Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Question
The three secondary styles of love area infatuation, lust, and expressive
b like, lust, and vibrance
c pragma, mania, and agape
d eros, storge, and ludos
e eros, agape, and amor
Answer
This answer is hidden. It contains 1 characters.
Related questions
Q:
Eric Berne catalogued a number of games that people play. Define the concept of games as Berne does, describe their characteristics, and provide an example to illustrate this concept. From what you know about effective communication during conflict and constructive conflict, discuss two skills, guidelines, or behaviors that can help to minimize game playing in relationships
Q:
In Chapter 9, Julia Wood discussed the concept of grace. Define this concept and explain under what conditions and in what relationships showing grace is appropriate and inappropriate
Q:
When talking with people with disabilities, you may offer assistance, but don't provide it unless your offer is accepted
Q:
Investments are what we put into relationships that we could not retrieve if the relationship were to end
Q:
Natalie will always ask her roommate, what she is doing this weekend, because she wants her roommate to help her with her schoolwork. After a while, her roommate realizes that she is using this strategy
a description
b strategy
c spontaneity
d problem orientation
e equality
Q:
Marge says to Homer, "I don't want to hear it, you can no change my mind". These statements illustrate:
a description
b provisionalism
c spontaneity
d problem orientation
e certainty
Q:
This communication confirms the worth of others and our concern for them. An examples is "I can understand why you feel that way."
a description
b provisionalism
c spontaneity
d problem orientation
e equality
Q:
This communication tends to cultivate supportive, confirming communication climates. It focuses on finding a solution that all parties find acceptable
a description
b provisionalism
c spontaneity
d problem orientation
e equality
Q:
The strategy doesn't evaluate others or what they think and feel
a description
b provisionalism
c spontaneity
d problem orientation
e equality
Q:
The counterpoint to superiority is ____
a description
b provisionalism
c spontaneity
d problem orientation
e equality
Q:
"I really know a lot more about this than you do, so you should listen to me." This comment is an example of communication that:
a describes the situation
b claims superiority of the speaker
c expresses a tentative conclusion
d demonstrates empathy
e focuses on problem solving
Q:
Common forms of expressing feelings INEFFECTIVELY include:
a. using genuine emotional language.
b. speaking in generalities.
c. owning feelings.
d. using I language.
e. relying on concrete terms.
Q:
The interactive view of emotions rests on three key concepts: framing rules, feeling rules, and emotion work
Q:
Describe a situation where you would (or would not) express an emotion for an ethical reason. Based on the guidelines for communicating emotions effectively that were raised in the textbook, discuss how two to three guidelines would influence how to act in the situation.
Q:
Some researchers assert that human experience one kind of emotions: some that are based in biology and thus instinctual and universal.
Q:
Emotional intelligence is not linked to well-being.
Q:
In Korea, Japan, China, Nepal, and other Asian countries, chopsticks often are the primary eating utensil.
Q:
Men are more likely than women to use nonverbal behaviors to express how they feel.
Q:
People with high status and/or power tend to touch others and invade others' space more than do people with less power and/or status.
Q:
Nonverbal communication do not reflect cultural values.
Q:
According to a former president of the Seirra Club, the term ____ was coined to describe a pattern in which toxic waste dumps and hazardous industrial plants are disproportionately located in low income neighborhoods and communities of color.
a. environmental racism
b. environmental resistance
c. environmental prejudice
d. environmental diversion
e. environmental operation
Q:
Assuming an attentive posture, holding eye contact, and nodding to show you understand what another person is saying are nonverbal behaviors that convey which dimension of relational-level meanings?
a. responsiveness
b. liking
c. status
d. power
e. control
Q:
Your textbook states that respecting what others say about what they feel is a cornerstone of effective interpersonal communication. Describe some strategies for respecting what others say and feel.
Q:
Research shows that we are more likely to recall behaviors that are consistent with our labels for people than behaviors that are inconsistent.
Q:
Symbols are neutral descriptions of phenomena.
Q:
____ language is more honest.
a. I
b. You
c. We
d. They
e. Me
Q:
____ language provides concrete descriptions of behaviors we dislike without directly blaming the other person for how we feel.
a. I
b. You
c. We
d. They
e. Me
Q:
To take responsibility for your own feelings, rely on ____ language.
a. I
b. You
c. We
d. They
e. Me
Q:
These rules specify how to interpret different kinds of communication. We learn what counts as respect (paying attention), friendliness (smiles or smiley emoticons in online communication), affection (kisses, hugs), and professionalism (punctuality, competence).
a. intuitive
b. constitutive
c. comparative
d. regulative
e. constructive
Q:
The five symbolic abilities described in your textbook are.
a. I, Me, We, She, and He
b. clarification, understanding, restructuring, continuity, and closure
c. definition, punctuation, interpretation, subjectivity, and self-concept
d. definition, evaluation, organization, hypothetical thought, self-reflection
e. circular, rectangular, oval, triangular, and octagonal