Which communicator is resonsible for checking for understanding ? Presenter or Listener?
538858
The presenter.  If I'm presenting a project to a board for approval, it's essential that they understand what it is that I'm presenting, whether they ask questions or not.  If I want the apporval, then I'd have to make sure that everyone understood, and not hope that they did.
1053871
Yes there is.\n\n1) Know your subject, relax, and look at your audience\n2) Present your information so the receiver can understand it and the reasons for your conclusions\n3) Use PowerPoint but no frilly stuff\n4) DON'T READ YOUR POWERPOINT SLIDES UNLESS YOUR AUDIENCE CAN'T READ\n5) Use the slides for main points, expand with dialogue\n6) Anticipate questions and be ready  GOOD LUCK
659832
sounds like it could be bonzi buddy. I used it a few years ago- i got tired of the talking and other disruptions.
497500
continue... I'm listening
791468
http://www.toastmasters.org\n\nIt is what they do!
747214
make clear or understandable\n\nto explain , clarify , elaborate on , simplify .
365130
Recite the information on to tape and listen to it.\n\nIt works for me. It is easier for me to listen.
532294
I'm a listener.(than I give them my advice.)
487827
yes u can have audible warnings
289749
Relay, I gong to see his or her answer.\nI can't find. Where is his answer?
1894
I have found the new Yahoo Messagenger to be good at what you need. Now that it has a "memory" of the messages sent by the person, and it has the feature of waiting for the message to be read by the reciever. It works VERY well on 4 of my computers, but has problems with my VAIO computer with the XP MEDIA os. Make sure you have the new version at:\nhttp://messenger.yahoo.com/ to recieve all of the features.
849866
I think a presenter has to be constantly aware of his audience and surroundings; you can change your way of speaking even frankness if you're talking to high school students versus their parents.  But you must be aware mostly of your message.  Are you discussing concerns?  Situations that have arisen and need clarification or do you need to address something directly with little to no feedback or interaction.\n\nI have been a tour guide, a teacher (substitute and Sunday school), a classroom aide and a salesman.  I have been around people interacting in one way or another for close to 20 years.  The only ethical challenge is if you're lying.  If you are lying then it dilutes and destroys the message you're seeking to convey.\n\nGood luck with your presentation.\n\n\nJaime
654449
If you use Outlook, you can click on Options when you are composing the email message and Request a Delivery Receipt and/or a Read Receipt when you are composing the email message. However, they do not have to respond or may have their email set up to automatically ignore these requests.\n\nOutside of that, I am not aware of any public software for this purpose.
571660
A system that manages your QSL responses from your radio contacts.
789051
Volume, obviously, though whether this comands authority or loses it is a matter of debate.\n\nOffering what are called 'back-channel' indicators of either approval or disapproval with what the student is saying, such as "yes, mm-hmm" or "well, mmm" etc.\n\nTaking answers and recycling them into the next question to maintain attention, for example: "What did you do for your summer holidays?" "I went swimming." "You went swimming? Where did you do swimming?" Alternatively, ignoring irrelevant answers and moving onto the relevant stuff.\n\nAsking closed 'yes/no' questions to get only the reply they want.\n\nPace. Slowing down if less people are paying attention.\n\nAlso, just by virtue of being the asker and not the answerer, this already establishes a power-differential between teacher and student(s).\n\nFinally, depending on the type of teacher and class, silence can be hugely effective. One of my lecturers can just stand at the front without saying a word and glare a packed lecture theatre into silence in about half a second. Scary.
741030
http://www.amanet.org/seminars/byTitle.cfm?org=Sem&Req=All\n\nhttp://www.mediationworks.com/audioseminars/index.html\n\nhttp://www.ntea.com/br/channel_insider_d.asp?DOC_ID=100065
1125299
Berlo:  Source - Message -Channel - Receiver\nhttp://www.cultsock.ndirect.co.uk/MUHome/cshtml/introductory/smcr.html\n\nSchramm:  http://www.realmeme.com/Main/costs/   \n(see the graphic)\n\nLaswell:  Communicator - Message - Channel - Receiver - Effect\nhttp://www.cultsock.ndirect.co.uk/MUHome/cshtml/introductory/lasswell.html\n\nDance:http://www.icsy.de/~archiv/DPArchiv.0092.pdf  \n(pdf pages 2, 3, & 5 have models of this)\n\n\nShannon & Weaver: http://www.cultsock.ndirect.co.uk/MUHome/cshtml/introductory/sw.html  \n(see the graphic)