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	<title>Peak Communication</title>
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	<link>http://peakcommunication.hk</link>
	<description>Hong Kong&#039;s Oral Communication Training for Teenagers, Young Adults &#38; Professionals. Discover Your Skills !</description>
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		<title>Programme’s Gloomy Message</title>
		<link>http://peakcommunication.hk/archives/231</link>
		<comments>http://peakcommunication.hk/archives/231#comments</comments>
		<pubDate>Sat, 22 Oct 2011 11:16:47 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Current Issues]]></category>

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		<description><![CDATA[Letter published in the South China Morning Post &#8211; 09 March 2010 by Christian Masset &#160; The series Future Weapons has been screened at prime time on ATV World for a few months. I would like to know why it is being shown at peak viewing times given its questionable educational content.  The series is [...]]]></description>
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		<title>Bucky aka Richard Buckminster Fuller</title>
		<link>http://peakcommunication.hk/archives/132</link>
		<comments>http://peakcommunication.hk/archives/132#comments</comments>
		<pubDate>Tue, 27 Sep 2011 18:01:37 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Effective Communicators]]></category>

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		<description><![CDATA[Richard Buckminster Fuller was one of the most creative, prescient and humanistic character of the twentieth century. Born American, he is known as an educator, inventor, mathematician, philosopher, poet and prophet, devoted to solving the problems facing the planet. He is also famous for his conviction that life can be prosperous, providing decent food, housing, [...]]]></description>
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		<title>Communication vs Manipulation</title>
		<link>http://peakcommunication.hk/archives/127</link>
		<comments>http://peakcommunication.hk/archives/127#comments</comments>
		<pubDate>Thu, 15 Sep 2011 17:57:49 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Current Issues]]></category>
		<category><![CDATA[Professionals]]></category>
		<category><![CDATA[Teenagers]]></category>
		<category><![CDATA[Young adults]]></category>

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		<description><![CDATA[The other day, a student of my classes was arguing that part of his generation considered attempts at &#8220;effective&#8221; communication, forms of manipulation. What ensued, was a conversation on how to differentiate both concepts. At first, my reaction was ambivalent. I was appreciating the young people&#8217;s aversion for manipulation, I also felt both notions had [...]]]></description>
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		<title>What Many students Think of “Communication”</title>
		<link>http://peakcommunication.hk/archives/37</link>
		<comments>http://peakcommunication.hk/archives/37#comments</comments>
		<pubDate>Fri, 09 Sep 2011 13:47:54 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Teenagers]]></category>
		<category><![CDATA[Young adults]]></category>

		<guid isPermaLink="false">http://communication.coastline-consulting.net/?p=37</guid>
		<description><![CDATA[A few days ago, I was chatting with students at a local university asking them whether they would take classes in verbal communication. Their answers fused with a tone of scepticism : “I am studying architecture”, “I am studying mechanical engineering”, “I am studying science”. . .So ? I replied, as their eyes turned to [...]]]></description>
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		<title>Verbal Communication – What the Ancients Knew and We Have Lost</title>
		<link>http://peakcommunication.hk/archives/61</link>
		<comments>http://peakcommunication.hk/archives/61#comments</comments>
		<pubDate>Fri, 02 Sep 2011 14:34:35 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Effective Communicators]]></category>
		<category><![CDATA[Professionals]]></category>
		<category><![CDATA[Teenagers]]></category>
		<category><![CDATA[Young adults]]></category>

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		<description><![CDATA[The 15th century’s great technological improvements in printing that took place in Europe, made possible the wide circulation of books and the mass diffusion of ideas and knowledge. From that time on, the emphasis of education left the domains of listening, oral communication and rhetorical skills and relied almost exclusively on reading and writing.* *notes [...]]]></description>
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