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Thematische Bibliographien / Communication ability skill / Bücher

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Bücher zum Thema „Communication ability skill“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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1

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

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2

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

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3

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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4

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

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5

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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6

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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7

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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8

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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9

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

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10

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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11

Sjöberg, Anne. Functionality of language skills in occupational English: The point of view of langauage users, language training and language testing. [Oulu, Finland]: Oulun kaupungin painatuskeskus, 2002.

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12

Helping children with Down syndrome communicate better: Speech and language skills for ages 6 - 14. Bethesda, MD: Woodbine House, 2008.

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13

Bratcher, Suzanne. Evaluating children's writing: A handbook of communication choices for classroom teachers. Mahwah, NJ: L. Erlbaum, 2000.

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14

Evaluating children's writing: A handbook of communication choices for classroom teachers. New York: St. Martin's Press, 1994.

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15

Management Skills: Learning Through Practice and Experience. Dame Publishing, 1993.

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16

Ž. Jovanović, Vladimir. FUNCTIONAL ENGLISH. Filozofski fakultet Niš, 2021. http://dx.doi.org/10.46630/fen.2021.

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The book Functional English can be viewed as an introductory reading in the domain of functional language, or language used in order to perform certain communicative purposes. Functional language is a concept normally connected with foreign language learners of lower levels and with problems in achieving the designated standards in terms of the four basic language skills. The book is meant to provide a description of the subject matter of Functional English by establishing the basics, as well as the main features and elements of this linguistic domain. The overall objective of the book is to help with the understanding of existing language features sometimes taken for granted, and which may cause communication difficulties. Simultaneously, its ambition is to enable all the interested parties to reaffirm the foundations and build on the existing language repository, in an attempt to achieve a higher level of competence in English used to perform different communicative functions. The term practical language skills within Functional English entails the ability to formulate or articulate one’s communicative message, as well as the ability to interpret correctly or relay clearly to other parties any verbal material relevant to the process of communication. Moreover, being competent in Functional English means being able to select the adequate communication channel or method, where the key factors are the linguistic devices employed, the correlation between the language used and the intended goal, as well as the context of situation and its relation to the audience or the participants in the verbal interaction.

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17

Dollaghan, Christine. Communication Disorders: Language Impairments. Herausgegeben von Thomas H. Ollendick, Susan W. White und Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.13.

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A variety of communication disorders, including problems in hearing, speech, and language, can interfere with a child’s ability to understand and be understood by other people. Communication disorders sometime co-occur with other physical and neurodevelopmental abnormalities, but often their causes are unknown. The most prevalent of the idiopathic communication disorders is child language impairment (LI). LI is defined by significant deficits in understanding (receptive skills) or generating (expressive skills) meaningful linguistic content; it affects 5–8% of children. Best evidence on identifying LI supports a comprehensive multimethod and multisource assessment by a certified speech–language pathologist. With respect to intervention, evidence strongly favors treated over untreated children for expressive language goals; less conclusive evidence is available concerning treatment for receptive language skills. Despite increases in the evidence base, additional population-based and longitudinal investigations are needed concerning the accuracy of predictions and clinical decisions for children with LI.

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18

Zeelie, J., und C. Nieuwenhuizen. Entrepreneurial Skills (Entrepreneurship series). Juta Academic, 1998.

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19

Konopka, Genevieve. FOXP2: Linking Language and Autism. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199744312.003.0019.

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Identifying the genes involved in language not only is important for the understanding of disorders such as ASDs but also provides a window into understanding the evolution of the human brain. Spoken language is only present in humans. For example, while other animals have developed methods of vocal communication, none have the ability to convey recursive ideas (i.e., ideas embedded within other ideas), although the idea of human-specific recursion is still being debated (Hauser, Chomsky, & Fitch, 2002; Penn, Holyoak, & Povinelli, 2008; Pinker & Jackendoff, 2005; Premack, 2007). Other potentially human-specific features of language include teaching language, the use of language to teach an extrinsic skill, and the use of language to develop the theory of mind (Penn et al., 2008; Premack, 2007). It is therefore not surprising that inherently human-specific diseases such as ASDs are defined by disruption of spoken language (Abrahams & Geschwind, 2008).

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20

Rapalje, Robert J. The College-Level Academic Skills Test (CLAST) and computational achievement of students from a Florida community college. 1987.

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21

The 21st Century Manager: Future-Focused Skills for the Next Millennium. Kogan Page, 1999.

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22

The validity and usefulness of three national standardized tests for measuring the communication, computation, and critical thinking skills of Washington State college sophomores: General report. Bellingham, WA: Western Washington University Office of Publications, 1989.

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23

The Management Skills Book. Gower Publishing Company, 1992.

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24

M, Thorndike Robert, Washington (State). Council of Presidents. und Washington (State). State Board for Community College Education., Hrsg. The validity and usefulness of three national standardized tests for measuring the communication, computation, and critical thinking skills of Washington State college sophomores: Technical report. Bellingham, WA: Western Washington University Office of Publications, 1989.

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25

The Minimum Core For Information And Communication Technology Knowledge Understanding And Personal Skills. Learning Matters, 2012.

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26

The Art of Systems Thinking: Essential Skills for Creativity and Problem Solving. Thorsons, 1997.

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27

Silver, Rawley A. Developing Cognitive and Creative Skills Through Art: Programs for Children With Communication Disorders or Learning Disabilities. Backinprint.com, 2000.

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28

Martin, Jeffrey J. Intellectual Impairment. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0043.

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Athletes with intellectual impairments (II) are starting to attract more research attention. With their reinstatement into the Paralympics, along with the Special Olympics in the United States, athletes with II are also garnering more public attention. This chapter reviews research on athletes with II, in three areas. First is the psychosocial dynamics of sport participation. For instance, it appears that many athletes with II have difficulty maintaining motivation, yet they possess task and ego-type goals like all athletes. Psychological skills for performance enhancement are then discussed. Goal setting, for example, is an excellent tool for helping athletes with their motivation. The last area covered is research on support personnel. A defining feature of athletes with II is their reduced cognitive and functional abilities, communication limitations, and slower ability to develop sport skills. Some athletes might take substantial time to learn psychological skills, whereas other athletes may pick up various skills quite readily. Similarly, coaches may need more patience for athletes whose attention wanders or are easily distracted.

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29

G, Roberson Richard, und West Central Georgia Child Serve, Hrsg. Language-movement strategies for teachers and parents: A guide to developing early language and communication skills through movement experiences. Northbrook, Ill: Hubbard, 1985.

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30

Mohr, David. The Stress and Mood Management Program for Individuals With Multiple Sclerosis. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195368895.001.0001.

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Multiple Sclerosis presents not only physical challenges, but emotional challenges as well. Many people with MS suffer from depression, anxiety and stress. Problems with mood and stress can interfere with relationships with others, reduce ability to meet obligations at work and at home, and substantially worsen overall quality of life. The stress and mood management program described in this book is backed by research and has proven effective in clinical trials. Based on the principles of cognitive-behavioral therapy (CBT), one of the most effective therapeutic techniques available for combating depression and anxiety, this program can help manage stress and improve well-being. It provides ways to learn skills for identifying and challenging your unhelpful thoughts, as well as how to motivate to reengage in pleasant activities. It also covers treatment modules that can be modified to specific MS-related problems. Choices include modules on managing symptoms like fatigue, pain, and cognitive problems, and improving communication and assertiveness skills, among others. It also provides a module on self-injection anxiety.

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31

author, Roseberry-McKibbin Celeste, und James Priya author, Hrsg. Intervention manual for prerequisite learning skills: Practical strategies. Plural Publishing, Incorporated, 2017.

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32

Woodruff, Paul. The Garden of Leaders. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190883645.001.0001.

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I derive an account of what future leaders should learn from an understanding of leadership as the ability to induce others to follow in a context of freedom—without the use of force or incentives. Such leadership is needed in every walk of life and in every profession; it is inherently ethical, but it needs to take into account the frequent ugliness of the human situation. This is an account of leadership for all seasons. From this I propose a curriculum for general education of all students in higher education, including literature, history, philosophy, social science, and communication skills—all presented in a way to support the growth of students toward leadership. In addition, I propose new ways of thinking about education outside the classroom, through sports and other organizations. I end with recommendations for teaching methods that are conducive to the development of students as leaders, especially teamwork assignments that give students opportunities to evaluate their own leadership.

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33

Clarke, Victoria, und Andrew Walsh, Hrsg. Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.001.0001.

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In order to provide sound, person-centred care, mental health nursing students need a thorough understanding of theory alongside the ability to translate this knowledge into practice. It can be difficult to apply ideas from the classroom and books when learning how to work with mental health service users for the first time. That is why the theoretical aspects of this book are presented alongside realistic accounts of nursing practice. Fundamentals of Mental Health Nursing is a case-based and service user centred textbook for mental health nursing students. Designed to support students throughout their pre-registration studies, the text covers the essential knowledge required to provide high quality nursing care. Contributions from real service users and cases of fictional clients are explored in detail to provide excellent transferable skills for practice. Dedicated chapters explore fundamental nursing skills and mental health law before providing a case-based exploration of the areas and subjects that will be encountered by students in university and placement. Practice-based chapters introduce students to the needs of a diverse range of fictional clients and explain how the skills of communication, assessment, care planning and monitoring can be applied. Each chapter provides a sample care plan explaining why and how clinical decisions are made, so that students can develop their own skills and practice. The text opens with clear advice to help students succeed in their studies and concludes with a wealth of practical and thoughtful advice on becoming a professional and getting that first job. Online Resource Centre * Twenty one video clips of fictional service users demonstrate the application of theory and prepare students for real nursing practice * Quizzes, scenarios and a range of activities help students to apply their learning * Interactive glossary explains terminology and jargon * Sample CV's and self awareness exercises aid professional development

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34

Brathcher und Suzanne Bratcher. Evaluating Children's Writing: A Handbook of Communication Choices for Classroom Teachers. Lawrence Erlbaum Associates, 1995.

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35

Berk, Laura E. Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.001.0001.

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Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.

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36

1950-, Yancey Kathleen Blake, und Huot Brian A, Hrsg. Assessing writing across the curriculum: Diverse approaches and practices. Greenwich, Conn: Ablex Pub. Corp., 1997.

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37

Huot, Brian, und Kathleen Blake Yancey. Assessing Writing Across the Curriculum: Diverse Approaches and Practices (Perspectives on Writing, V. 1). Ablex Publishing, 1997.

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38

Huot, Brian, und Kathleen Blake Yancey. Assessing Writing Across the Curriculum: Diverse Approaches and Practices (Perspectives on Writing: Theory, Research, Practice). Ablex Publishing, 1997.

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