Thematische Bibliographien / Communication ability skill

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Communication ability skill“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Communication ability skill"

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Alfarisyi, Dimas, und Sugeng Sutiarso. „MATHEMATICAL COMMUNICATION SKILLS BASED ON GENDER“. MaPan 8, Nr. 2 (15.12.2020): 300–314. http://dx.doi.org/10.24252/mapan.2020v8n2a9.

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This study was aimed to describe the mathematical communication skill of eighth-grade students of SMP IT Insan Mulia of Batanghari based on gender in solving questions about circle material. The subjects of this study consisted of 21 male and 21 female students. The research method used is descriptive qualitative. The data collection instrument used in this study is the mathematical communication skill test. The mathematical communication skill test instrument consists of three questions in the form of an essay. The results showed that in general, the mathematical communication skills of male and female students are in a low category. The low ability of students' mathematical communication is due to a weak understanding of concepts, not understanding the usefulness of mathematical symbols, and students' unfamiliarity in working on problems. Male and female students have different mathematical communication skills. Female students have better communication skills than male students in conveying ideas to provide an explanation on each indicator of the mathematical communication skills test.
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Nainggolan, Elsa Ernawati, und Hanifah. „UNIVERSITY STUDENTS’ CRITICAL THINKING ABILITY IN LISTENING SKILL“. Getsempena English Education Journal 7, Nr. 2 (19.11.2020): 340–58. http://dx.doi.org/10.46244/geej.v7i2.1022.

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The present study analysed university students’ critical thinking ability on their listening skills. With this purpose in mind, 25 students taking listening subject participated in the study were chosen as the sample of this study. To gather the data, the essay test of critical thinking skill developed by Facione were administered to the participants after they had listened to related audio of conversation and/or monologue. The obtained data were then analysed using holistic critical thinking scoring rubric. The results showed that the core critical thinking skill of interpretation possessed by the students is 61% categorized as low, analysis skill is 65% classified as medium, inference skill holds 68% ranked as medium, evaluation skill gets 56% categorized as low, explanation skill is 54% classified as low, and self-regulation is 68% classified as medium. To add, the total average of students skill related to critical thinking is 62% and is categorized as low. Considering that students in higher education is faced with complex problem and decision making, education practitioner are called to develop critical thinking in language teaching particularly listening skill. Thus, the development of critical thinking in listening would contribute to successful communication.
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Mantra, Ida Bagus Nyoman, Anak Agung Putu Arsana, I. Gusti Ayu Putu Tuti Indrawati und Anak Agung Rai Laksmi. „Exploring Efl Students’ Descriptive Paragraph Writing Ability Through Critical Assessment Process“. International Journal of Linguistics and Discourse Analytics (ijolida) 2, Nr. 2 (31.03.2021): 51–57. http://dx.doi.org/10.52232/ijolida.v2i2.35.

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Writing is a visual depiction of thoughts, feelings, and ideas using the written language for communication purposes or conveying certain messages. Having the ability to write, of course, allows humans to communicate ideas, appreciation, and experiences to others. Writing skill is possessed through intensive training and guidance which must be trained continuously to gain excellent writing skill. This study explores EFL learners’ writing ability in actualizing their skill in writing a descriptive paragraph. The study revealed that EFL learners’ writing ability is under expected skill. Therefore, this study implies that intensive improvement programs should be conducted by the educational institution to maximize learners’ writing skills
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Sevilla, Vinta, und Ferry Fernando. „LEADERSHIP COMMUNICATION SKILL ON BOARD VESSEL“. Book Chapters of The 1st Jakarta International Conference on Social Sciences and Humanities (JICoSSH) 2 (02.02.2019): 221–28. http://dx.doi.org/10.33822/jicossh.v2i1.15.

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In the maritime world, there are sailors from all over the world who work on a ship. The various cultural backgrounds brought by each crew certainly cannot be denied the same thing. A ship captain must have the ability to lead his ship's crews from various nationalities and cultures. Will be a leader for more responsibility in uniting tasks to carry out the task while on board. Once the complexity of responsibility is inevitable. This paper will discuss how leadership communication skills and a ship captain in command of the crews, interpersonal communication and leadership communication.
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Awalludin, Subhan Ajiz, und Alpha Galih Adirakasiwi. „The Effect Of Using Geometer's Sketchpad SoftwareTowards Students' Mathematical Communication Skills“. International Journal of Educational Research & Social Sciences 2, Nr. 1 (07.04.2021): 202–6. http://dx.doi.org/10.51601/ijersc.v2i1.34.

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Students’ mathematical communication skills in Indonesia are still under expectation. The purpose of this study is to know the effect of using Geometer's Sketchpad Software to students’ mathematical communication skill. Collecting data was done using developed mathematical communication instrument. Moreover, 63 students were participated ini this study. The proposed hypothesis in this study is there is an effect in using Geometer's Sketchpad Software to the students’ mathematical communication skills. The independent variable in this research was Software Geometer's Sketchpad, while the dependent variable was mathematical communication ability. The results shows that there is an effect of using Geometer's Sketchpad Software to the students’ mathematical communication skill.
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Oktaviani, Feni, und Topik Hidayat. „PROFIL KETERAMPILAN BERKOMUNIKASI SISWA SMA MENGGUNAKAN METODE FENETIK DALAM PEMBELAJARAN KLASIFIKASI ARTHROPODA“. Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 15, Nr. 1 (13.01.2015): 13. http://dx.doi.org/10.18269/jpmipa.v15i1.288.

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We conducted a research about communication skill of secondary biology student in Arthropode classification using phenetic method. Data were obtained from written report and oral presentation. There were five indicators used to analyze communication skill in oral presentation, which included their ability to express opinion themselves and hearing the opinion from other, their ability to master the concept to be presented, their ability to communicate of results systematically and clearly, their ability to question, and their ability to answer. Five indicators used in written report were their ability to choose informative character to build fenogram, their ability to undergo step by step, resulted phenogram, their ability to interpret the results, and their ability to make a report. Results showed that communication skill in oral were good enough (63.75%), but low (56.25%) in written. Based on interview, however, students felt comfortable when teacher used the phenetic method to understand classification of Arthropode. This method has markedly stimulated the students to study actively in the classroom.Keywords: arthropode, communication skill, classification, phenetic method,
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Widiyarto, Sigit, Mu'thia Mubasyira und Aster Pujaning Ati. „PENERAPAN ENGLISH COMMUNICATION SKILL PADA SISWA SMP“. Abdimas Siliwangi 1, Nr. 2 (13.10.2018): 75. http://dx.doi.org/10.22460/as.v1i2p75-80.423.

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Komunikasi merupakan salah satu kebutuhan pokok manusia dalam menjalani kehidupannya, bahkan seorang bayi pun sudah dapat melakukan komunikasi, seperti ketika ia menangis itu bisa jadi menandakan bahwa ia sedang lapar atau tidak nyaman. Siswa masih merasa kurang percaya diri dalam berkomunikasi dalam bahasa Inggris. Hal tersebut disebabkan karena,penguasaan kosa kata ,tata bahasa dan pengucapan yang masih rendah. Latihan yang berkelanjutan sangat diperlukan dalam peningkatan kemampuan berkomunikasi dalam bahasa Inggris. Adapun tujuan yang akan dicapai dalam program pengabdian masyarakat adalah: (1) meningkatkan kemampuan berkomunikasi dalam bahasa Inggris, (2) membantu program sekolah dalam menyiapkan generasi yang handal dalam menghadai globalisasi. Metode yang digunakan dalam pelaksanaan pengabdian masyarakat adalah, tatap muka,penyuluhan dan pendampingan .serta evaluasi secara berkala. Hasil dicapai dalam program ini ,pada kemampuan kelancaran berbicara, pemilihan kosa kata dan kepercayaan diri siswa meningkat rata rata sebesar 3.3. Kata Kunci :Kemahiran, Komunikasi bahasa Inggris, siswa SMP Abstrak Communication is one of the basic needs of human beings in living their lives, even a baby was able to communicate, as when he cried it could be a sign that he was hungry or uncomfortable. Students still feel less confident in communicating in English. This is because, the mastery of vocabulary, grammar and pronunciation are still low. Ongoing training is essential in improving communication skills in English. The goals that will be achieved in community service programs are: (1) improving the ability to communicate in English, (2) assisting school programs in preparing a reliable generation in the face of globalization. Methods used in the implementation of community service is, face to face, counseling and assistance, as well as regular evaluation. The results achieved in this program, on the ability to smooth talk, the vocabulary selection and confidence of students increased an average of 3,3 increasedKey Word : Skill, English Communication, Junior high school student
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Putra, Fredi Ganda, Santi Widyawati, Ardian Asyhari und Rizki Wahyu Yunian Putra. „The Implementation of Advance Organizer Model on Mathematical Communication Skills in terms of Learning Motivation“. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 3, Nr. 1 (20.06.2018): 41. http://dx.doi.org/10.24042/tadris.v3i1.2208.

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Students’ low mathematical communication skill is influenced by several factors such as learning models applied by teachers in the classroom and the students’ learning motivation. Advanced organizer Model is appropriate to improve the students’ low ability. This study aims to determine whether: (1) there is an influence of advance organizer model toward the mathematical communication skill; (2) there is an influence of learning motivation toward the students’ mathematical communication skill, and; (3) there is an interaction between learning model and motivation toward mathematical communication skill. This research employs quasi-experimental design and the statistical analysis used is the two-ways variance with unequal cells. The result of this research shows that: (1) there is an influence of advance organizer model toward mathematical communication skill; (2) there is an influence of learning motivation toward students’ mathematical communication skill, and ; (3) there is no interaction between learning model and motivation toward mathematical communication ability.
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Perdana, Solider Rintang. „The Profile of Students' Mathematical Communication Ability Viewed from Differences in Learning Outcomes“. Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, Nr. 1 (31.01.2019): 72–80. http://dx.doi.org/10.36835/axi.v4i1.347.

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Most students assume that mathematics is a complicated subject and has a higher level of difficulty in its delivery. The subject of this study was the tenth grade student of Science at Diponegoro High School in Jember Institution. Based on the problems that exist in this study so that a problem is formulated which is how mathematical communication skills of students who have high learning outcomes, how mathematical communication skills of students who have moderate learning outcomes, and how mathematical communication skills of students who have low learning outcomes. Based on the results of research and discussion it can be concluded that subjects with high learning outcomes have mathematical communication skills at the time of interview giving a minimal model for everyday life. While for the subject of moderate learning outcomes, the subject uses a model / parable in everyday life in order to more easily understand the material that exists. And subjects with low learning outcomes, the subject still cannot find a line that connects the material with the given modeling. Keywoard: mathematical communication skill, learning outcomes
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Kurniawati, Farida Nova, Susanto Susanto und Ahmad Munir. „Promoting Students’ Communication Skill through the Application of Project Based Learning“. Linguistic, English Education and Art (LEEA) Journal 3, Nr. 1 (22.12.2019): 26–44. http://dx.doi.org/10.31539/leea.v3i1.970.

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The aim of this research is to describe how Project Based Learning promotes students’ ability to communicate ideas. Qualitative was used as the research method of this research. The subjects of this research were five students were chosen as the subject of this research. They were in the ninth grade in one of state Islamic schools in a relative big city. The researcher collected the data from observation and the recording video of the process of making the project which was wall magazine. All the data from observation were in the form of verbal data. After analyzing the data, the result shows the students can reach all of indicators of communicating ideas with eight examples as the evidences. In short, it can be concluded that Project Based Learning can promote students’ communication skill particularly students’ ability to communicate with others. Keywords: project based learning, communication skill
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Dissertationen zum Thema "Communication ability skill"

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Antonopoulou, Ekaterini. „An investigation of the links between reading ability and listener skills in referential communication“. Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298969.

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Jordan, Sharon Teresa. „Correlates of cognitive skills used by boys and girls on sequencing and construction tasks“. CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/214.

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Jejo, Sara, und Sanaa Haji. „Teaching Strategies to Increase EFL Speaking Skills in a Communicative Learning Environment“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31617.

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AbstractEven though developing speaking skills is the essential key to achieving proficiency in a target language, there are some pupils (grades 4-6) who do not participate in communication tasks in English classroom. Thus, the purpose of this literature overview is to investigate the reasons for the unwillingness of some young learners to speak and interact in English. In addition, a variety of effective teaching strategies will be observed and analyzed. The used methods were different electronic databases, such as ERC, ERIC and Google Scholar, to access relevant peer-reviewed journal articles to our research questions. The observed and analyzed articles showed that there are some pupils who do not interact because English teachers often focus too much on reading and writing skills rather than on speaking skills. The limitation of communication tasks and large classroom sizes are other mitigating factors. In addition, teachers often using the first language in class resulted in pupils doing the same. This contributes to a lack of motivation and confidence in speaking English for some learners. This study identifies teaching strategies and activities that can be used by the teacher to raise motivation and confidence in speaking English. Results have indicated that the use of Vygotsky's sociocultural learning theory was very useful to involve every pupil in authentic communication tasks, which also provided a supportive communicative environment. Task-based and theme-based learning, such as stories, songs, games, project work and pair work is shown to be beneficial to increase pupils’ motivation towards speaking.
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Barina, Paul J. „Engineering Communication: Understanding The Young Engineer's Ability to Interact with Various Employee Levels in Different Industries“. Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1429025121.

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Meyer, Gregory Allen. „Judging programs: a method to improve the communication skills and analytical ability of undergraduate Animal Science majors at The Ohio State University“. The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407403923.

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Dhaya, Jateen. „The role of experience in the development of bar managers' social competencies“. Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002794.

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This research study analysed the role that experience played in the development of bar managers’ social competencies. Given the social nature of the bar environment, social competencies were perceived to be essential managerial competencies that enable bar managers to manage employees and consumers to ensure that employee and consumer satisfaction is maintained. The literature reviewed discussed the importance of managerial competencies and the composition of social competencies. Experience was conceptualized to develop an understanding of the informal learning method through which competency development occurs. Data was captured through face-to-face interviews, which were based on the Critical Incident Technique (CIT). The data was analysed using the open coding procedures of grounded theory. This research study proposed a process to explain how experience contributed to the development of social competencies. The proposed process, which is called the Social Competency Cache Development Process (SCCD Process), ultimately indicated that experience contributed to bar managers’ social competencies through a reflection process, the residues of experience, and through the familiarity of situations and results. This research study found that experience contributed to the development of bar managers’ social competencies within a process that established an awareness of unfamiliar social competencies or reinforced the effects of familiar effective social competencies. Experience was also found to promote the transition between novel situations and familiar situations, which in turn enabled bar managers to effectively assess social situations and select effective responses to social situations. Consequently, experience improved the probability of bar managers implementing effective social competencies to ensure employee and consumer satisfaction. In essence, experience shaped bar managers’ accumulation of social competencies by promoting the addition of new social competencies or the reinforcement of existing social competencies.
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Halliday, Melissa Ann. „Narrative Skills in Children with Spina Bifida and Hydrocephalus“. Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1943.pdf.

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De, la Cruz Rey E. Morreau Lanny E. Lian Ming-Gon John. „The effects of creative drama on the social and oral language skills of children with learning disabilities“. Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604368.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.
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Hares, Beshir. „Développer les sous-habiletés d'expression orale en FLE par le programme de réflexion "thinking curriculum"“. Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA013/document.

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Cette étude relève de la didactique du français en tant que langue étrangère. Elle s’inscrit dans la réflexion sur les liens entre les processus des réflexions d’ordre supérieur (l’analyse, l’évaluation et la création) et le processus de l’apprentissage du français. Elle porte sur le développement des sous-compétences de l’expression orale en français selon l’hypothèse qu’il existe des liens entre la réflexion et l’oral, et qu’il est possible de développer les sous-compétences de l’expression orale en utilisant le programme de réflexion « thinking curriculum » TC. Pour ce faire, notre étude portera sur deux études : une étude théorique qui vise à comprendre ces liens, à savoir la différence entre une réflexion en langue et sur la langue, et à étudier le programme de réflexion et son rôle dans le développement des compétences langagières. Une autre étude sera menée, c’est une étude de terrain qui vise à élaborer des unités d’enseignement basées sur le TC et un test de l’expression orale afin de mener une étude expérimentale et prouver l’hypothèse de la recherche. Cette étude de terrain sera menée sur des élèves d’origines étrangères dans une classe d’accueil dans la banlieue parisienne
This study lies in the field of teaching of French as a foreign language. It is part of the debate on the links between the processes of higher order thinking (analysis, evaluation and creation) and the process of learning French. It focuses on the development of sub-skills of oral expression in French by virtue of assumption that there are links between thinking and speaking, and that it is possible to develop the sub-skills of oral expression using the thinking program (known as "thinking curriculum" TC). To do this, our study will focus on two studies: a theoretical study to understand these linkages, namely the difference between a language and reflection on language, and study the thinking program and its role in the development of language skills. Another study will be conducted, it is a field study that aims to develop teaching units based on the TC and to elaborate a test of oral expression to conduct an experimental study and prove the hypothesis of the research. This field study will be conducted on students of foreign origin in a reception class (a class welcoming to foreign born learners) in the Paris suburbs
تُجرى هذه الدراسة في مجال فلسفة تعليم (ابيستمولجية طرق تدريس) اللغة الفرنسية كلغة أجنبية. وتستند على التفكير على العلاقات القائمة بين عمليات التفكير العليا (التحليل ، والتقييم ، والابتكار) وعملية تعليم اللغة الفرنسية. فهي تهدف إلى تنمية مهارات التعبير الشفهي باستخدام منهج التفكير. ولتحقيق ذلك ، تم البحث وفقا لدراستين : الاولى نظرية تهدف إلى فهم هذه العلاقات ومعرفة الفرق بين التفكير في اللغة وباللغة ، وكذلك دراسة منهج التفكير ودوره في تنمية المهارات اللغوية. اما الدراسة الاخري فهي ميدانية تهدف إلى تصميم وحدات دراسية مبنية على منهج التفكير ، وتصميم اختبار شفهي بغرض عمل دراسة تجريبية واثبات فروض البحث. تتم الدراسة التجريبية على تلاميذ من اصول اجنبية داخل احدى الفصول الدراسية المخصصة لاستقبال التلاميذ الاجانب في احدى ضواحى باريس
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Hansen, Shelby Carrera. „The Effect of Language Ability of Internalizing Students on Improvement in Strong Kids: A Social and Emotional Learning Curriculum for Students in Grades 4-8“. Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1947.pdf.

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Bücher zum Thema "Communication ability skill"

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Greenan, James P. Generalizable communications skills assessment: User manual. Springfield, Ill.]: The Section, 1985.

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Fandt, Patricia M. Management skills: Practice and experience. Minneapolis/St. Paul: West Pub. Co., 1994.

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Greenan, James P. The Development of strategies and procedures for assessing the generalizable skills of students in secondary vocational programs: Generalizable communications skills. Springfield, Ill.]: The Section, 1985.

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Mind skills for managers. Aldershot, England: Gower, 1997.

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Sommervold, Catherine. Grade A skills: A teacher's guide for increasing student creativity, critical thinking, and communication. Lanham, Maryland: Rowman & Littlefield Education, 2012.

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Achievement, Florida Articulation Coordinating Committee Standing Committee on Student. Student achievement of college-level communication and computation skills in Florida: 1985-86. Tallahassee, Fla: State of Florida, Dept. of Education, 1986.

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Burkhart, Smith Patricia, Hrsg. What the animals tell me: Developing your innate telepathic skills to understand and communicate with your pets. New York: Hyperion, 1997.

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Burkhart, Smith Patricia, Hrsg. What the animals tell me: Developing your innate telepathic skills to understand and communicate with your pets. New York: Hyperion, 1998.

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Hannaway, Conor. The management skills book. Aldershot, Hants, England: Gower, 1995.

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Silver, Rawley A. Developing cognitive and creative skills through art: Programs for children with communication disorders or learning disabilities. 3. Aufl. New York: Ablin Press, 1989.

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Buchteile zum Thema "Communication ability skill"

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Greene, John O. „Understanding Communication Performance Deficits: The Role of Ability and Motivation“. In Essentials of Communication Skill and Skill Enhancement, 86–96. New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003083450-8.

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Allwood, Rebecca, und Rowan H. Harwood. „Communication“. In Oxford Textbook of Geriatric Medicine, 159–64. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198701590.003.0021.

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Communication is part of everyday experience, and may be overlooked as a professional skill. However, it is central to healthcare practice. Working with older people can challenge our ability to communicate because of speech, sensory, and cognitive changes related to age or disease, environment, relationships, or social factors. The means our mechanisms of communication must be understood, and problems addressed, in order to enable adequate communication. Multiple sources (such as family members or professional staff) may need to be approached to ascertain full information, and to engage and include important stakeholders in a person’s care. Communication is required in making diagnoses, understanding problems, giving information, including imparting distressing news, delivering care, making decisions, and defusing conflict. Approaching these situations in the right way can improve the experience for patients and their families, maximize satisfaction with the consultation, and improve clinical outcomes.
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Obstfeld, David. „A Deeper Examination of Social Skill“. In Getting New Things Done. Stanford University Press, 2017. http://dx.doi.org/10.11126/stanford/9780804760508.003.0006.

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The relational astuteness that underlies brokerage process and knowledge articulation is the major focus of this chapter. One’s ability to encode a communication has to work hand in hand with the ability to read one’s audience, in order to shape the knowledge that is to be articulated and manage relationships. The chapter first examines the social astuteness that underpins a dyadic exchange, drawing on Mead’s symbolic interactionist perspective and the communication practices of role taking, self as object, imaginative rehearsal, and behavioral adaptation. The chapter then extends that approach to the triadic perspective emphasized in this book. The chapter next explores perspective articulation in greater depth and then turns to riffing—another facet of social skill—where actors draw on the voice or lived-in experience of another individual or category of individuals to drive innovation. The chapter concludes with field observations to capture the influential program manager’s social skill.
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Mehta, Gautam, Bilal Iqbal und Deborah Bowman. „Communication Skills and Ethics“. In Clinical Medicine for the MRCP PACES. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199557493.003.0009.

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• Capacity is at the heart of ethical decision making. Capacity to make choices about healthcare will rarely, if ever, be assessed without the benefit of input from a clinician. Often it is assumed that a psychiatrist should be involved where there are doubts about capacity, but the criteria for assessing capacity are relatively straightforward and it is a core skill in which all doctors should be competent, calling psychiatrists only in situations of doubt or complexity. Capacity is a legal rather than a medical concept, i.e. its definition is drawn from the law. As such, no doctor should engage in an assessment of a patient’s capacity without understanding the relevant legal processes. As capacity is a legal concept, the standard of proof that is used in assessing capacity is that which is applicable to civil law in general, i.e. on the balance of probabilities rather than beyond reasonable doubt. • The legal test used in assessing capacity to make decisions and choices about healthcare was first established in the case of Re: C (Adult: Refusal of Treatment). Since October 2007, the Mental Capacity Act 2005 and its accompanying Code of Practice is the source for guidance on capacity. The principles in Box 3 underpin the legislation and are particularly important to note: • The task in this scenario is to assess capacity, but clearly to do so effectively a candidate will need to employ appropriate communication skills to explore whether the patient is able to meet the criteria of capacity (see section “Key concepts”), namely: ♦ the patient’s comprehension of information ♦ the patient’s ability to retain that information ♦ whether the patient can weigh information in the balance to reach a considered decision; and ♦ communicate the decision. • Candidates should begin with an appropriate introduction telling the patient their full name and role and checking the patient’s identity and preferred form of address. • The patient should be invited to tell the doctor why he is attending and what he expects to happen at the consultation.
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Barbour, Joshua B., Rebecca Gill und J. Kevin Barge. „Exploring the Intersections of Individual and Collective Communication Design“. In Transformative Practice and Research in Organizational Communication, 89–108. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2823-4.ch006.

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The goal of this chapter is to articulate an agenda for the study of collective communication design. The chapter begins with an introduction to communication as design (CAD) and then presents distinctions between individual and collective objects and subjects of communication design. Messages, interaction architectures, moments, and flows are explored as categories of communication design activity. The chapter ends with a discussion of CAD as normative, practical theory, and makes the case that communication effectiveness depends on communicators' reflexivity, the sophistication of their models of communication, and their skill and ability in enacting preferred designs for communication. The intersections between individual and collective communication design should empower theoretical efforts to understand and explain interventions in organizing through communication.
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Josefowicz, Michael, Ray Gallon und Maria Nieves Lorenzo Galés. „Transmedia and Transliteracy in Nemetical Analysis“. In Advanced Methodologies and Technologies in Media and Communications, 290–301. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7601-3.ch023.

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The increasing diversification of interconnected media platforms, which provide a complex discourse, demands an effective use of the space that is now called “transmedia.” This chapter provides terms and definitions for transmedia and for the new set of personal skills and abilities required to participate in it. It also presents the nemetic system, which facilitates analyzing, tracking, and visualizing communication interactions in virtual transmedia environments. Learning to use these new media platforms requires skills beyond the traditional listening and reading to be able to integrate multiple messages in multiple codes as an essential skill both for personal and professional communication. This transliteracy is a complex ability of intertextual navigation, the strategy for coding and decoding the multidiscourse in the digital ecosystem.
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Josefowicz, Michael, Ray Gallon und Maria Nieves Lorenzo Galés. „Transmedia and Transliteracy in Nemetical Analysis“. In Encyclopedia of Information Science and Technology, Fourth Edition, 6488–97. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch563.

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The increasing diversification of interconnected media platforms, which provide a complex discourse, demands an effective use of the space that is now called “transmedia”. This article provides terms and definitions for transmedia and for the new set of personal skills and abilities required to participate in it: “transliteracy”. It also presents the nemetic system, which facilitates analyzing, tracking and visualizing communication interactions in virtual transmedia environments. Learning to use these new media platforms requires skills beyond the traditional listening and reading, to be able to integrate multiple messages in multiple codes, as an essential skill both for personal and professional communication. This transliteracy is a complex ability of intertextual navigation, the strategy for coding and decoding the multidiscourse in the digital ecosystem.
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Gallon, Ray, Maria Nieves Lorenzo Galés und Michael Josefowicz. „A Nemetic Model for Transmedia Organizational Literacy“. In Encyclopedia of Organizational Knowledge, Administration, and Technology, 279–93. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3473-1.ch022.

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The increasing diversification of interconnected media platforms, which provide a complex discourse, demands an effective use of the space that is now called “transmedia”. This article provides terms and definitions for transmedia and for the new set of personal skills and abilities required to participate in it: “transliteracy”. It also presents the nemetic system, which facilitates analyzing, tracking and visualizing communication interactions in virtual transmedia environments. Learning to use these new media platforms requires skills beyond the traditional listening and reading, to be able to integrate multiple messages in multiple codes, as an essential skill both for personal and professional communication. This transliteracy is a complex ability of intertextual navigation, the strategy for coding and decoding the multidiscourse in the digital ecosystem.
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Noval, Sangeetha, und Kripa K. Gautam. „From Lexis to Discourse“. In Innovations and Technologies for Soft Skill Development and Learning, 53–60. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3464-9.ch007.

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Any exercise of structuring written or spoken discourse starts from Lexis, the most basic unit of communication. We may call it the initiator of discourse. Despite considerable efforts made towards developing the word power of the ESL learners, they face difficulty in using the vocabulary appropriately in a variety of socio-cultural contexts in which they are required to operate. The present chapter attempts to demonstrate how this five-stage pedagogy will enhance learner's ability to make use of the available lexical items in authentic situations so as to produce meaningful discourse. The proposed pedagogy is the result of our experiment with authentic sample of students and language exercises. The five-stage pedagogy comprises the following stages:
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Valentini, Manuela, Maria Chiara Mancini und Ario Federici. „The Body Speaks Society, School and Culture“. In Types of Nonverbal Communication [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94586.

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How can we help all children, since birth, become effective communicators and interpreters? Why should nonverbal behaviour be of interest? The aim of this research is to reflect on the importance of every element of the analogical language, related to a target audience of preschool and school children aged between 0 and 8 years that is always little studied. The ability to communicate is an essential skill that has roots in early childhood; preschool children especially prefer the body as means of communication, from birth. Children learn to know the analogical language by observing the one of the parents and by imitating him. It is worth to underline the essential role of school that, beyond the family context, is the privileged environment for the development and learning of communication, both verbal and non-verbal. However, non-verbal languages are determined by cultures, that is, they are not equal for all regardless of cultures, but they change depending on cultures themselves; understand cultural foundations of the communication, in today’s multicultural and pluralistic world, is an essential help to handle an appropriate conversation.
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Konferenzberichte zum Thema "Communication ability skill"

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Meifitri. „Problem Solving Ability and Communication Skill Through Problem-Based Learning Approach“. In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.028.

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Carreres, Marcos, Luis Miguel Garcia-Cuevas, Pedro Marti-Aldaravi und Roberto Navarro. „Improving the effective communication soft skill in higher education engineering studies: an experience through written reports“. In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10128.

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With the new paradigm of higher education, courses syllabus are not only addressed to develop the knowledge in some specific contents, but also to let the student acquire a set of the so-called transversal competences or soft skills. Amongst these, the ability of the students to communicate in an effective manner is a soft skill that will present a key role in the future careers of the students. In this paper, the experience in two courses of the Aerospace Engineering Bachelor Degree working on the effective communication through written technical reports is presented. Different enhancements have been introduced over the years, including specific sessions to present best practices for written reports, assessment using rubrics or intermediate deliveries to provide feedback to the students before they deliver the final report. The analyzed courses belong to consecutive years and are taught in both Spanish and English, which provides a wide view for understanding the impact of each feature. With the current configuration, significant improvement in the students written reports readability is obtained. Their works are more rigorous in terms of writing and format. Nevertheless, the effect of these new features on the technical content of the reports is slight. Overall, the content is transmitted by the students in a more effective manner.
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Barakat, Nael. „Professional and Soft Skills for Engineering Graduate Students“. In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41096.

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Graduate studies in engineering have always been a favorable choice for career advancement, in both the practice and the academic sides of the career. Graduate students constitute a significant population of engineering schools, which brings with it a whole spectrum of questions and issues. To verify the quality of students and their preparedness for graduate studies, checks and balances have been installed to filter these students through investigating their academic records. However, the soft and professional side of the skill set that these students have is not of much significance in these filters. These skills include, but are not limited to, communication, logical reasoning, management, autonomy, and ethics and professionalism. Embedded among these skills is also the intellectual and mental graduation of school. With most students realizing the importance of continuous education and life long learning, many of them are seeking graduate studies. The highly diverse background of these students creates an obvious differential in their ability to meet expectation at that level of academics. This has resulted in many issues arising in graduate schools about the preparedness of the incoming students. To better identify and treat these deficiencies, strategies and applications are being sought. In this paper, a list of the expected soft and professional skills in graduate engineers is provided. A discussion of the most common issues related to this skill set in incoming graduate students is presented. In addition, a strategy that has been designed and applied through a mandatory course in an existing graduate engineering curriculum, at Grand Valley State University (GVSU) School of Engineering (SOE), dealing with these issues, is included. Reflections on the course outcomes and evaluations are also provided.
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Saika, T., und O. Furuya. „Development of Engineering Profession Through Engineering Educational Programs of Kogakuin University Accredited by the JABEE“. In ASME/JSME 2007 5th Joint Fluids Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/fedsm2007-37667.

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The Japan Accreditation Board for Engineering Education (JABEE) established in 1999 is a nongovernmental organization that examines and accredits the college and university programs in engineering education. “The Basic Engineering in Global Environment” of Kogakuin University is an engineering program, leading to bachelor’s degree, accredited in the field of “General Engineering” by JABEE in 2001, one of the first three programs accredited in Japan. Since the accreditation is valid for five years, the program recently went through an examination again by JABEE for another 5 years from 2006. The JABEE criteria as well as the procedures and methods of accreditation and examination were not quite well defined in details for a couple of years after 2001. The authors have investigated whether the accreditation system really could help educational improvements for students, faculties and industries. Most of senior students in Japanese technical colleges have to complete graduation thesis work. They will be trained to be researchers rather than engineers, because those themes with a strong scientific aspect belong to their professors. Unlike the graduation thesis work, in the program of the Basic Engineering in Global Environment accredited by JABEE, are offered the subjects like ethics, engineering design, management skills and communication skills, which are required and essential for the engineer. The students can be trained to become true and useful engineers or embryos demanded by industrial companies through these curricula. Furthermore, the graduates of the accredited engineering programs are exempted from Primary Examination for Professional Engineer, since the fundamental capability as an entry-level engineer is assured by the program itself. Basic specialized knowledge is examined in the Primary Examination for PE. In the Final Examination for PE practical engineering experience and skill are examined. The graduates of the program of Basic Engineering in Global Environment will possibly pass the Final Examination without much difficulty, since they learn the management ability, creativity, communication ability and so on with the industry-university co-operational education in the program.
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Kasimatis, Katerina, Vasiliki Kontogianni, Andreas Moutsios-Rentzos und Varvara Rozou. „IDENTIFYING THE EFFECTIVE TEACHER: THE CONCEPTIONS OF PRE-SERVICE ASSISTANT NURSES“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end027.

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In this paper, we focus on the conceptions of effective teaching that pre-service assistant nurses hold about effective and ineffective teaching during their training in Public Vocational Training Institutes (DIEK) in Greece. We focused on three aspects of teaching effectiveness: 1) The model of Patrick and Smart (1998), who identified three groups of effective teacher characteristics includes; respect for students, ability to challenge students, organisation and presentation skills; 2) Considering the hands-on teaching experiences of pre-service assistant nurses, we explored their conceptions about teaching effectiveness in problem-based learning educational settings, based on Mayo, Donnelly, Nash and Schwartz (1993), who investigated, amongst others enthusiasm, active interaction and providing feedback. 3) The communicational aspect of teaching effectiveness, drawing upon the work of McCroskey and Richmond (1990) about socio-communicative styles, who identified two dimensions of interpersonal communication; namely assertiveness and responsiveness. All three aspects were explicitly investigated for both effective and ineffective teaching. A three-section (in line with the three-faceted conceptualisation of teaching effectiveness), 56 Likert-type items, questionnaire was completed by 125 students. Our analyses allowed us to identify which aspects of teaching characterise the effective teacher and which are present both in the effective and the ineffective teacher.
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Tran, D., M. Pytlik und K. Kostolanyova. „Comparison of Augmented Reality Apps and Their Ability to Develop Communication Skills“. In 2020 18th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2020. http://dx.doi.org/10.1109/iceta51985.2020.9379274.

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Makayev, Khanif, und Guzal Makayeva. „LISTENING-REACTING ABILITY AS ONE OF VITAL ACTIVITIES FOR TRAINING SPONTANEOUS COMMUNICATION SKILLS“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0541.

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Aw, S., W. Handayani und N. Laksana. „Communication Skills of Village Officers Viewed From Their Ability in Utilizing Social Media“. In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302482.

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Powers, Audrey, und Marc Powers. „Reconsidering Literacy“. In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317184.

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Literacy, until recently, was defined as the ability to read printed text and to understand the nuances of both the form and content of that printed text. More recently there has been a focus on subsets of literacy – data literacy, numeracy, visual literacy, media literacy, etc. – that recognizes the means of communicating ideas and facts are not limited to the printed text and that there are multiple means which may be more powerful ways of communicating in our world. In recent years, higher education has been redefining what it means to be educated – from a focus on specific bodies of knowledge, or disciplines, to a focus on developing and mastering skills for varying modes of inquiry. Simultaneously, there has been a growing focus on expanding how students and faculty communicate knowledge – what was once strictly the term paper approach is being replaced by the oral presentation, the poster session, or the artistic response. In a world where ideas are more readily communicated via social media such as YouTube, Instagram, Facebook and Twitter, the ability to accurately assess additional modes of communication is critical. This paper will explore different subsets of literacy, describe a method for developing mastery of those literacies in higher education, and advocate for academic library professionals to become specialists focused on literacies as much, if not more, than on content.
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Fujisawa, Aya. „COMMUNICATION SKILLS, MORAL DEVELOPMENT, AND GENDER DIFFERENCES BETWEEN ELEMENTARY AND MIDDLE SCHOOL STUDENTS“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact091.

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"Since 2018, moral education has changed in Japan. Specifically, the focus has shifted from emotional understanding, to thinking and deliberating. Consequently, it is important to consider the development of morality as well as the development of the ability to deliberate and think. However, in Japan, not many studies have been conducted on the development of the ability to think and deliberate among the elementary and junior high school students. Therefore, the purpose of this study was to examine communication skills and moral development in elementary and middle school students. The results revealed that while communication skills decreased as the students got older, their morality increased. No gender differences in moral development between males and females from the sixth grade of elementary school to the ninth grade of middle school. Based on these results, the implications for moral lessons that focus on thinking and deliberating are provided."
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