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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 parisienneThis 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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Bumblys, Vytautas. „Panevėžio miesto sporto klubų vadybininkų socialinės kompetencijos ir pasitenkinimo lygio pasirinktoje profesijoje nustatymas“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090602_091122-09756.
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Tyrimo problema. Anot Martinkaus (2001), vadybininkai formuoja valdymo struktūrą, sistemas, principus ir metodus. Nuo jų teorinio ir praktinio pasirengimo, sugebėjimo atlikti valdymo funkcijas priklauso ir darbo rezultatai. Efektyvus funkcijų atlikimas rinkos sąlygomis reikalauja įvairios kompetencijos, atsižvelgiant į veiklos pobūdį, organizacijos ypatumus. Labai svarbi asmens socialinė ir komunikacinė kompetencija, kuri turi įtakos jo komunikacinei elgsenai.
Taigi kyla klausimas, kaip Panevėžio sporto klubų vadybininkų socialinė kompetencija ir pasitenkinimo lygis, atliekama veikla pasireiškia vadybininko darbe?
Temos naujumas. Vadybininkų socialinės kompetencijos tema nėra plačiai išanalizuota, pasigendama išsamių šios tematikos tyrimų. Susiduriama su ta pačia problema siekiant nagrinėti, komunikacinius ir organizacinius sporto vadybininkų gebėjimus, kaip sėkmingos jų darbo veiklos pagrindus. Todėl manoma, kad mūsų nagrinėjama tema yra aktuali vien dėl jos siauro ištyrimo. Be to, šiame darbe nagrinėjama sporto klubų vadybininkų pasitenkinimo darbu problema, manoma, kad nuo noro dirbti ir pasitenkinimo darbu labai priklauso tolesnė sėkminga vadybininko veikla.
Tyrimo objektas ─ sporto klubų vadybininkų socialinė kompetencija ir pasitenkinimo lygis pasirinktoje profesijoje.
Hipotezė. Sporto klubų vadybininkų socialinė kompetencija, aukštas pasitenkinimo pasirinkta profesija lygis, komunikaciniai ir organizaciniai gebėjimai daro įtaką pasirinktai profesijai.
Darbo... [toliau žr. visą tekstą]Research problem: according to Martinkus (2001), managers form organization structure, systems, principles and methods. Job results depend on their theoretical and practical abilities to perform management functions. Abilities, depending on the activity form, organization singularity is required to perform functions efficiently. Ones social and communication abilities is very important and has influence to his communication behavior. The question that stands before is – how does sport club managers social abilities and satisfaction level is affecting management job? Job importance: Managers’ social abilities theme is poorly analyzed, lack of research is seen. Same problem acquired when it is tried to research communication and organization skills as successful job basis. That’s why our theme is actual because of low researching. Also our research include manager job satisfaction test, because satisfaction with the job is key to a productive job. Research object: sports club manager’s social abilities and satisfaction level. Hypothesis. sport club manager’s social abilities, high satisfaction level with their profession, communication and organization skills makes influence to their profession. Research goal – analyze sport club managers social abilities and satisfaction level in Panevezys city. To achieve the goal we use these tasks: 1. Research sports club managers social abilities, 2. Define sports club managers satisfaction level in their profession, 3. Research sports... [to full text]
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Johansson, Terese, und Lovisa Tronelius. „Chefens ledarskapsförmågor och dess påverkan på medarbetarnas arbetstillfredsställelse“. Thesis, Högskolan i Gävle, Psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24345.
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Syftet med studien var att undersöka hur två av chefens ledarskapsförmågor (kommunikationskompetens och förmåga att motivera) predicerar medarbetarnas arbetstillfredsställelse. Studien genomfördes utifrån en nätbaserad enkät på ett företag inom försäkringsbranschen. Totalt 74 respondenter deltog i studien. Mätinstrumenten som användes var Minnesota Satisfaction Questionnaire (MSQ), Communicator Competence Questionnaire och Motivating Language Scale. En multipel regressionsanalys visade att chefens kommunikationskompetens predicerar medarbetarnas arbetstillfredsställelse i högst grad och att chefens förmåga att motivera inte visades predicera medarbetarnas arbetstillfredsställelse.Title: The manager's leadership skills and its impact on employees' job satisfaction. The purpose of the study was to investigate how two of the managerial leadership skills (communicator competence and ability to motivate) predicts the employees' job satisfaction. The study was conducted on the basis of a web-based survey of an insurance company. A total of 74 respondents participated in the study. The measuring instruments that were used for the study were Minnesota Satisfaction Questionnaire (MSQ), Communicator Competence Questionnaire and Motivating Language Scale. A multiple regression analysis showed that the manager's communicator competence predicts the employee's job satisfaction to the fullest extent and the manager's ability to motivate was shown not to predict the employee's job satisfaction.
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Valle, Carmen Lúcia Bueno. „Pedagogia para as desigualdades: um caminho para a escola cidadã“. Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/2342.
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This thesis intends to develop assumptions of a pedagogy that takes into account in addition to the development of a communicative skills in all pupils indiscriminately the unveiling of the other by means of a social, linguistic and contextual knowledge exchange among public and private schools pupils, with a view at developing a social ability enough to promote transformative actions in society. Apart from this, one understands that pedagogy for inequalities, as proposed in this investigation, is a path to the citizen school, in line with the education purposes provided in legislative dictates. One seeks to reveal that the school has been failing in this point, from the comparative and qualitative analysis of a corpus comprising texts by 1st year High School pupils of both school levels located in extremely opposite social environments. The analysis of these textual productions is carried out in two stages. The first is the appreciation of the communicative skills developed by these pupils subsequent to eight years of schooling, comparing the teaching and learning differences in the linguistic education in the two educational settings. The second stage deals with observation of social ability of each group of pupils, taking that this should be the responsibility of any school that purports to be a citizen school. By analyzing the referred corpus, one presumes that the exercise of citizenship will only take place if schools develop these two capabilities. Through this set of expertise, the individual will be able to assure his right to be heard, communicating to the other , different from the self , his reading of the world. One supports the idea that the right to be heard implies a linguistic knowledge that is appropriate to communication in every situation. By means of social savvy, which one believes is learned particularly by the less privileged the right to have a chance , avoiding the spread of inequalities. This research was based on theoretical premises by Paulo Freire, in potential, and other theories of education sociology and linguistic education.
Esta tese pretende desenvolver pressupostos de uma pedagogia que contemple - além do desenvolvimento de uma competência comunicativa a todos os alunos, indistintamente - o desvelamento do outro por meio de uma troca de saberes sociais, linguísticos e contextuais entre alunos de escola pública e privada, a fim de desenvolver uma competência social suficiente à promoção de ações transformadoras da sociedade. Afora isso, entende-se que uma pedagogia para as desigualdades, conforme proposto nesta investigação, seja um caminho à escola cidadã, conforme os fins da educação previstos nos ditames legislativos. Busca-se constatar que a escola tem falhado nessa questão, a partir da análise comparativa e qualitativa de um corpus constituído por textos de alunos, do 1º ano de ensino médio, das duas esferas escolares; localizadas em espaços sociais extremamente opostos. A análise dessas produções textuais realiza-se em dois momentos. O primeiro é a apreciação da competência comunicativa desenvolvida nesses alunos, após oito anos de escolaridade, cotejando as diferenças de ensino e aprendizagem na educação linguística das duas instâncias educacionais. O segundo momento ocupa-se da observação da competência social de cada grupo de alunos; entendendo ser essa uma responsabilidade da escola que se pretende cidadã. Por meio da análise do referido corpus, conjetura-se que o exercício da cidadania só será efetivado se desenvolvidas essas duas competências pela escola. Por meio desse conjunto de aptidões, o indivíduo poderá garantir o seu direito de voz , comunicando ao outro , diferente do eu , sua leitura do mundo. Defende-se que o direito à voz implica um conhecimento linguístico adequado à comunicação em todas as situações. Por meio da competência social, crê-se que se instala - em especial, aos menos favorecidos - o direito a ter vez , evitando a reprodução das desigualdades. Esta pesquisa fundamentou-se em pressupostos teóricos de Paulo Freire, em potencial, e em outros teóricos da sociologia da educação e da educação linguística.
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Tsagalidis, Helena. „Varför fick jag bara G? : vad bedöms i karaktärsämnen på HR-programmet?“ Licentiate thesis, Stockholms universitet, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-83328.
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Syftet med undersökningen har varit att tydliggöra kunskapskvaliteter i yrkeskunnandet som har betydelse vid bedömning av karaktärsämnen för både lärare och elever. Undersökningsmetoderna har bestått av intervjuer med lärare och elever, elevenkäter och gymnasieskolans styrdokument. Det övergripande perspektivet har varit kulturhistoriskt med vars hjälp kunskapskvaliteter i yrkeskunnandet relateras till begrepp som yrkeskultur, yrkespraxis och yrkeskunskap. Resultatet kategoriseras till åtta nyckelkvalifikationer och specifika yrkeskunskaper. Nyckelkvalifikationerna som lärarna anger vara viktiga vid bedömning är: självständighet, samarbete, kommunikation, problemlösnings-förmåga,analysförmåga, planeringsförmåga, kundkontakt och utveckling. Huvudresultatet visar att det är dessa nyckelkvalifikationer som ger mervärde för eleven i form av ett högre betyg. Det är framförallt den rådande yrkeskulturen, där självständighet och samarbetsförmåga ingår, som lyfts fram som betydelsefull vid bedömningen. Vidare spelar yrkeskunskapen, där elevens problemlösningsförmåga ingår, en avgörande roll i lärarens bedömning. Elevernas beskrivning av vad de själva tror har betydelse vid bedömning i karaktärsämnen visar att de inte har uppfattat att t.ex. analys- och problemlösningsförmåga är av vikt. Slutsatsen som kan dras är att eleverna och lärarna behöver föra en dialog om grunderna i bedömningen av karaktärsämnen. Bedömning av prestationer i skolan förutsätter en dialog mellan lärare och elever om bedömningsgrunderna. Yrkesspecifika kunskaper, de grundläggande kunskaperna som behövs för ett godkänt betyg, tydliggörs väl av lärarna i studien och beskrivs med hjälp av dess egenskaper i studien.
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Sukdoláková, Hana. „Role rodičů při rozvoji komunikačních schopností u dětí v předškolním věku“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446234.
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The diploma thesis is of a special pedagogy type and focuses on speech therapy. The thesis deals with the role of parents during the development of communication skills of preschool children in particular. The thesis is divided into the theoretical part and the practical part. The introductory chapter of the theoretical part characterizes a child of preschool age with regard to the development of motor skills, cognitive processes and social skills. The second chapter discusses the issue of communication skills of preschool children in more detail. It includes risk factors for speech development, the most common impairments of communication skills of preschool children and the possibilities of speech therapy intervention. The third chapter is devoted to the family environment in connection with its influence on the development of a child's communication skills. This chapter describes the parental styles, risk factors of the family environment and support options related to the child's speech development. The practical part of the diploma thesis presents the results of a questionnaire survey, the main goal of which was to analyze the approach of parents to the development of communication skills of preschool children. It is therefore a research of a quantitative nature. The partial goals of the...
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Chen, Yi-Ching, und 陳怡靜. „Effects of Communication App on Enhancing Communication Skills for Toddler with Nonverbal Ability“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/67090422633248466876.
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碩士國立臺南大學
特殊教育學系輔助科技碩士班
104
This study aimed to investigate the effectiveness of using communication app to enhance communication skills for toddlers with non-verbal ability.The participants of this study were two toddlers with non-verbal ability who attended a preschool in Tainan.This study adopted multiple probe across behaviors design of singal subject research. The independent variable was communication app, the dependent variable was the effectiveness of the toddlers with non-verbal ability to express common words. The participants of this research were accepted the data collection of baseline and intervention phase.The data were analyzed with graphic method, visual analysis and effect size to appear the effectiveness of the toddlers with non-verbal ability to express common words.After the data collection and analysis of baseline and intervention phase, the researcher interviewed the teachers of the participants to analyze the social validity. The findings of this study are presented as follows 1. Communication app enhance communication skills for toddlers with nonverbal ability had immediate effects. 2. Teachers thought that communication app on enhancing communication skills for toddlers with nonverbal ability was positive. In addition, the meanings of this research indicate that communication app can enhance communication skills for toddlers with nonverbal ability by implementing an appropriate intervention program.Based on the findings of this research, the researcher propose recommendation for the teaching method of communication app and further studies.
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Yu, Ti-Mei, und 余緹湄. „The Effects of Interpersonal Communication Skills Training Courses on Improving Interpersonal Communication Ability for Music Selected Class Students at Elementary Schools“. Thesis, 2004. http://ndltd.ncl.edu.tw/handle/71129684827316808319.
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碩士國立屏東師範學院
特殊教育學系碩士班
92
ABSTRACT The main purpose of this paper is to examine the impacts of interpersonal communication skills courses on the interpersonal communication ability of music class students at elementary schools. The results of the study serve as reference and teaching guidelines on related subject for the educators. The research of this study adopted the non-equivalent pretest-posttest quasi-experimental design. Purposive sampling with experimental group and control group is used for data collection and analysis. The research sample of this research is the 4th grade music class students from Fengshan Elementary School in Kaohsiung County and YAC Primary School in Kaohsiung City, Taiwan. The experimental group was consisted of 26 students from Fengshan Elementary School who were arranged to take 120-minutes interpersonal communication skills training courses per week for eight weeks. The control group was consisted of 22 students from YAC Primary School who would follow their normal classroom learning routine. The main instrument for collecting the data was an interpersonal communication scale that was given to the students of the experimental group and control group . The data collected from the scale were analyzed by one-way ANCOVA. In addition, an interpersonal communication scale for teacher, a course feedback questionnaire and interviews were conducted to be the supplementary materials of the study. Through interpersonal communication skills training courses,we hope to improve music class students’ communication ability,when they communicate with others,these students will be a good listener and give others feedback.During communication,they will be able to identify with others, communicate with others even though their point of view may differ.If students have good relationship with others,they will gain much more self-perception,enrich one’s view,and such will benefit his/her musical performance.Thus, students with good interpersonal communication ability will sure be a professional and popular person in the coming future. Based on the analysis of the data collected, the major findings of this study are as following: 1.The effects of the interpersonal communication skills training courses on improving interpersonal communication ability are significant. 2.The students from the experimental group enjoyed and highly recommend the training courses that improve their self-perception, interpersonal interactions, and communication skills.
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BÖHMOVÁ, Ivana. „Vliv odlišných komunikačních schopností na výkon žáka ve škole“. Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-189416.
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The thesis focuses on different communication skills of elementary school children. Fundamental concepts refer to communication disorders; the disturbed and limited communication ability. The theoretical resource defines the communication from different points of view, namely, how the other branches of science (sociology, linguistics, pedagogy and logopedics) deal with the term of communication. Furthermore, the concept of the disturbed and limited communication abilities are closely specified in this part. The conclusion of the theoretical part includes characteristics of Framework Education Programme for Elementary Education, considered to be a pillar of the Czech education system, and its main goals in terms of fulfilling the key competencies in relation to the integration of learners with special educational needs into a mainstream class. The practical analysis was conducted on the basis of survey questionnaire. The collected data from the pedagogical staff members reflect their experinence with the issue of different communicaton skills. The aim is to describe the relationship between teachers and a pupils with the disturbed or limited communication ability and how they are perceived. In addition, it particularly investigates which language and communication difficulties occur and if they have an impact on learners' achievement.
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Dhaya, Jateen. „The role of experience in the development of bar managers' social competencies /“. 2007. http://eprints.ru.ac.za/1145/.
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LIN, HUI-LING, und 林慧玲. „Using "shift change" simulations to improve the overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills of clinical nurses“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/25588654197492520925.
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碩士國立臺北護理健康大學
醫護教育研究所
103
This study aims to investigate the impact of simulated situations on overall teaching competence for clinical nurses who are responsible for training new personnel in how to transfer responsibilities at “shift change.” The 78 participants were invited to a medical center in New Taipei. The participants were asked to complete the OSTE Checklist to measure professional competence in teaching the procedure of “shift change” prior to being trained using enhanced methods. This measurement acted as the control and baseline measurement. The participants were then given enhanced training using lesson plans for the simulated “shift change” situation, teaching scripts for the simulated “shift change” situation, conducting of simulated “shift change” situations in small classes, and provision of instructional simulated “shift change” situation videos for review. Two weeks after the enhanced training module, the participants were retested using the OSTE Checklist. Statistical analysis was performed using SPSS 19.0 and the generalized estimating equation (GEE). This study demonstrated that 1) the use of simulated “shift change” situations for the training of clinical nursing mentors significantly improved the OSTE checklist scores for the clinical nurses in all aspects, overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills and 2) all participants showed improvements in overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills after experiencing simulated “shift change” situations . This improvement shows that the implementation and establishment of clinical nursing courses that address the education needs of both the mentors and mentees will enhance the teaching abilities of clinical nursing mentors resulting in mentees who can adapt better to the clinical care setting and lead to creating a high-quality workplace atmosphere. This study can be used as a reference for the development of in-service education and training courses.
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Hue, Mei-Shu, und 胡美婌. „The Study of Urban / Countryside And Gender Difference About Basic Science Process Skills For Sixth Graders''In Kaohsiung Primary Schools -Communication Ability for Instance“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/91961040344060064760.
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碩士國立嘉義大學
國民教育研究所
91
The Study of Urban / Countryside And Gender Difference About Basic Science Process Skills For Sixth Graders’ In Kaohsiung Primary Schools — Communication Ability for Instance Mei-Shu Hu The Class Of Natural Science Teaching Master Degree, Graduate Institute of Primary Education, College of Education, National Chiayi University Abstract The main purpose of this study is to find out Kaohsiung County/City primary school grade 6 students’ characteristics and difference between city and countryside and gender concerning their basic science process skills —communication ability. The result is expected for improving science curriculum and instruction in primary education. There are 163 and 130 sixth graders respectively in four classes of Kaohsiung City and in the four classes of Fongshan City, chosen as the samples of urban area; For countryside students sample, 158 students from the 7 classes of villages and towns of Kaoshiung County. Closed-type written tests are used as the research tool to discuss and find out the communication ability of scientific information; opened-type Q & A test is used to understand the communication ability of writing and graph reading, while oral test is applied to investigate the communication ability of oral language. One class was chosen randomly from each sample school to perform the written questions and opened-type Q&A written test. The top 25%, middle 50% and bottom 25% students for their exam performance in each class are chosen randomly as the subjects for oral language communication ability. There are 12 students in urban area and 18 students from countryside of Kaohsiung area, participating in the oral language test. T-test and qualitative analysis are used to analyze and discuss students’ communication ability and difference between city and countryside and gender. Research results showed that: (I) urban students are significantly better than students from rural area about ability of understanding scientific message, as well as in written words and graphs communication ability; (II) there is no significant gender difference in terms of understanding scientific message communication ability; (III) girls are significantly better than boys about writing and reading graph ability; (IV) students from city are significantly better than students from city governed by county about understanding scientific message ability and writing and reading graph communication ability; (V) there is no significant difference for students from city governed by city or by county about students’ understanding scientific message ability; (VI) girls are significantly better than boys in terms of writing and graph reading communication ability; (VII) students from cities of Kaohsiung County are better than students from countryside concerning understanding scientific message communication ability, but there is no significant difference for different genders; and (VIII ) there is no significant difference for writing and graph reading communication ability between city and countryside in Kaohsiung County, and no significant difference for different gender. Characteristics analysis of oral language communication ability showed that, students’ oral language communication ability can be divided into categories including: high communication ability, communication ability but with confusing concept, low communication ability, error concept and no communication ability etc. In addition, among these types, there is difference between city and countryside, but no gender difference, which corresponds to the city and countryside significant difference but no significant gender difference of scientific message communication ability, written words and graphs communication ability. Based on the results, this study suggested the following recommendations for the future reformed curriculum: I. Emphasizing courses of words communication and oral language communication; II. Emphasizing experiment results through proper graphs; III. Emphasizing courses willing to communicate with colleagues with proper responses. It also raises four recommendations to teachers: I. Understanding the difference between cities and countrysides, try to remedy disadvantageous cultural factors in teaching; II. Designing teaching activities of cultural exchange for city and countryside students; III. Strengthening parents’ correct scientific concept and cultivation of attitude; IV. Reducing teachers’ different treatment to different teachers while teaching. There are also two further suggestions to academic study: I. Expand the research range of communication ability, to have even deeper discussion and study; II. Expand geographic range and age study, to receive more thorough inference. Keywords: Communication Ability, Difference between City and Countryside, Gender Difference
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Jandová, Markéta. „Projevy v jazykových rovinách u žáků 1. třídy běžné základní školy“. Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397192.
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The diploma thesis "Manifestations in the language levels of the 1st grade pupils of the regular elemntary school" consists of theoretical and practical part. The theoretical part deals with general terms from the area of speech and language development, describes the development of motor skills, auditory and visual perception. Furthermore, it describes individual language levels and the most common types of speech disorders encountered in primary school pupils. The research part of the thesis is devoted to the analysis of speech manifestations on individual levels of pupils of the first grade of the regular elementary school. The partial aim of the research is to analyze the gross, fine and oromotorics of the examined children, to analyze their auditory and visual perception and to analyze the quality of all language levels. KEYWORDS: communication ability, language levels, motor skills, dyslalia
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Shange, Thembeka. „The English proficiency skills of Information and Communication Technologies (ICT) Foundation students at a University of Technology : assessing the effectiveness of the English Word Power program“. 2016. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001915.
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D. Tech. Language PracticeAdditional language learning in South Africa is a challenge, partly as a result of the country's past history which promoted certain languages in official domains, while others that were spoken by the majority of the citizens remained underdeveloped, and marginalised. As English is a language of learning and teaching at most universities in South Africa, students with a very poor command of English find it severely challenging when they enroll at university. This study assessed the possible, significant effectiveness of the English Word Power (EWP) program, which is used as a form of intervention on the poor English proficiency skills of ICT Foundation students at a University of Technology in Gauteng.
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Botes, Vida Lucia. „The perception of the skills required and displayed by management accountants to meet future challenges“. Thesis, 2005. http://hdl.handle.net/10500/1935.
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In the 21st century change is inevitable and management accounting has not been immune to the changing business environment. The morphogenic change, has been brought about because of three distinctly identifiable drivers of change namely rapidly advancing communications and information technology, the onslaught of globalisation and an increased emphasis on the knowledge worker in organisations.
Questions have been raised by business leaders about management accountants ability to keep pace with the challenges, as well as higher education's ability to provide graduate management accountants with the required skills for the new business environment.
A triangulation method was used to conduct an investigation into the perception of the skills required and acquired by South African management accountants to meet the challenges of the changing business environment. As the fundamental nature of the study implied performance measurement, a balanced scorecard was employed to report on and measure if academia is delivering what practice wants.
The study found that tertiary management accounting education has been slow to adopt the changes of the business environment and that a gap does indeed exist between what practice want and educators teach. Information obtained from the customer, learning and growth, internal business process and financial perspectives of the balanced scorecard was used to develop a framework for curriculum design. Academics involved in curriculum design should take note of the recommendations listed in this research in order to ensure that qualifications remain relevant to an ever-changing business environment.Financial Accounting
D.Comm.
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Hrabětová, Hana. „Rozvoj fonematické sluchu u dětí s NKS podle metodiky D.B.Elkonina“. Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-412093.
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The topic of the thesis is the development of phonematic hearing in children with impaired verbal communication skills, utilizing the method of Danil Boršovič Eľkonin. It deals with the training of language skills for selected kindergarten children with special needs. The thesis is divided into two parts: theoretical and practical. It summarizes theoretical definitions of basic terms such as language, speech, and communication. It describes disturbed communication abilities and its classification, it deals more with the characteristic of developmental dysphasia. It also deals with the concepts of phonetics and phonology, describes phonematic hearing and phonematic awareness. Last but not least, it outlines D.B. Elkonin's personality and his methodology. The practical part is of a qualitative character, which will give us access to the analysis of methodological procedures that we chose for this analysis. It describes five children with impaired communication skills throughout the training. Five children were selected for the research and for 6 months they were purposefully and regularly developed phonematic hearing by means of the D.B. Elkonin method. The research theses deal with the difference between input and output values of phonematic awareness. The results were carefully recorded in the...
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Frans, Thulha Hilleni Naambo. „Barriers to learning English as a second language in two higher learning institutions in Namibia“. Thesis, 2016. http://hdl.handle.net/10500/20190.
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The effectiveness of language requires that users of a language be provided with the right knowledge to cope with its complexity and demanding nature especially in the area of writing. In this sense, this thesis sought to draw attention to some of the important features of writing and speaking skills in the English language at two higher learning institutions in Namibia. English is a second language for students at these institutions. Articles 3 and 20 of the Namibian Constitution stipulate that the language policy must promote the use of English in schools (The Constitution of Namibia (1990). It is now 24 years since English as medium of instruction was introduced in schools and tertiary institutions, but some students’ English proficiency is still relatively poor, especially in writing and speaking communication skills. This study investigated the barriers that prevent students to write and speak English well at University A and University B. The writing and speaking skills were investigated through the lens of syllabi/study guides, and lack of practical teaching of oral communication and writing skills inter alia morphology and syntax. Fifty-seven respondents took part in the research, comprising Heads of Departments (Language, Communication and Language Centre), Course Coordinators, lecturers and students in the English field at the two institutions investigated. Students were deliberately selected for the questionnaire to illustrate the difficulties they face when writing and speaking English as a second language. The lecturers were also deliberately selected because they were the ones who were with the students in classrooms. This study used qualitative research to gather information through methods such as observation, interviews, open-response questionnaire items, document analysis and verbal reports.
The following were the main findings. There was a lack of specific teaching objectives in oral communication and written skills in the syllabi, while the inability of students to write correct sentences, and the limited time allocated to these courses also played a role.
The conclusion drawn from this study is that students’ communicative competency is very poor. Therefore, it is the opinion of this researcher that improvement is much needed regarding syllabi content, teaching approaches of speaking and writing skills, students’ admission criteria and the time frame allocated for the different courses. To answer the research question: firstly the time allocated to some of the English courses is short, there is lack of teaching and learning of oral and writing skills approaches and, the syllabi were planned and design in a way that do not enhance much the teaching and learning of the second language. There are not many activities in the study guides that could be used to enhance students’ communicative competency. Such activities should include subject and verb agreement, passive and active form, sentence construction, word-building using prefixes and suffixes, auxiliaries or activities which give the students a chance to practice a certain aspect of language. Also, since English is a second language for students in Namibia, the institutions must seriously look at the time allocated to the courses they offer so that lecturers can appropriately apply proper approaches to teach writing and speaking skills.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Zatsepina, Nataliya. „Leseverstehen als Ausgangspunkt für die Entwicklung der Ausdrucks- und Schreibfertigkeiten“. Doctoral thesis, 2009. http://hdl.handle.net/11858/00-1735-0000-000D-F248-C.
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