determine the context that refers to the environment surrounding the message. It includes things, places, time, event and attitude of the sender and receiver. Analyzing this context, a communicator may consider the following:  Do a simple environmental scanning (where the communication came from, when it was sent, who sent it).  Check personal/network contacts.  Determine certain cultural factors surrounding it. 52  7. Recognize the feedback that helps determine if the message is well understood. Body language is an important source of clues to the effectiveness of oral communication. Being aware of the body language of the receiver/listener gives the speaker an opportunity to adjust the message level of understanding of the receiver for better communication. Observing the facial expressions, gestures, and posture of the receiver of the communication, the communicator can see the following:  level of confidence  defensiveness  agreement LY  comprehension  lack of interest ON  lack of engagement with the message  truthfulness E In addition to the understanding of factors affecting global communication, knowledge US of communication process and enhancement of communication skills will ensure successful exchange of messages. Learning the language, understanding culture, and the ability to T process the messages will help communicators make sense of the ideas, feelings, and EN thoughts conveyed from one individual to another. Also, regardless of modes of communication such as face- to-face interaction, video-audio conference, and text –based communication, human communication is interpersonal, purposive and in this global society, it UD is intercultural. Human communication is a process. ST Considering how the different elements of communication such as source or sender/encoder, medium, channel, receiver, feedback, context, and noise inter-relate with U each other, a well-processed communication leads to effective interpretation of meanings of different messages. Already discussed in the previous Unit, the communication process gives a CP procedural way of understanding the text and the meaning it conveys. R FO ACTIVITY 1. Watch the video “Connected But Alone” in TED TALKS at//https://ted. com/talks/sherry_turkle_alone_together. Find a partner and discuss your reaction to globalization and how people communicate and vice-versa. Since communication skills affect intepretation of meanings, it is wise to know how good your communication skills are. Answer the communication self-assessment below. 53  HOW GOOD ARE YOUR COMMUNICATION SKILLS? ACTIVITY 2. Instructions: Tick the column that best describes you. Please answer questions as you actually are (rather than how you think you should be), and do not worry if some questions seem to score in the 'wrong direction. For the interpretation of your score, go to https://www.mindtools.com.newcs-99. Questions Not at all Rarely Sometimes Often Very Often 1. I try to anticipate and predict possible causes of confusion, and I LY deal with them up front. 2. When I write a memo, email, or other ON document, I give all of the background information and detail I can to make sure that my message is understood. E 3. If I don't understand something, I tend to keep this to myself and figure it out later. 4. I'm surprised to find that people US T haven't understood what I've said. EN 5. I can tend to say what I think, without worrying about how the other person perceives it. I assume that we'll be UD able to work it out later. 6. When people talk to me, I try to see their perspectives. ST 7. I use email to communicate complex issues with people. It's quick and efficient. U 8. When I finish writing a report, memo, CP or email, I scan it quickly for typos and so forth, and then send it off right away. R 9. When talking to people, I pay attention to their body language. FO 10. I use diagrams and charts to help express my ideas. 11. Before I communicate, I think about what the person needs to know, and how best to convey it. 12. When someone's talking to me, I think about what I'm going to say next to make sure I get my point across correctly. 13. Before I send a message, I think about the best way to communicate it (in person, over the phone, in a 54  newsletter, via memo, and so on). 14.I try to help people understand the underlying concepts behind the point I am discussing. This reduces misconceptions and increases understanding. 15.I consider cultural barriers when planning my communications. (Source: https://www.mindtools.com.newcs-99) Approaches to Intercultural Communication LY Since most of the global communication is influenced by language and cultural factors ON , the study of intercultural of communication will be a great help in understanding the exchange of messages across cultures. The following approaches are taken from the study of Martin and Nakayama (2010). E US 1. Functionalist approach is useful in considering the role of behavior in communication. This approach is based on social sciences discipline, particularly psychology. The relationship between culture and communication can be T predicted through observation. In this approach analysis of context is not EN considered but significant in identifying cultural variations and recognizing cultural differences in communication. UD 2. Interpretative approach is founded on sociolinguistics which aims to describe behavior.The study assumes that human behavior is voluntary and creative. It presupposes that culture is created and maintained through communication.This ST approach emphasizes the study in context of cultural differences in communication. U 3. Critical approach has interdisciplinary foundation.It focuses on the change of CP behavior based on the assumption of reality which is subjective and material. It considers the changeable nature of human behavior. It uses textual analysis of communication media.this approach is helpful in understanding culture as a R means of power struggle. It recognizes economic,social,and political forces FO affecting culture and communication with the assertion that all intercultural interactions are characterized by power. Analyzing Intercultural Communication Text Analysis The importance of understanding the different approaches to the study of the intercultural communication is underscored by the need to be aware or conscious of the cultures of people. Besides, knowing the cultural identities and background of other people, the ability to analyze how they think and what they say will help build bridges and foster 55 goodwill. The messages found in the text of correspondence or impotant documents should be carefully evaluated to be able to respond effectively. Texts refers to books, essays, discussions,newspapers articls, historical documents, speeches, advertisements, correspondence, conventions or conference readings, literary selections, or any other events of communicative language. An evaluative study of this comunicative occurence is called content analysis. To do this, text is coded and broken down into categories on a variety of levels such as words, phrases, sentences,or themes. Content analysis may either be conceptual or relational.The text is examined focusing on its content to explore the linguistic, social, cultural, affective and historical significance of the message. The following are other possible uses of content analysis: LY  determining international differences in communication content  recognizing the presence of propaganda ON  identifying intentions with focus on communication trends of an individual, group, or institution  describing attitudinal and behaviotal responses to communication E  determining psychological or emotional state of persons or groups Context Analysis US T Since content analysis is a direct study of communication through text or transcripts, it EN focuses on the aspect of social interaction as it provides insight into complex modes of human thoughts and language use. However,its limitation is on its disregard of the context that UD produced the text as well as the state of things after the text is produced. The environment, which includes when the text is produced, where it originated, and ST how or why the communication existed, is an important aspect in the analysis of the message. The analysis of the background or surrounding circumstances of the text is known as contextual analysis. Gathering information about the text helps understand the influence of U socio-cultural or even historical factors in communication. Intercultural communication, which CP sometimes is either text explicit or implicit requires assessment of the context to understand better the text and give appropriate interpretation of the meaning of the message. R The following questions will be helpful in the evaluation of the text reflecting different FO cultures: 1. What is the source of the message? 2. Who is the sender? 3. What is the message? 4. What is the purpose of the message? 5. How is the message conveyed by the text and/or image? 6. Who is the target recipient/reader of the message? 7. What are the other means of the presentation of the message? 56  ACTIVITY 3. Consider the questions in the preceding page and discuss the effectiveness of these advertisements/messages. What issue(s) on miscommunication problems can be identified in the messages? LY ON E US T From a Dove advertisement From an advertisement about going vegetarian EN UD From a daughter’s text message to her father: ST U CP R FO 57  James’ email message to his friend, John: LY ON E US Source: https://www.google.com.ph/search?q=funny+email+messages T EN In literary analysis, as C.S. Lewis puts it, “literature adds to reality, it does not simply UD describe. It enriches the necessary competencies that daily life requires and provides; in this respect, it irrigates the deserts that our lives have already become.” Analyzing literary text ST includes the study of structure and style of selection. It is concerned with the examination of grammar, lexis, semantics, phonological properties and discursive devices which is also known as the stylistic properties of literary arts. Stylistics in literature examines oral and written text in U order to determine crucial characteristic of linguistic properties, structures, and patterns CP influencing perception or interpretation of the texts. The analysis of literary texts serves the following functions: R Interpersonal function is all about the relationship that the text is establishing with its FO recipients, the use of either personal or impersonal tone, speech acts, and the mood of the statement are analyzed. Ideational function is concerned with the means of representing the reality by the text, the way the characters are represented together with the arrangement or organization of the information and meaning the text is conveying. Textual function is the reference of the sentences which makes the text cohesive and coherent. It serves the purpose of studying the discursive devises such an ellipsis, repetition, anaphora. Likewise, it focuses on the effectiveness of the stylistic properties of the 58 texts to determine their suitability to the perceived meaning and contribution to overall interpretation. Understanding literary selections involves critical thinking, and it is significant to examine how a text works, why, and what message is conveyed, then communicating that clearly makes up the whole of texual analysis. The following can serve as a guide to text analysis of literary arts: Analyze the rhetorical context. This studies the external factors or circumstances surrounding the writing situation which includes the purpose, audience, and focus. 1. Identify the writer/ persona in the text. LY 2. Give the role or position of the writer/persona. 3. Identify intended reader/audience. ON 4. Clarify exigency of purpose of writing. E Examine the textual features.This includes the distinctive formal aspects of utterance, text, or art work in any medium. US 1. Clarify concern or issue addressed in the text. T EN 2. Give the position taken by the writer. 3. Assess language used in the text. UD 4. Identify text specific features supporting the issue or the writer’s stand. 5. Evaluate suggestive level of meanings found in the text. ST Place the text in a new context.This helps identify how the text relate to other texts U and how might another writer or even you use the text.This includes the contextuality and intertextuality of literary readings. CP 1. Identify the influences of external factors on the text R (socio-political and cultural context). FO 2. Assess the relationship of the text with other text across culture. 3. Check the universality of the meaning of the text. Interpreting the meaning and communicating this orally or in writing is what the reader does in response to the text. It is important to note that a text can be meaningful to a reader who cannot express this meaning in words. Literary interpretation includes decoding meanings hidden in the writing of the author or even beyond the text itself. ”What the text really means” may express levels of understanding of what imaginative writing is and how literature works. In your literary reading, you read in the context of your own world. What you encounter is not just 59 the world of the author; you encounter the world of the text, and you relate it to the world where you alone do not exist. The meaning which the text has for the reader emerges from the interaction of the reader’s world with the world of the text and the outside world where the text has not existed but has significant meaning. It is not unusual to find meaning that does not reside in the text or in the author’s intentions. More often than not, the meaning happens as the text is read and reflected upon. Literary texts distinguish themselves from other texts by the subtleties and intricacies of their multi-level meanings and by the common fact that the actual meaning of the text is almost always hidden and implicit in the fabric of the work’s devices. Meaning in literature is; therefore, something that needs to be determined not merely on the basis of a face value LY understanding of the words in it but through complete evaluation of the signifying complexity of the rhetoric, figures of speech, images, symbols, allusions, connotations, suggestions and ON implication of the entire text. The reading of literature is in the perspective of building connections among nations and culture. E US T EN UD ST U CP R FO 60 ACTIVITY 4 Instuction: The following are communication samples which include notices, advisory, letter agreeement downloaded from the web site of the different government agencies, a literary selection taken from a web blog, a travelogue and a link to a video conference. Analyze the content and context of the following text using the guide questions given above. LY ON The Commission on Higher Education (CHED) is now accepting applications for scholarships under the State Scholarship Program (Full Scholarship and Partial Scholarship) and Private E Education Student Financial Assistance (PESFA) for the coming academic year (AY) 2017- 2018. US Scholarship is a modality of financial support given to qualified students based on merit or T talent. It is different from Grants-in-Aid and Student Loan which are also offered by CHED as EN part of its regular Student Financial Assistance Programs (StuFAPs). Under the Scholarship Program, applicants may be qualified as a full scholar, partial scholar, UD or PESFA scholar. To be accepted under the program, the applicant should either be a 1) high school graduate; 2) candidate for graduation; 3) earned units in college; or 4) passer of ST Alternative Learning System or Philippine Educational Placement Test. Full scholars will receive financial assistance worth PhP30, 000 while partial scholars are set U to receive PhP15,000 per academic year. On the other hand, PESFA scholars will receive CP PhP15, 000. Since the program is merit-based, CHED will consider the academic performance of the R applicant. Aside from this, he or she will have to submit the annual gross income of his or her FO parents/guardians. CHED will accept the applications of incoming freshmen and applicants with earned units in colleges through its Regional Offices. All applications must be submitted to CHED. The deadline of submission of requirements is on April 28, 2017. Last year, a total of 2,368 students qualified under SSP and PESFA. 988 students qualified as full scholars, 690 were accepted as partial scholars while another 690 became PESFA scholars. (Source: http://ched.gov.ph/applications-ched-scholarship-program-ay-2017-2018-open/) 61  Emergency Message for U.S. Citizens: Davao Bombing (September 3, 2016) Emergency Message for U.S. Citizens: Davao Bombing (September 3, 2016) THE EMBASSY OF THE UNITED STATES IS TRANSMITTING THE FOLLOWING INFORMATION AS A PUBLIC SERVICE TO U.S. CITIZENS IN THE PHILIPPINES. PLEASE DISSEMINATE THIS MESSAGE TO ALL U.S. CITIZENS IN YOUR ORGANIZATION OR NEIGHBORHOOD. THANK YOU. An explosive device was detonated in a crowded market in Davao, Philippines on the LY evening of September 2, 2016. Media reports suggest at least 14 are dead and 60 injured. An investigation into the explosion is ongoing. A State of Lawlessness has been declared by ON the Philippine government and elements of the Philippine National Police (PNP) and Armed Forces of the Philippines (AFP) have been placed on high alert. The Embassy continues to monitor these events as they develop. E US The Embassy has temporarily suspended all official travel to Mindanao. While we have no information that indicates there is a direct threat to U.S. citizens or interests in the Philippines, the Embassy encourages all U.S. citizens to remain vigilant and employ sound T personal security measures as you go about your day. The Embassy will continue to monitor EN the current state of affairs in the Philippines and will release additional messages as needed. The Embassy wishes to remind U.S. citizens of the most recent Department of State UD Worldwide Caution, dated March 3, 2016, which indicates there is an ongoing threat of terrorist actions and violence against United States citizens and interests abroad, including ST the Philippines. You may also wish to review the information in the most recent Philippines Travel Warning. Extremists have targeted sporting events, theaters, markets, mass transportation systems – including airlines, and other public venues where large crowds U gather. Crowded nightclubs, shopping malls, buses and popular restaurants have also been targets. The Embassy reminds U.S. citizens of the importance of taking preventative CP measures to ensure their safety and security while traveling and residing in the Philippines. R The Embassy also notes that the Philippine National Police (PNP) has been circulating letters in some communities, to include residential villages, outlining plans to search homes as part FO of the Philippine government’s ongoing anti-drug campaign. Local PNP leadership has informed the Embassy that the village sweeps are intended for the sole purpose of distributing information pamphlets so that residents know who to contact to report crimes or suspicious behavior. After these materials are distributed, barangay and PNP officials will conduct “knock and plead” operations only at those homes suspected of involvement in illegal drug operations. (Source: https://ph.usembassy.gov/emergency-message-u-s-citizens-davao-bombing-september-3-2016/) 62  LY ON E US T EN UD ST U CP R FO (Source: http://www.dpwh.gov.ph/dpwh/sites/default/files/issuances/DO_124_s2017_1.pdf) 63  TITLE [Employment Opportunity] Embassy of the Republic of Korea DATE 2018-03-13 LY Vacant Position: Consular Officer (Police Attaché Assistant) ON Work Hours: Full-time (8:30 a.m. to 5:00 p.m.), Monday to Friday Salary: Php 22,000.00 per month E Benefits: US Paid annual vacation and sick leaves, paid holidays, 13th month pay, and medical benefits. T Basic Qualifications: EN 1. Male or Female, not more than 35 years old; 2. University degree in Legal Management, Political Science, International Studies or other related field. Completion of at least two (2) years of Bachelor of Laws is an UD advantage; 3. At least three (3) years experience in research and drafting of legal documents, ST speeches, and formal letters, among others; 4. Experience in dealing with government agencies both in person and via telephone; 5. Proficient in oral and written English and Filipino; U 6. Ability to use Microsoft Office programs; CP 7. Working knowledge of police procedures and immigration matters. To Apply: R FO Please send your resumé with photo and a cover letter and no later than March 18, 2018 to the Administrative Section, with office address at 122 Upper McKinley Road, McKinley Town Center, Fort Bonifacio, Taguig City or via email at [email protected] The successful candidate must be willing to start on April 2, 2018 under a three- month probation period. Note: Incomplete applications will not be processed. Only shortlisted applicants will be notified. Source:http://overseas.mofa.go.kr/phen/brd/m_3272/view.do?seq=760586&srchFr 64  Empowerment Sharon Luna Empowerment means beyond feelings Beyond circumstances Beyond what the world says you must be Empowerment means reaching dep inside your spirit Beyond he surface Beyond heart-ache, regret, and retrea LY It is what takes you beyond the place of yesterday And toward the place of tomorrow ON It is what comes from true love Deep within the heart E From places of true gratitude and true strength Given as gifts from above Empowerment US T This is what empowerment is For ourselves and for others EN Paying it forward UD For to give is to live This is true empowerment ST (Source:walkerreport.blogsot.com) U CP One Fine Day in Iloilo City, Philippines R I have to admit that what we really wanted to visit was Guimaras and not FO Iloilo. But since the airport is in Iloilo, we decided to spend some time there. And we’re glad we did because Iloilo had a few surprises of its own. The day before our flight to Cebu, we checked in at Fine Rock Hotel. Since we just arrived from Guimaras, we were so poor tired and hungry we figured it would be best to have lunch first before we start exploring the city. Fine Rock Hotel is within a few blocks of Robinson’s Iloilo so it was an easy choice for us. We picked a random restaurant and ate. Nothing remarkable, really. We were just so hungry we ate the first dish our eyes laid on. 65  LY ON THE ILONGGO CHARM E US The Poor Traveler said it before: Ilonggos are really, really charming. On our way to Guimaras, Ilonggos have already shown us immense kindness, showing us where to go, guiding us along the way. Maybe not all Ilonggos are like that but we can T definitely say that for all Ilonggos we have met. EN THE CAB DRIVER-SLASH-TOUR GUIDE UD Another testament to it is our visit to Jaro. We took a cab to Jaro. The Poor Traveler and his poor friend got worried when we noticed that the driver was driving so slowly. He even got much slower when we reached Jaro. We got a bit scared until ST the driver spoke and started to introduce to us the many old buildings in the city. “Etong bahay na ‘to Lopez ang may-ari nyan. Matagal na yan nakatayo. Itinayo yan nung 19 something-something.” We then asked him so many questions about the U city. “Ah, sikat po pala ang mga Lopez dito. E di kapamilya kayo?” The driver said that ABS-CBN is the number 1 station in the province. “Naku, kulang na lang pala eh CP ipangalan sa kanila ang highway. Haha,” added the Poor Traveler. The driver responded, “Etong kalye na ‘to, E. Lopez Street.” We laughed so R hard. Anyway, after the taxi ride, we gave the driver a generous tip for suddenly FO turning into a tour guide. He dropped us off at the Jaro Cathedral. AROUND JARO The whole time I was in Jaro, I thought it was a separate city. When I e- researched after the trip, I found out it was just a district of Iloilo City. It used to be a separate city, but it was later absorbed by Iloilo City. Anyway, Jaro was somewhat busy and peaceful at the same time. It’s quite difficult to describe Jaro. When I looked at some parts of it, I was taken to the past but moving my eyes just a bit would take me back to the present. But it sure was relaxing. For some weird reason, I was reminded of my childhood. I dunno why. 66  LY ON E US T EN The Poor Traveler isn’t really religious but the Jaro Cathedral was beautiful. We found it UD weird that its belfry is several meters away, though. We entered the church and saw that it was undergoing maintenance or something. We then headed on foot to the plaza. It was just across the street. The plaza was named after Graciano Lopez Jaena, and I was like, “Taga- ST dito rin pala sya?” U CP R FO After mingling with the kids playing there, we decided to visit Biscocho House where we bought P1700-worth of pasalubong — butterscotch, piyaya, meringue, and more. That’s about it. Since we were both tired from the Guimaras trip that morning, we proceeded to SM City Iloilo, had lunch, headed back to our hotel room and called it a night. We wanted to sleep early because the next morning, we would be flying to Cebu for the third day of our Visayas Tour. 67 EXPENSES Boat from Guimaras to Iloilo – P 26 Cab to hotel – P100 Hotel – P 600