Department of Communication Science: Online Semester 2_2023_Examination

DECLARATION OF OWN WORK FOR NON-VENUE BASED EXAMINATION

MODULE CODE:
COM 2603

I,

NANGANI GETNESS TSHIVULE

(STUDENT NUMBER AND FULL NAME & SURNAME) confirm that:

 This EXAMINATION PAPER contains my own original ideas and work.

 I have NOT shown, or shared, my examination paper or answers with
anyone.
 I have not engaged in group work.
 I have NOT USED THE INTERNET to source my answers or examples.
 I have used my prescribed textbook and study-guide to answer the questions.
 Those ideas, or work, that are not my own, have been cited through in-text
referencing which I have familiarised myself with in the TL CMNALL/E/301
 I acknowledge that not including a signed (initialed) Declaration results in a
failure of 0%.
 I have not submitted the ideas or work contained in this MODULE for any other
tertiary education credit.

Policy on Research
Ethics.pdf
 I have read the University’s Policy of Research Ethics
 I have read and understood the PLAGIARISM POWERPOINT FOR UNDER-
GRADUATE STUDIES (available under ADDITIONAL SOURCES on myUnisa)
 I have familiarised myself with the library guides ON PLAGIARISM AND ETHICS
offered by Unisa’s library: https://libguides.unisa.ac.za/research-
support/plagiarism
 I have read and understood Unisa’s Policy for Copyright Infringement and
Plagiarism, and I am aware that plagiarism is punishable in terms of the
Copyright Act (Act 98 of 1978) and I have read the regulations of the University
of South Africa in this respect, available online:

https://www.unisa.ac.za/static/corporate_web/Content/Apply%20for%20admission/Documents/P
olicy_copyright_infringement_plagiarism_16November2005.pdf

NG 27 OCTOBER 2023
Initials only DATE

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 FULL NAMES : NANGANI GETNESS TSHIVULE
STUDENT NUMBER : 69225168
MODULE : COM 2603 OCT/NOV EXAMINATION
DATE : 27 OCTOBER 2023

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 SECTION A:
INTERCULTURAL COMMUNICATION

QUESTION 1

1.1.
Negative stereotypes – We define negative stereotypes as perceptions or beliefs we
hold about groups or individuals based on our previously formed opinions or attitudes.
As the definition suggests, stereotypes do not develop suddenly but are formed over
a period of time by our culture. These mainstream ideas and stereotypes are powerful
and can deter people from interacting with different cultures. For example, South
African thinking that all Nigerians are drug lords.
1.2.

Anxiety - Anxiety usually occurs when a person usually comes across his or her first
cross cultural interaction. The feeling of not knowing what to expect from their
counterparts and lack of any knowledge about the ways to interact with them usually
causes a great deal of anxiety in individuals. For example, when we travel to a country
that we do not understand the language and culture we feel the anxiety to start the
conversation and deter people from building relationship overall.
1.3.

Affirming another person’s cultural identity – It has to do with not only recognising
that other person might have different beliefs, values but accepting that these
characteristics are valid and important aspect of other person's identity. often difficult
for majority group individuals.

QUESTION 2

Non-assertive assimilation strategy- Refers to passive behaviour that is aimed at

allowing the non-dominant group to become integrated into the dominant culture. This
may sometimes include ignoring personal or group rights. Strategies in this category
include emphasizing commonalities by ignoring co-cultural differences and focusing
on similarities; developing positive face by engaging exclusively in communication
behaviour that is more pleasant, polite, and attentive to dominant group members;
censoring self by remaining silent when activities from the dominant group are
inappropriate, offensive, or insulting; and averting controversy by avoiding
communication that could be considered controversial.

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Non-assertive accommodation strategy- Refers to behaviour towards the dominant
group to neither necessitate active bonding nor impede interaction. Common methods
are increasing visibility to encourage diversity in different settings, and dispelling
stereotypes through increased communication between dominant and non-dominant
cultural members.

Non-assertive separation strategy- Involves efforts to overcome any interaction with

members of the dominant culture. Actions include avoiding to maintain distance from
dominant group members to avoid any interaction; and maintaining personal barriers.

SECTION B:
DEVELOPMENT COMMUNICATION
QUESTION 1

1.1.
The practice of Development Support Communication, is a multi-sectoral process of
information sharing about development agendas and planned actions. It links
planners, beneficiaries and implementers of development action, including the donor
community. It obligates planners and implementers to provide clear, explicit and
intelligible data and information about their goals and roles in development, and
explicitly provides opportunities for beneficiaries to participate in shaping development
outcomes. It ensures that the donor community is kept constantly aware of the
achievements and restrictions of development efforts in the field.

1.2.
Macro Level: This level focuses on communication between governments,
international organizations, and other stakeholders at a national or global scale. It
involves policy discussions, resource allocation, and coordination of development
efforts. For example, when different countries collaborate to address climate change
by negotiating and signing international agreements like the Paris Agreement, it
requires effective communication at the macro level.
Micro Level: This level involves communication at the foundation level, between
development practitioners, communities, and individuals. It aims to empower local
communities, promote participation, and facilitate knowledge sharing. For example,
when a non-governmental organization (NGO) conducts workshops in a rural
community to educate farmers about sustainable agricultural practices, it involves
communication at the micro level.

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1.3.

The role of the development support communication practitioner is to communicate

the wishes, ideas and knowledge of the community to the development planners and
experts. Development support communication experts assist in sharing knowledge.

QUESTION 2

2.1.

Media imperialism – is as a theory whereby the mass media of one country is heavily
influenced and pressured by the media of other countries, without the proportionate
reciprocation of mass media by the country affected. This could lead to media
homogenising across the globe. It could be argued that media imperialism remains in
the modern day because Western influences in developing countries assist in
developing economies and cultures to become more modern and advanced.

2.2.

Media imperialism is the conquest and control of one country by a more powerful one.
For example, the large spread of news channels like CNN, Hollywood movies. is a
perfect example of media imperialism. This imposition of western media on poorer and
less powerful nations can result in a loss of identity, create a one-way flow of media
and even widen the class structure.

2..3.

The paradigm of Multiplicity holds that there is no one way to development but a
multiplicity of approaches. As a result, the practices of communication employed,
adopted mixed approaches, which combined different communication route.

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 SECTION C
HEALTH COMMUNICATION
QUESTION 1

1.1.

Preparation phase – refers to the health professional planning of the first interview
with patients, health professionals usually have a preconceived idea about patients
from questionnaire or admission form they had to fill in before the interview. Example
(Temi fills in an admission form at the reception desk providing her personal details as
well as medical history. The doctor has access to this form when Temi is being called
in for her turn. Dr Duze views Temi’s form and has a preconceived idea about her as
a patient. Dr Duze was mentioned to Temi by her cousin, since she treated her. Temi
fills in an admission form at the reception desk providing her personal details as well
as medical history. The doctor has access to this form when Temi is being called in
for her turn. Dr Duze views Temi’s form and has a preconceived idea about her as a
patient. Dr Duze was mentioned to Temi by her cousin, since she treated her.

1.2. Initiation – Refers to the first contact between health professionals and their
patients (e.g., a telephone conversation or a first meeting). this phase sets the tone
and creates the climate for professional-patient relationships. During this phase the
preconceived ideas about patients and health professionals are either confirmed or
revised. Example (Temi is unwell and makes an appointment to go and visit Dr Duze
who is a general surgeon).

1.3. Exploration- is the working phase of the interviewing process. During this phase
health professionals try to confront and analyse patient’s problems. They help patients
to explore their personal problems to master their anxieties to increase their sense of
independence and responsibility and to acquire new coping abilities. Example (Dr
Duze makes small talk with Temi when they first meet. She also clarifies the way
forward and tries to create a supportive environment (Nakayama, 2007) Temi is very
anxious during the meeting. Dr Duze then tries to explore Temi’s problem by engaging
with her through a conversation on a personal level. The doctor tries to help Temi
explore her problems, work on managing them and create coping strategies.

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1.4. Termination- Refers to the planning for the closing of the health professional
patient relationship. This phase can be characterised by satisfaction after a successful
relationship or by mixed feelings the realisation that participants must end meaningful
encounters. Example (Dr Duze then aims to terminate this session by advising Temi
further. Closure occurs between them the interview session is summarised, and Temi
is given an opportunity to express her feelings with regard to her diagnosis and the
way forward.

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