Libros sobre el tema "Communication prerequisites"

Barrier-free communication includes all measures to reduce obstacles to communication in various situations and fields of action. Due to disabilities, illnesses, different educational opportunities or drastic life events, people have very different needs in terms of how texts or communications must be prepared for them in order to meet their individual requirements and access prerequisites. In this handbook, the topic of accessible communication is examined in interdisciplinary breadth and critically reflected upon. Current findings, proposed solutions and desiderata from research are juxtaposed with reports from practitioners and users who provide insights into how they deal with accessible communication and highlight current and future requirements and problems. Christiane Maaß, University of Hildesheim, is Professor of Media Linguistics at the Institute for Translation Studies and Specialised Communication and Head of the Research Centre for Easy Language. Isabel Rink, University of Hildesheim, is managing director of the Research Centre for Easy Language, programme coordinator of the Master's programme in Accessible Communication and a lecturer at the Institute for Translation Studies and Specialised Communication.

This article discusses the vast literature focusing on the historical evolution of multinational businesses. A broad consensus prevails among most students of the history of multinational enterprise that the modern multinational dates from the mid or late nineteenth century — that it is in fact a post-industrial revolution phenomenon. Only with steamships, railroads, and cables was it possible for managers to exercise control over business operations across borders in a meaningful manner. Transportation and communication revolutions were prerequisites for the existence of effective coordination within an individual firm. Over the years, however, this consensus has been challenged. Indeed, for decades it has been recognized that certain aspects of the modern multinational enterprise have had a long history. The research on pre-industrial age multinational enterprise adds new insights into the nature and history of this most important organization.

This textbook summarizes the historical, theoretical and practical information that is necessary to obtain the necessary knowledge about the mechanisms of management of a modern university. The course examines the concepts, key prerequisites for the formation and development of a modern university management system, its structure; management models, administrative structure and decision-making conditions in modern universities are studied; analyzes trends and prospects for digitalization of management systems of modern universities; the conditions for ensuring effective internal and external communication of a modern university are specified. At the end of each section there are questions and practical tasks for self-control. The manual complies with the requirements of the federal state educational standard of higher professional education. Designed for students studying in the areas of study "Economics" (38.04.01) and "Management" (38.04.02), aimed at a managerial career and (or) development of their own projects in the field of higher education.

This chapter discusses issues concerning online transactions and points to further challenges. It commences with a broad discussion on the relationship between the two prerequisites of every contract: intention and consideration. It focuses on the difficulty of establishing intention and consideration in circumstances where the context of a particular online interaction is difficult to categorize as either commercial or social. Next, it deals with problems relating to the application of the offer and acceptance model in online transactions. Some basic questions are posed: Is there an offer? If so, what are its contents? Is there an acceptance? If so, when does it become effective? Throughout the discussion it is assumed that each Internet-based communication method creates different problems, and each stage in the online contract formation process faces different technological challenges. Technology, while not changing contract law per se, adds complexity to the traditional analysis. The question is not: do traditional principles apply? but how do they apply?

Home enteral tube feeding (HETF) 106Home parenteral nutrition (HPN) 108Equipment supply is usually arranged through a home care company. Good communication between patient, family, and healthcare professionals is a prerequisite for effective discharge planning. The needs of the child and family must be clearly identified in order to prepare transfer from hospital to home. It is also essential that continuing care arrangements are in place with coordinated action from all involved (family, healthcare professionals, social services, education, voluntary bodies, etc.)....

The Bank of Uganda introduced an inflation targeting (IT) monetary policy framework in 2011, replacing a decades-old money targeting framework. This chapter reviews Uganda’s experience and concludes that an IT framework is feasible for Uganda, despite shallow financial markets, volatile exchange rates, supply price shocks which make inflation more volatile and difficult to forecast, and lack of data. Key prerequisites were the operational independence of the central bank and the primacy of the core inflation objective for monetary policy. The successful adoption of IT in Uganda depended on the adoption of a set of basic principles, including: the primacy of the inflation forecast in setting policy; the separation of monetary from fiscal operations; the adoption of a short-term interest rate as the sole operating target, rather than e.g. a mix of interest rates and monetary aggregates; and an emphasis on clear communications.

Consistent evaluation is an important prerequisite for quality assurance and continuous further development in the area of DaF/DaZ. With a focus on virtual learning, this volume deals with the evaluation of the Inverted Classroom Model for the training of teachers of German as a foreign language and specifically with language learning apps. A second focus is on the evaluation of exams and tests. In addition to the medical language examination and the qualification tests of future teachers, the focus here is on examiner qualifications. The critical discussion will present suggestions for solutions as well as new research approaches. This volume does justice to the claim that theory and practice are closely intertwined. Christina Maria Ersch studied German and Scandinavian Studies in Göttingen and German as a foreign language in Mainz, where she is a research assistant. She has been teaching German as a foreign language for several years, is a certified telc examiner and conducts advanced training courses in neurodidactics and action-oriented learning. Her research interests are, among other things, in general didactics with a focus on competence-oriented, digital learning and in intercultural communication.

Conversation in antiquity had been the speech of friends and familiarity—and insofar as friendship motivated conversation as a mode of inquiry, that friendship oriented conversation toward reason and virtue. The Renaissance witnessed a long shift in the nature of friendship, culminating in the thought of Montaigne, away from an alignment with reason and virtue and toward an alignment with passion and familiarity. This changing nature of friendship brought with it a corresponding change in the nature of conversation, which now also based itself upon passion and familiarity—including in its use as a mode of inquiry. In other words, the expressive aspects of sermo, which communicated character in an intimate manner, now became the basis of the philosophical aspect of sermo, the inquiry into truth. The communication of intimate, passionate friendship was now the prerequisite for the search for truth. Furthermore, the development of intimate friendship and the development of friendship with and among women went hand and hand in Renaissance and early modern Europe; together, they came to associate women, as women, with conversation and the inquiry into truth. This association radically differentiated conversation from both oratory and philosophical reason, which would remain, respectively, the speech of wrangling and disputatious men.

Retrofitting Leninism explores the relationship between political inclusion and political control through the lens of participatory governance in the People’s Republic of China. In this book, Dimitar Gueorguiev explores and substantiates three key points. First, public participation is a prerequisite for effective administration, irrespective of how a regime is constituted. Second, a regime’s ability to solicit, process, and recast public input into policy outputs is central to its political durability. Third, technological advances in communication make it easier for authoritarian regimes, particularly those with Leninist foundations, to correspond with the public and thus undercut calls for genuine democratic progress—an endogenous process of regime maintenance the author calls retrofitting. Using archival data, media reports, and original opinion polls, Gueorguiev shows how public inputs are incorporated into the marketing and implementation of top-down policy outputs. To unpack the interface between inputs and outputs, he focuses on proposal-making and government priorities in local Chinese legislatures. Finally, to evaluate the downstream impact, Gueorguiev estimates the effect of open policymaking on sub-national regulation and government approval. The findings suggest that public engagement contributes to both policy stability and positive public perceptions of policy. Though instrumental, the book also underscores that inclusive authoritarianism depends on the voluntary participation of Chinese citizens, which is far from guaranteed.

Within the European Union’s Common Agricultural Policy, agri-environment schemes (AES) have been designed to address the degradation of the natural environment caused by agriculture. To improve the schemes’ ecological effectiveness, a collective approach focusing on a landscape instead of a single farm level is recommended. This approach is rarely applied across Europe except for the Netherlands, where all AES have to be realised collectively since 2016. As participation in the schemes is voluntary, understanding farmers’ motivation to join is crucial since the uptake and implementation of measures is prerequisite for achieving any effects. Hence, the aim of this study is to explore Dutch farmers’ motivation to participate in collective AES and to find out about the scheme’s main advantages and disadvantages perceived by the farmers. A Q study with 15 farmers from six provinces shows three dominant motivational views: a collective-oriented, a business-oriented and an environment-oriented perspective. All farmers unites their affection and care for nature, which is accompanied by different levels of problem awareness and affiliation to the collective. Financial compensation is deemed important by all, yet rather as necessary mean to enable required changes in farming practices than as additional source of revenue. While the Dutch schemes can still be further improved to allow for more flexibility, a better integration of the farmers’ knowledge and enhanced communication, all farmers dismiss many caveats related to collective action, indicating a potential to promote the Dutch approach beyond national borders.

The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition. The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based on a selection of talks presented at the 1st ELE Conference (‘Exploring Language Education’), which was held at Stockholm University in 2018. Employing a broad thematic scope, the volume reflects the variety of perspectives on language education brought together at the conference by authors working in diverse areas of the field and in different parts of the world. With the first ELE conference the organizers wished to call attention to the intersection of the global and the local, in terms of linguistic and cultural diversity, which may inform both research questions and language education practices. Issues related to multilingualism, Global Englishes, and experienced tensions between research and practice are examples of generally shared issues that were brought up by many speakers. The chapters of the book represent this variety of themes and illustrate how different regions and communities are contingent on local prerequisites and circumstances, leading to a number of particular challenges and assets when it comes to language education. The chapters represent different parts of the broad array of research directions that can be discerned under the large umbrella of Language Education, zooming in on the Western context, specifically Sweden, Canada and the United States. Two of the plenary speakers from the conference, Nina Spada and John Levis contribute in the volume. In Spada’s text different ways to bridge the gap between research and practice in language education are discussed, an issue highly relevant to all of those interested in collaborative research between researchers and teachers. The second chapter, written by Levis, presents current research on phonology and the importance of pronunciation in second or foreign language communication. These two are followed by three chapters reporting on empirical studies. Amanda Brown and colleagues present their work on translanguaging in the English L2 classroom, giving an extensive overview of ideological stances from the last decades on the use of mother tongues vs. target language only in the language classroom. Liss Kerstin Sylvén reports on a recent study on very young Swedish learners of English, their exposure of English before school age and outside school and the role that this exposure plays for the development of English language proficiency. Finally, Gudrun Erickson and colleagues, present a questionnaire answered by a large number of modern language teachers in Sweden. The study explores the teachers’ answers on questions about their professional satisfaction, their use of the target language in the classroom, and the curricular status of foreign languages studied after English. Despite many critical points raised by these teachers, the survey reveals that they would not change profession, were they given the chance. The book ends with an Afterword by Stellan Sundh, University of Uppsala.