Bibliografías temáticas / Written communication

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Literatura académica sobre el tema "Written communication"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Written communication"

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Brown, Kathleen C. "Written Communication". AAOHN Journal 38, n.º 9 (septiembre de 1990): 455–56. http://dx.doi.org/10.1177/216507999003800908.

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Huws, Rhodri y Gwyneth Sampson. "Therapy by written communication". Sexual and Marital Therapy 6, n.º 3 (julio de 1991): 323–26. http://dx.doi.org/10.1080/02674659108409609.

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Arroyo González, Rosario y Coral Ivy Hunt Gómez. "Research on Written Communication". International Journal of Learning: Annual Review 16, n.º 3 (2009): 167–84. http://dx.doi.org/10.18848/1447-9494/cgp/v16i03/46157.

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Prabavathi, R. y P. C. Nagasubramani. "Effective oral and written communication". Journal of Applied and Advanced Research 3, S1 (10 de mayo de 2018): 29. http://dx.doi.org/10.21839/jaar.2018.v3is1.164.

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People communicate using different methods such as sending an email, talking on the phone and placing print advertisements in specific places. Communication is the process of sending and receiving messages between two people, a person and a group or a group to a group. Written and oral communication is used daily in meetings, lecture halls and exams. Written and oral communication are unique in that each word used must have specific purpose, otherwise it can lead to misunderstandings. Over 70% of our time is spent communicating with others, and that’s the one interaction every person must do. Everyone must communicate their needs and ideas. Every organization must communicate its products and services. Unfortunately, many people have trouble in this area. Some just don’t have the professional impact they need to get ahead in today’s corporate world. Communication is technically defined as the process in which information is enclosed in a package and imparted from the sender to the receiver through a medium. Communication can be of many types and can be summarized in short as WOVEN, i.e. Written, Oral, Verbal, Electronic and Non-Verbal. Oral and written forms of communication are the most common and frequently used forms of communication. This article is a consolidation of details so as to help you understand in detail about oral and written forms of communication.
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Davies, Ian. "Communication in optical practice 4: Written communication". Optician 2020, n.º 5 (mayo de 2020): 8258–1. http://dx.doi.org/10.12968/opti.2020.5.8258.

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In the latest in our series discussing the significance of communication and its influence on interaction with our patients, Ian Davies focuses on written communication, including the uses of questionnaires and social media.
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Beisenova, Zhainagul S., Ainur T. Bayekeyeva, Sabira M. Sapina, Bekzat B. Dinayeva y Aizada K. Utanova. "The Study of Creolized Texts in Written Communication". Indian Journal of Applied Research 4, n.º 5 (octubre de 2011): 1–2. http://dx.doi.org/10.15373/2249555x/may2014/219.

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Polselli, Paola. "Institutional written communication and multilingualism". SALUTE E SOCIETÀ, n.º 1 (junio de 2013): 121–46. http://dx.doi.org/10.3280/ses2013-001009en.

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Khalupo, Ol'ga Ivanovna. "Specificity of Official Written Communication". Filologičeskie nauki. Voprosy teorii i praktiki, n.º 7 (julio de 2020): 278–82. http://dx.doi.org/10.30853/filnauki.2020.7.55.

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Hajiyeva, Ilhama. "Oral and written communication skills". Linguistic researches, n.º 01 (2024): 187. http://dx.doi.org/10.59849/2664-5432.2024.1.187.

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Colombo, Laura (Violeta). "Standard Written Academic English: A Critical Appraisal". International Journal of Literacy, Culture, and Language Education 1 (5 de marzo de 2012): 124–40. http://dx.doi.org/10.14434/ijlcle.v1i0.26830.

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Science today is mainly communicated through standard written academic English (SWAE). In this paper, I apply the postulations of Gramsci, Bourdieu and Canagarajah to show how domination structures are reproduced in scientific communication worldwide. I argue that these structures do not allow nondominant epistemologies and ways of producing and communicating science to participate in the international arena. I apply a critical lens to interpret each one of the terms present in SWAE. I propose that a critical appraisal of each one of these terms is the first step towards a more democratic conceptualization of science communication where the standards are not only seen as a means of innocuous communication but also as ideologically charged fictitious universals. It is my claim that understanding the arbitrary nature of these universals and the influence that language has on knowledge construction will give space to nondominant ways of producing and communicating knowledge.
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Tesis sobre el tema "Written communication"

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Treviranus, Jutta. "Multimodal access to written communication". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28724.pdf.

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Moore, Michele Schmidt. "Written communication in an online learning environment". Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4581.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 203. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 198-202). Also issued in print.
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Strubbe, Mary. "My written thesis : an attempt at linear communication /". Online version of thesis, 1989. http://hdl.handle.net/1850/10958.

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Roach, Joy Leia. "Factors affecting written business communication creation and productivity perceptions /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1147196271&sid=24&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Crisafi, Anthony F. "Outside the frame towards a phenomenology of texts and technology /". Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002181.

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Fielding, Alyson F. "Improving the written communication of psychoeducational recommendations : a vignette study". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50839.

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It is often the parent’s responsibility to follow through with the recommendations outlined in their child’s psychoeducational report. Yet, despite research demonstrating the importance of effective professional-client communication in fostering follow-through with recommendations, as well as low adherence rates, few studies have examined how to best communicate recommendations to parents. This is an unfortunate reality given that the recommendations are often the most crucial component of the psychoeducational report in enriching the child’s future functioning. In turn, many children’s needs are not attended to and the usefulness of the psychoeducational report is drastically diminished. In the present study, parents’ preferences for the way in which recommendations are communicated in a psychoeducational report was examined. Specifically, by developing a procedure to assist in exploring this topic and field testing different recommendation formats, we hoped to gain insight into parents’ preferences for how written recommendations are presented and communicated. Additionally, the recommendation formats influence on parent’s likelihood to adhere to recommendations was also explored. To accomplish this, a multi-stage, Vignette based, case-study design was employed which combined the Vignette technique with a survey format. Four broad themes and nine subthemes emerged from parents’ review of the different recommendation formats, including: organize recommendations into subject areas with headings, provide recommendations with detailed instructions, provide goals and explain how to monitor progress, and, make recommendations specific. Results also indicated a statistically significant difference in likelihood of adherence depending on which recommendation format was reviewed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Adams, Susan H. "Communication Under Stress: Indicators of Veracity and Deception in Written Narratives". Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/11057.

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This exploratory study examines linguistic and structural features of written narratives for predictive value in determining the likelihood of veracity or deception. Sixty narratives written by suspects and victims identified through the investigation of criminal incidents provided the database. The law enforcement context allowed for the examination of communication under stress. Using a retrospective approach, the veracity or deception of the narratives had already been determined; therefore, the study was able to focus on the degree to which selected linguistic and structural attributes were able to predict veracity and deception. Six research questions guided the study, drawn from theoretical works and research in psychology, linguistics, and criminal justice. Three questions asked whether a positive relationship exists between deception of the narratives and the narrative attributes of equivocation, negation, and relative length of the prologue partition. Three questions asked whether a positive relationship exists between veracity of the narratives and unique sensory details, emotions in the conclusion partition, and quoted discourse. Support was found for the three questions relating to deception and for a relationship between veracity and unique sensory details. Weak support was found for a relationship between veracity and emotions in the conclusion partition. No relationship was found with veracity and the general category of quoted discourse. When quoted discourse without quotation marks was examined separately, a weak relationship with veracity was found. An additional finding was a relationship between relative length of the criminal incident partition and veracity. A logistic regression model was developed to predict veracity or deception using the six predictors from the research questions. The resulting model correctly classified the examined narratives at an 82.1% classification level. The most significant predictor of veracity was unique sensory details; the most significant predictor of deception was length of the prologue partition. The analysis of the examined narratives written by suspects and victims suggests that linguistic and structural features of written narratives are predictive of the likelihood of veracity and deception. These results lend support to the Undeutsch Hypothesis (1989) that truthful narratives differ from fabricated narratives in structure and content.
Ph. D.
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Brockman, Elizabeth Blackburn. "Business Communication Written by High School Students : Complicating Emig's Self-Motivated/School-Sponsored Dichotomy and Exploring Writer Engagement". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287415222.

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Brockman, Elizabeth. "Business communication written by high school students : complicating Emig's self-motivated/school-sponsored dichotomy and exploring writer engagement /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487865929455766.

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Niestepski, Michelle Jean. "Grammatical errors : perceptions and responses of students, first-year composition instructors, and business coomunication instructors /". View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3314446.

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Libros sobre el tema "Written communication"

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Pratt, Deirdre. Modelling Written Communication. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-9843-6.

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Edinburgh's Telford College. School of Communication., ed. Communication (Written) (7110025). Edinburgh: Edinburgh's Telford College, 1998.

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Edinburgh's Telford College. School of Communication., ed. Communication (Written) (7110025). Edinburgh: Edinburgh's Telford College, 1998.

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Stewart, Gail. Written communications. San Diego, Calif: Blackbirch Press, 2004.

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Freeman, Sarah. Written communication in English. Hyderabad: Orient Longman, 1996.

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Inc New Jersey Funeral Directors Services. OSHA written communication plan. Manasquan, NJ (PO Box L, Manasquan 08736): New Jersey Funeral Directors Services, 2004.

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Ian, Graham. Communication. Mankato, Minn: QEB Pub., 2009.

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Sandra, Cleary, ed. The communication handbook. 2a ed. Lansdowne [South Africa]: Juta, 2003.

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Bradley, Jana. Improving written communication in libraries. Chicago: American Library Association, 1988.

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Dutta-Flanders, Reshmi. Linguistic Tools for Written Communication. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-60163-7.

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Capítulos de libros sobre el tema "Written communication"

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Thompson, Neil y Jo Campling. "Written communication". En People Skills, 104–15. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13737-4_11.

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Luiselli, James, Francesca Happé, Hillary Hurst, Stephanny Freeman, Gerald Goldstein, Carla Mazefsky, Alice S. Carter et al. "Written Communication". En Encyclopedia of Autism Spectrum Disorders, 3408. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101589.

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Thompson, Neil. "Written communication". En People Skills, 116–26. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-46756-0_14.

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Thompson, Neil. "Written communication". En People Skills, 123–34. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36592-6_14.

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Lull, James. "Written Language". En Evolutionary Communication, 118–45. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429456879-6.

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Brookes, Gavin y Luke Curtis Collins. "Written health communication". En Corpus Linguistics for Health Communication, 148–90. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003099659-5.

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Cammack, John. "Written financial communication". En Communicating Financial Management with Non-finance People, 47–55. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2012. http://dx.doi.org/10.3362/9781780440521.005.

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Thompson, Neil. "The written word". En Effective Communication, 65–85. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-28528-7_4.

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Thompson, Neil. "The Written Word". En Effective Communication, 69–90. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00223-2_4.

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Pratt, Deirdre. "Review of Composition Software". En Modelling Written Communication, 1–14. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9843-6_1.

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Actas de conferencias sobre el tema "Written communication"

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Malyuga, Elena, Aleksandr Litvinov y Elena Panicheva. "METHODS OF EFFECTIVE TEACHING WRITTEN COMMUNICATION". En International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1389.

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GOLUBIȚCHI, Silvia. "Evaluative aspects of written communication competence in primary grades". En Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p147-152.

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Writing is a form of communication, ubiquitous in contemporary society because we all write, edit texts, regardless of the degree of culture and civilization, social position or profession. Primary school students develop school products and cross-disciplinary products based on success criteria, thus forming written communication competence. The evaluation of written communication competence emphasizes the students' ability to use cognitive processing according to the learned content and evaluation criteria, which are presented in the form of exercises or will be reflected in concrete products. The following aspects are highlighted in the assessment activities: clear and correct presentation of the written text, respect for the general structure of the elaborated text, semantic correctness, grammatical correctness, stylistic correctness, the value of the communicated message, the lexical, grammatical and stylistic nuances of communication in linguistic situations.
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Lee, J., S. Mathur, J. Gerhart, C. M. Glover, E. Ritz, S. Basapur y J. A. Greenberg. "Written Communication and the ICU Team Experience (WRITE): An Implementation Study". En American Thoracic Society 2024 International Conference, May 17-22, 2024 - San Diego, CA. American Thoracic Society, 2024. http://dx.doi.org/10.1164/ajrccm-conference.2024.209.1_meetingabstracts.a1159.

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Prvan, Tania y Ayse Aysin Bilgin. "Statistics Projects and Their Importance in Developing Written Communication and Dissemination Skills". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t13b3.

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Higher education is changing with soft skills being implemented into the curriculum to prepare students for life after university. Students can be taught some of the soft skills by using a final-year, project-based assessment. One of the most valued soft skills by industry is communication. A statistics project is an essential component in ensuring that students have mastered communicating statistical findings in a non-technical manner suitable for a general audience. Students can become engaged in learning about communicating statistical results with carefully planned learning activities and project assessments. In this paper, we present scaffolded learning activities for improved statistical communication skills along with examples from student assessments.
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Tasic, Boza y John Hannah. "SUPPORTING WRITTEN COMMUNICATION SKILLS IN STATISTICS COURSES". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0834.

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Vetrinskaya, Viktoriya, Elena Malyuga y Elena Panicheva. "INSTRUCTIONAL TECHNIQUES IN TEACHING WRITTEN BUSINESS COMMUNICATION". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1817.

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Harada, Atsumu, Danushka Bollegala y Naiwala P. Chandrasiri. "Discrimination of human-written and human and machine written sentences using text consistency". En 2021 International Conference on Computing, Communication, and Intelligent Systems (ICCCIS). IEEE, 2021. http://dx.doi.org/10.1109/icccis51004.2021.9397237.

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Willis, Alistair, Patricia Charlton y Tony Hirst. "Developing Students' Written Communication Skills with Jupyter Notebooks". En SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366927.

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Hui, Julie y Michelle L. Sprouse. "Lettersmith: Scaffolding Written Professional Communication Among College Students". En CHI '23: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3544548.3581029.

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Pentangelo, Ciro, Francesco Ceccarelli, Niki Di Giano, Riccardo Arpe, Simone Piacentini, Andrea Crespi y Roberto Osellame. "Femtosecond-laser written universal quantum photonic processors". En Quantum Computing, Communication, and Simulation III, editado por Philip R. Hemmer y Alan L. Migdall. SPIE, 2023. http://dx.doi.org/10.1117/12.2650091.

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Informes sobre el tema "Written communication"

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Baker, Linda. Towards Enhancing Written Communication Skills in the Army: Cognitive and Metacognitive Perspective. Fort Belvoir, VA: Defense Technical Information Center, agosto de 1987. http://dx.doi.org/10.21236/ada197396.

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Ayallo, Irene. Thesis Review: Gender, Migration and Communication Networks. Unitec ePress, octubre de 2016. http://dx.doi.org/10.34074/thes.revw3478.

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In this thesis, reviewed by Irene Ayallo, ‘the author investigates the role of communication networks in the pre-and post-migration process of Latin American women resettled in New Zealand. This well-researched and skillfully written thesis begin from the premise that while the process of migration and resettlement is complex and challenging for all migrants, it is more demanding for women.
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Nishimaki, Kenta. Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1547.

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Scharffscher, Kristin Sørung. Fighting pandemics with enhanced risk communication: Messages, compliance and vulnerability during the COVID-19 outbreak (PAN-FIGHT): Summarised findings and recommendations. University of Stavanger, noviembre de 2022. http://dx.doi.org/10.31265/usps.256.

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This report is a product of the research collaboration project Fighting pandemics with enhanced risk communication: Messages, compliance and vulnerability during the COVID-19 outbreak (PAN-FIGHT). Project initiator and coordinator is The University of Stavanger, and main project partner institutions are the University of Geneva, Mid-Sweden University, King’s College London and DIALOGIK Germany. PAN-FIGHT is funded by the Research Council of Norway and has run from August 2020 to September 2022. Summarised findings and recommendations has been written and edited by Kristin S. Scharffscher with contributions from Ole Andreas Engen, Claudia Morsut, Mathilde Bourrier, Emma Comrie, Farnaz Mahdavian, Michael Deml, Evangelia Petridou, Jörgen Sparf, Frederic E. Bouder, Matan Shapiro, Darrick Evensen, George Warren, Sanjana Arora, Hilda Mjøll Gunnarsdottir, Susanna Öhman, Siri Wiig and Olena Koval.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva y Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Lebedenko, Nataliia. Комунікативні дієслова в текстах новинних повідомлень (за матеріалами інформаційного агентства «Укрінформ»). Ivan Franko National University of Lviv, marzo de 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11743.

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The article is devoted to the analysis of communicative verbs. Scientists analyzed communicative verbs in artistic texts, in biblical texts, and fairy tales. But there are no scientific works on verbs of speech in the language of the media. The Ukrainian language has all the means by which you can create a concrete and imaginative informational text. It is the verbs that make the text come alive. These are action words that improve the orality of the text. The research is based on the materials of the Ukrinform information agency. Speech verbs from 10 news reports for December 3, 2022 were analyzed. A total of 30 lexemes were recorded. They occur in the texts 73 times. And make up 31.2% of all verbs and 3.6% of all words. All verbs are divided into 22 groups according to semantics. The most common is the group with the meaning “to inform,”. Etymologically, 7 lexemes have borrowed roots, the rest are Proto-Slavic in origin. With the help of communicative verbs, journalists convey various shades of meaning and quality of someone else’s speech in the texts of news reports. The lexemes of oral speech penetrate into the written network text as well, creating new forms and platforms of communication. Prospects for further research are that there is a need to study communicative verbs in the language of traditional and new media, to make a comparative analysis of their use in different types of media, to trace the etymological connections between lexemes for more thorough conclusions. Key words: speech verbs, communicative verbs, news reports.
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Yatsymirska, Mariya y Bohdan Markevych. MEDIA TEXTS AND PERSUASION. Ivan Franko National University of Lviv, marzo de 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12170.

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Abstract. The article clarifies specific concepts of persuasion in media texts; describes new techniques of media influence based on materials of online publications; shows the role of expressive means of language and emotions in visual communication. In social communication, persuasive logos refer to meaningful words and thoughts conveyed through mass media and logically perceived as a reasonable persuasion to proper actions based on the principles of morality, ethics, and culture; informational and influential accents. In modern science (Philosophy, Psychology, Rhetoric, Linguistics), logos has acquired not only new meanings, but also has become an important concept of rational expression of free ideas, meanings, reflections. From this perspective, new media serve as the most concentrated source of logosphere and eidosphere creation, which should be thoroughly studied and analyzed every day. The research on multimedia texts, genre diversity, new platforms, and online publications has significantly contributed to the Media Studies. Techniques of persuasive communication, methods of argumentation, and verbal tools form a separate area of the research within the field. Unlike manipulation, persuasion is the conscious use of written or spoken language, interactive visualization, and infographics to influence someone’s beliefs, views, or actions; gain someone’s support, approve the suggested ways of behavior, intentions, etc. Means of persuasion in media texts serve as logical information accents aimed at the proper perception of the corresponding meanings. In general, factors of persuasion are to influence the masses and the motivation of their actions, modify views, and form public opinion. In journalism, these are meaningful words, thoughts, principles of high-quality narrative with the use of convincing arguments, facts and, most importantly, positive intentions for the readers. Persuasive media texts exclude manipulation of public opinion, trust and people’s inclination to perceive doctrines imposed on them. Keywords: persuasion, concept, visual information, social communication.
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Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell y Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.

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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in the 21st century where the combination of multisensory practices is both digital and multimodal. Unfortunately, while multimodal literacy has become an increasing focus in school curriculum, research has still largely remained focussed on the visual. The Sensory Orchestration for Multimodal Literacy Learning in Primary Education project, led by ARC Future Fellow Professor Kathy Mills, sought to address this research deficit. In addressing this gap, the project built an evidence base for understanding how students become critical users of sensory techniques to communicate through digital, virtual, and augmented-reality texts. The project has contributed to the development of new multimodal literacy programs and a next-generation approach to multimodality through the utilisation of innovative sensorial education programs in various educational environments including primary schools, digital labs, and art museums.
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García Marrugo, Alexandra I., Katherine Olston, Josh Aarts, Dashiell Moore y Syed Kaliyadan. SCANA: Supporting students’ academic language development at The University of Sydney. Journal of the Australian and New Zealand Student Services Association, junio de 2023. http://dx.doi.org/10.30688/janzssa.2023-2-01.

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In 2021, the Learning Hub at The University of Sydney launched the Student Communication and Needs Analysis (SCANA). This program of support consists of a screening language task and associated support interventions in first year units of study (UoS). The self-marking online screening tool developed by the Language Testing Research Centre at The University of Melbourne classifies students into three bands, with Band 1 identifying students at risk of academic failure due to insufficient language proficiency. All students in selected UoS are encouraged to take SCANA and offered academic language support according to their needs. Students identified in Band 1 are advised to attend discipline-specific support targeting the language issues associated with written assignments. These students are also informed about other offerings, such as one-on-one consultations, generic academic workshops, peer-facilitated programs, and self-access resources. Students in Bands 2 and 3 are also offered options according to their level. The results from Semester 1 2022 showed that students identified in Band 1 who attended at least two support workshops obtained, on average, 12 more points in their final grade and were up to five times less likely to fail than those in Band 1 who did not attend any workshops. These promising results have motivated faculty to expand the program from seven UoS in 2021 to 32 UoS in 2023.
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Abbas, Syed, Soha Karam, Megan Schmidt-Sane y Jennifer Palmer. Social Considerations for Monkeypox Response. Institute of Development Studies, junio de 2022. http://dx.doi.org/10.19088/sshap.2022.021.

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Given the health, social, and economic upheavals of the COVID-19 pandemic, there is understandable anxiety about another virus, monkeypox, quickly emerging in many countries around the world. In West and Central Africa, where the disease has been endemic for several decades, monkeypox transmission in people usually happens in short, controllable chains of infection after contact with infected animal reservoirs. Recent monkeypox infections have been identified in non-endemic regions, with most occurring through longer chains of human-to-human spread in people without a history of contact with animals or travel to endemic regions. These seemingly different patterns of disease have prompted public health investigation. However, ending chains of monkeypox transmission requires a better understanding of the social, ecological and scientific interconnections between endemic and non-endemic areas. In this set of companion briefs, we lay out social considerations from previous examples of disease emergence to reflect on 1) the range of response strategies available to control monkeypox, and 2) specific considerations for monkeypox risk communication and community engagement (RCCE). We aim for these briefs to be used by public health practitioners and advisors involved in developing responses to the ongoing monkeypox outbreak, particularly in non-endemic countries. This brief on social considerations for monkeypox response was written by Syed Abbas (IDS), Soha Karam (Anthrologica), Megan Schmidt-Sane (IDS), and Jennifer Palmer (LSHTM), with contributions from Hayley MacGregor (IDS), Olivia Tulloch (Anthrologica), and Annie Wilkinson (IDS). The brief was reviewed by Boghuma Titanji (Emory University School of Medicine). This brief is the responsibility of SSHAP.
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