Gotowe bibliografie tematyczne / Communicative knowing

Gotowa bibliografia na temat „Communicative knowing”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 30 stycznia 2023

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Artykuły w czasopismach na temat "Communicative knowing"

Rona Merita i Sony Eko Adisaputro. "Knowing Communication Strategy for Better Communication". J-KIs: Jurnal Komunikasi Islam 2, nr 2 (31.12.2021): 137–46. http://dx.doi.org/10.53429/j-kis.v2i2.336.

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Nowadays, the importance of communication is undeniable. In oral communication, the learners employ speaking skills which requires the mastery of communication strategies in order to solve the communication problems which they found during oral communication and to get across the communicative goals to the interlocutors. Unfortunately, speaking is still considered one of the most difficult skills to be acquired by English language learners. English learners need more practices and also strategies in communication. In addition, communication ability also influenced by some factors such as target language proficiency, learning and communicating contexts, task types, gender differences and learners’ personality. Driven by this condition, this paper is aimed to discuss theoretical framework about communication strategies and its development since firstly proposed by Tarone (1977). This paper is beneficial for English language practitioner and English language learners, ELT researcher as well.

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Woodfield, Casey L., i Justin E. Freedman. "Barriers to Knowing and Being Known: Constructions of (In)competence in Research". Research Articles 28, nr 2 (25.10.2021): 177–95. http://dx.doi.org/10.7202/1082924ar.

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In this paper, we examine the barriers to, and possibilities of, recognizing individuals labelled intellectually disabled as producers and contributors to knowledge about their experiences. Through engaging perspectives within the fields of philosophy of education and disability studies, we examine contrasting research about the use of facilitated communication, an augmentative and alternative communication technique for teaching people with disabilities to communicate through pointing, or typing with support provided by a communication partner. We examine how researchers impose demands for the scientific validation of facilitated communication and use such demands to discredit autistic people identified with intellectual disabilities in their attempts to be recognized as knowers and producers of knowledge. Our analysis calls into question whether self-imposed limitations on contemporary knowledge production render educational research (in)capable of accepting forms of evidence that will facilitate the agency of those labelled or regarded as intellectually disabled and (in)capable of providing consumers of educational research access to knowledge that reflects the wide range of communicative, neurocognitive , and intellectual diversity in schools and communities.

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Mishchuk, Inna, i Victoria Yushak. "FORMATION OF ENGLISH COMMUNICATIVE COMPETENCE OF HIGHER EDUCATIONAL ESTABLISHMENTS STUDENTS". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, nr 11(79) (29.09.2021): 210–12. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-210-212.

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Nowadays it is necessary to find effective techniques of teaching foreign languages. The article studies the ways of formation the English communicative competence of the Phylology students of higher educational establishments. Approaches to the definition of the notion of communicative competence, its contents and structure are considered. Communicative language teaching is understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. It is defined that the process of teaching students in higher educational establishments should be organized on the basis of the communicative approach: knowledge of English depends on the competence and ability to use it depending on the situation. It is stated that the communicative approach to learning increases the students’ motivation to acquire a foreign language and improves the efficiency of teaching. Communicative competence includes the following aspects of language knowledge: knowing how to use language for a range of different purposes / functions and vary the use of language according to the setting and the participants; knowing how to produce and understand different types of texts and how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies). The students want to master English to a higher level of accuracy and fluency to improve their further communicative skills in order to effectively carry out communication in the foreign language.

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de Ruiter, Jan Peter, Matthijs L. Noordzij, Sarah Newman-Norlund, Roger Newman-Norlund, Peter Hagoort, Stephen C. Levinson i Ivan Toni. "Exploring the cognitive infrastructure of communication". Experimental Semiotics 11, nr 1 (4.03.2010): 51–77. http://dx.doi.org/10.1075/is.11.1.05rui.

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Human communication is often thought about in terms of transmitted messages in a conventional code like a language. But communication requires a specialized interactive intelligence. Senders have to be able to perform recipient design, while receivers need to be able to do intention recognition, knowing that recipient design has taken place. To study this interactive intelligence in the lab, we developed a new task that taps directly into the underlying abilities to communicate in the absence of a conventional code. We show that subjects are remarkably successful communicators under these conditions, especially when senders get feedback from receivers. Signaling is accomplished by the manner in which an instrumental action is performed, such that instrumentally dysfunctional components of an action are used to convey communicative intentions. The findings have important implications for the nature of the human communicative infrastructure, and the task opens up a line of experimentation on human communication.

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Meppem, Tony, i Simon Bourke. "Different ways of knowing: a communicative turn toward sustainability". Ecological Economics 30, nr 3 (wrzesień 1999): 389–404. http://dx.doi.org/10.1016/s0921-8009(99)00053-1.

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Iverson, Joel O., i Robert D. McPhee. "Communicating Knowing Through Communities of Practice: Exploring Internal Communicative Processes and Differences Among CoPs". Journal of Applied Communication Research 36, nr 2 (maj 2008): 176–99. http://dx.doi.org/10.1080/00909880801923738.

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Дубинский i Vladimir Dubinskiy. "The Teaching of Non-verbal Language of Germans". Modern Communication Studies 4, nr 1 (17.02.2015): 29–35. http://dx.doi.org/10.12737/7776.

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The author aims at demonstrating non-verbal means of communication in the German language as well as showing the way they are used in everyday life and the specifics of teaching them further cross-cultural communication with Germans. Knowing non-verbal means of communication typical of native speakers means broadening the general knowledge of the student of the language and developing an active communicative approach to speech interaction.

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Sadiku, Alisa. "Improving non-native English students' communicative competence and collaboration skills through Virtual Simulations". International Journal of Business & Technology 5, nr 1 (1.11.2016): 1–4. http://dx.doi.org/10.33107/ijbte.2016.5.1.02.

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Knowing how to communicate in the target language is the main goal of most language learners. Furthermore, it is very challenging for teachers to bring real world communication experiences in classroom settings where English is not the native language. Hence, in this paper I explore the role of virtual simulations in promoting communicational and collaboration opportunities to non-native speakers of English. In my research, I describe how virtual worlds improve communicative and collaborative skills of non-native speakers of English. Moreover, I investigate how virtual worlds can create a learner centered environment where students take control of their own language production. And third, I explore how the affordances of virtual worlds can enhance non-native English students’ communication and collaboration by engaging them in contextual and authentic environment.

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Hillman, Thomas, i Roger Säljö. "Learning, knowing and opportunities for participation: technologies and communicative practices". Learning, Media and Technology 41, nr 2 (2.04.2016): 306–9. http://dx.doi.org/10.1080/17439884.2016.1167080.

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Дубинский i Vladimir Dubinskiy. "Kinema. Nonverbal language in a mimicry, a pose, behavioural manners". Modern Communication Studies 3, nr 4 (15.08.2014): 17–21. http://dx.doi.org/10.12737/5397.

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The author aims at demonstrating non-verbal means of communi- cation in the German language as well as showing the way they are used in everyday life and the specifics of teaching them further cross-cultural communication with Germans. Knowing non-verbal means of communication typical of native speakers means broadening the general knowledge of the student of the language and developing an active communicative approach to speech interaction.

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Rozprawy doktorskie na temat "Communicative knowing"

Charlebois, Cameron. "Practice as role enactment : managing purposive sophisticated cooperation". Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3603.

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This doctoral dissertation proposes a fuller, more inclusive account of practice than that which dominates current discourse on organizations, which typically turns upon occupations, professions and jobs as manifestations of publicly recognized roles or functions within organized activity, established as a function of prescribed divisions of labour and the application of skills and techniques, and assumes that people interact in the ways that their assigned roles and functions are planned to work as interrelated parts of a shared task. The approach here is a reflexive process akin to what Lévi-Strauss characterizes as ‘bricolage’, using ready-to-hand materials linking narrative, literature and argument, adding pieces iteratively in an open-ended building process over the course of the dissertation. The reflexive process entails (a) the act of writing narratives (derived from the author’s own management experiences in the private, public and voluntary sectors) so as to produce insights and themes of interest in relation to the broader theme of practice; and (b) readings of certain key works of the literature on organizations and organized activity (including Sarbin and Allen, Denzin, Wiley, Collins, Elias, Mead, Habermas, Stacey and Mintzberg) so as to expose practice-related themes relevant to the construction of an alternative account which proposes the following: (1) Practice in organizations is communicative in nature and entails the enactment of roles. Conventionally, enactment is taken to mean that the role-incumbent meets expectations set by decision-makers and premised on conformity to preset structures within a metaphorical organizational space. In an alternative account of practice, however, enactment can be more accurately framed as a dialectical process of co-emergence of role and organization by virtue of the local social interaction of the persons involved. (2) In active life the mutually-exclusive emergent process and the spatial organizational metaphor necessarily co-exist. Reframing role enactment opens a path to new understanding, such that role enactment and practice thus become problematized in that practitioners can be seen as holding a paradoxical position of some considerable relevance to practice. Today’s predominantly objectivist management thinking primarily stresses accountability for the communicative interaction of others within the organizational space. The reflexive processual approach contests the adequacy and exclusivity of this position, because managing as an emergent practice is more comprehensively communicative and open-ended. (3) The co-presence of both the objectivist and emergent accounts thus requires the manager paradoxically to hold both these views of role and organization at the same time in his or her experiences of managing. As paradox cannot be resolved, it is instead taken up by the manager-practitioner by virtue of the reflexivity central to all processes of communicative interaction. (4) It follows that acknowledging processes of enactment and the centrality of reflexivity in the practice of managing and bringing that to the attention of managers and management educators will enhance how managing sophisticated cooperation is understood and carried out.

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Sundqvist, Annette (Anett). "Knowing me, knowing you : Mentalization abilities of children who use augmentative and alternative communication". Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-61120.

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The present thesis investigated several components important to the understanding of mentalization for children who use augmentative and alternative communication (AAC). The result of the thesis demonstrated that non-verbal mental age correlated significantly with mentalization tasks, and that the participants did not significantly differ compared to a nonverbal age-matched group of children without disabilities. Different expression of active participation, which is necessary to be able to display mentalization in dialogue, was observed in analysed interaction. The children’s social networks were limited and consisted of very few peers, thus limiting the possibilities of active participation. The number of peers in the children’s social networks correlated significantly with aspects of the children’s mentalization ability. Children who use AAC display their mentalization abilities independently in social interaction and through e-mail messages to peers. A wider construct that will have relevance to mentalization in ordinary situations is described encompassing several different abilities. The development of these abilities is dependent on the child’s capacity for adapting a cognitive flexibility when reflecting and theorizing on what is happening in a given situation. The development of mentalization is also dependent on a child’s close friendships, active participation in interaction, functional language ability, and varied social networks consisting of both peers and adults.

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Gilmore, James N. "Knowing the Everyday| Wearable Technologies and the Informatic Domain". Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808846.

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This dissertation investigates how wearable technologies have come to matter for a variety of individuals, companies, and governments in the decade from 2007-2017. In particular, this dissertation argues that these devices are part of larger efforts to capture, know, and quantify the mundane practices of everyday life through an array of computation-based technologies. In doing so, they implicitly suggest that everyday life is no longer defined by its traditional theoretical conceptions of a domain of “excess,” unknowability, and qualitative character. Through four different case studies that emphasize different elements of life and bodily activity, this dissertation analyzes how the interactions between technologies and bodies legitimate some forms of knowing—such as the supposed certainty of big data’s predictive analytics—at the expense of other forms of knowing—such as the memory-oriented “recall” of diary writing. Each chapter, though based on concerns of experience and routine, explores how power, control, and resistance manifest in the routines of everyday life, and how these devices are designed, implemented, and discussed in ways that encourage the transformation of living into analyzable information. In each of my case studies—the hearing aid (and in particular the Soundhawk smart hearing system), the fitness tracker (in particular Fitbit), the wearable camera (in particular GoPro), and the identification band (in particular Disney Magic Band)—I treat wearable technology as an idea. Looking at advertisements, online blogs, magazine features, interviews, popular culture texts, and other sites of discourse, I examine how different organizations have promoted or critiqued these technologies for different goals, explaining how wearable technology has served as a means for 1) generating knowledge about how people live, 2) turning that knowledge into information that can be automatically analyzed by algorithms and other computational programs, and 3) use information as the basis to arbitrate decisions on what constitutes a normal or productive way of living. In analyzing the relationships between technologies, cultural discourses, and everyday life, I argue that media studies should consider the ways in which such bodily technologies mediate the everyday, taken-for-granted experiences of environments and social relationships.

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Polli, Andrea. "Communicating air : alternative pathways to environmental knowing through computational ecomedia". Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/889.

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This dissertation, Communicating Air: Alternative Pathways to Environmental Knowing through Computational Ecomedia, is the culmination of an art practice-led investigation into ways in which the production of ecomedia may open alternative pathways to environmental knowing in a time of urgent climate crisis. This thesis traces the author’s artistic, personal and political development across the period of study and presents an extended argument for greater public engagement with weather and climate science, greater public and private support for long-term collaborations between media art and climate science, and increased public open access to global weather and climate monitoring and computationally modelled data.

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Jenkins, Michele Lynn. "Embodied knowing and effective communication in the development of a choreography curriculum". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2656.

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Develops a choreography course curriculum to be implemented and evaluated for inclusion in the Chaffey College (a community college in San Bernardino County, California) dance program. Identifies and evaluates four core developmental areas of a well-designed choreography class: (1) communicative skill development through dance composition; (2) group problem-solving creative work; (3) integration of other arts with dance; and, (4) critical evaluation skills.

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Wilson, Erica Elise. "The Impact of Sports Team Players Knowing Each Other Well:Nonverbal Distinctiveness and Intra-team Communication". University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1374057858.

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Kethro, Philippa. "Pedagogical ways-of-knowing in the design studio". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004338.

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This research addresses the effect of pedagogical ways-of-knowing in higher education design programmes such as Graphic Design, Interior Design, Fashion, and Industrial Design. One problematic aspect of design studio pedagogy is communication between teachers and students about the aesthetic visual meaning of the students’ designed objects. This problematic issue involves ambiguous and divergent ways-of-knowing the design meaning of these objects. The research focus is on the design teacher role in design studio interactions, and regards pedagogical ways-of-knowing as the ways in which teachers expect students to know visual design meaning. This pedagogical issue is complicated by the fact that there is no agreed-upon corpus of domain knowledge in design, so visual meaning depends greatly on the social knowledge retained by students and teachers. The thesis pursues an explanation of pedagogical ways-of-knowing that is approached through the philosophy of critical realism. How it is that particular events and experiences come to occur in a particular way is the general focus of critical realist philosophy. A critical realist approach to explanation is the use of abductive inference, or inference as to how it is that puzzling empirical circumstances emerge. An abductive strategy aims to explain how such circumstances emerge by considering them in a new light. This is done in this study by applying Luhmann’s theory of the emergence of cognition in communication to teacher ways-of-knowing in the design studio. Through the substantive use of Luhmann’s theory, an abductive conjecture of pedagogical ways-of-knowing is mounted. This conjecture is brought to bear on an examination of research data, in order to explain how pedagogical ways of-knowing constrain or enable the emergence of shared visual design meaning in the design studio. The abductive analysis explains three design pedagogical ways-of-knowing: design inquiry, design representation and design intent. These operate as macro relational mechanisms that either enable or constrain the emergence of shared visual design meaning in the design studio. The mechanism of relation is between design inquiry, design representation and design intent as historical knowing structures, and ways-of-knowing in respect of each of these knowing structures. For example, design inquiry as an historical knowing structure has over time moved from ways-of-knowing such as rationalistic problem solving to direct social observation and later to interpretive cultural analysis. The antecedence of these ways-of-knowing is important because communication about visual meaning depends upon prior knowledge, and teachers may then reproduce past ways-of-knowing. The many ways-of-knowing that respectively relate to design inquiry, design representation and design intent are shown to be communicatively formed and recursive over time. From a Luhmannian perspective, these ways-of-knowing operate as variational distinctions that indicate or relate to the knowing structures of design inquiry, design representation and design intent. This is the micro-level operation of pedagogical ways-of-knowing as relational mechanisms in design studio communication. Design teachers’ own ways-of-knowing may then embrace implicit way-of-knowing distinctions that indicate the knowledge structures of design inquiry, design representation and design intent. This implicit indication by distinction is the relational mechanism that may bring design teachers’ expectation that this and not that visual design meaning should apply in communication about any student’s designed object. Such an expectation influences communication between teachers and students about the potential future meaning of students’ designs. Consequently, shared visual design meaning may or may not emerge. The research explanation brings the opportunity for design teachers to make explicit the often implicit way-of-knowing distinctions they use, and to relate these distinctions to the knowing structures thus indicated. The study then offers a new perspective on the old design pedagogical problem of design studio conflict over the meaning of students’ designs. Options for applying this research explanation in design studio interactions between students and teachers are therefore suggested.

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Webb, Tessa D. "Knowing Her Name: The Framing of Sexual Assault Victims and Assailants in News Media Headlines". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592171139720739.

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Haslem, Neal Ragnar, i neal@nealhaslem net. "The practice and the community: a proposition for the possible contribution of communication design to public space". RMIT University. Applied Communication, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080212.165002.

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The practice of communication design has developed from a visual-communication service industry into a multi-facetted profession, directly involved with the maintenance and creation of social and cultural capital. The ancestry of communication design has led to its continued perception as a neutral tool for the achievement of communication. This research project aims to investigate the possible contributions of communication design as a practice, if it were to re-align its goals towards supporting and facilitating the community within which it is practiced. This research project is about the communication designer and the communities within which they practice: clients; target markets; companies; managers; neighbourhood groups; groups in a particular place and time; communities of practitioners; and emergent or yet to emerge communities. The project investigates designer agency and the ways for a communication designer to work holistically within communities: being or becoming part of them; working through and with them toward the achievement of communication goals. As much as it is about communicating, it is also about community. It is about designers working as conduits, facilitating and enabling the communities of their practice to find expression. It is about a democratisation of communication design authorship and power. It is about the design process as an educational process - all parts and participants within a design projects' community learning and teaching simultaneously. The research project encompasses a series of component projects, across a range of different media, using a practice-led-research framework and a reflective practitioner methodology as the key investigative tool.

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Öhman, Anna. "Cykler och loopar i Salongen : En studie av återkoppling i frisörklassrummet". Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34993.

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Abstract: The interest in this empirical study aims at assessment, more precisely feedback as part of ordinary activities within hairdressing education. The study investigates feedback practices related to assessment of knowing during production, with focus on communication between student and teacher. Communication is regarded as interactively constructed and is investigated through a multimodal social semiotic perspective which implies studying verbal as well as nonverbal resources in meaning making. Speech and body movements are not subordinate to each other and are studied as contributing in communication on their own terms. Video observations were used to investigate feedback practices in the hairdressing classroom, during a couple of lessons when last year’s students received customers for various treatments. From one hour recording, a selection was made showing communication between student and teacher with joint focus of attention during production. The selection is based on the assumption of feedback as interactively constructed and represented in a multimodal way. The analysis of the feedback practice shows a multifaceted result, since each interaction between a student and a teacher is unique. Nevertheless, a recurrent pattern of feedback construction could be discerned. Three important functions of feedback were distinguished, that of control, instruction and evaluation. Furthermore, these functions interact in temporal processes of cycles and loops. The core of feedback practice is found within the loop, where questions and wonders from the student are brought into a joint investigation.
Baksidestext: Cykler och loopar i Salongen handlar om återkoppling i yrkesgymnasiet, närmare bestämt på hantverksprogrammets frisörutbildning. Återkoppling studeras genom videoobservationer av kommunikation mellan lärare och elev under pågående undervisning, där elever arbetar med olika hårvårdsbehandlingar på kunder. Återkoppling görs genom olika meningsskapande resurser. Det verbalspråkliga är bara en del av kommunikationen. Kroppsrörelser, blickar och olika redskap används också för att kommunicera av både elev och lärare. Mönster i form av olika återkopplingsfunktioner och cykliska processer kan urskiljas i kommunikationen mellan lärare och elev. I det cykliska uppstår ibland loopar, som utgörs av händelser där något moment blir uppmärksammat i ett gemensamt utforskande. Looparna utgår från elevens frågor och funderingar och betraktas därför som centrala i återkopplingspraktiken. Studien bidrar med beskrivningar av den dagliga klassrumskommunikationen, där bedömning och undervisning är sammanvävda förlopp. Den riktar sig till forskare och lärare inom yrkesutbildning och andra skolformer, men också till övriga läsare med intresse för bedömningsfrågor och återkopplingspraktik. Licentiatuppsatsen är skriven inom ramen för Lic-forskarskolan i yrkesämnenas didaktik.
Intresset i denna studie är riktat mot klassrumsbaserad bedömning, närmare bestämt återkoppling som en del av den dagliga undervisningen. Studien undersöker återkopplingspraktik i frisörklassrummet relaterad till bedömning av kunnande under pågående arbete, med fokus på kommunikationen mellan lärare och elev. Kommunikationen betraktas som interaktivt konstruerad och studeras ur ett multimodalt perspektiv utifrån socialsemiotisk teori. Det innebär att återkoppling studeras både verbalt i samtalsform, men även icke-verbalt i form av bland annat gester, artefakter och blickar. De betraktas i detta perspektiv som jämbördiga resurser i meningskonstruktionen. Videoobservationer har därför varit ett lämpligt sätt att undersöka återkopplingspraktik i frisörklassrummet. Detta har gjorts under några lektionspass när elever i åk. 3 hade kundmottagning. Utifrån en timmes inspelningar, har urval gjorts som visar kommunikation mellan lärare och elev med gemensamt uppmärksamhetsfokus på ett pågående arbete. Urvalet baseras på grundantagandena om återkoppling som interaktivt konstruerad och multimodalt representerad. Analysen av återkopplingspraktiken visar på ett mångfacetterat resultat eftersom varje interaktion mellan lärare och elev är unik, således också deras kommunikation. Ändå har återkopplingspraktiken visat sig vara konstruerad enligt vissa återkommande mönster. Tre centrala återkopplingsfunktioner har kunnat urskiljas: den kontrollerande, den instruerande och den värderande, utgående från handlingar som kännetecknar dem. Vidare samspelar dessa över tid i cykliska processer och loopar. I looparna tas elevens frågor och behov tillvara i ett gemensamt utforskande. De kan betraktas som själva kärnan i återkopplingspraktiken.

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Książki na temat "Communicative knowing"

Therapeutic communication: Knowing what to say when. New York: Guilford Press, 1993.

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Therapeutic communication: Knowing what to say when. Wyd. 2. New York: Guilford Press, 2011.

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Landau, Jennifer. The right words: Knowing what to say and how to say it. New York: Rosen Pub., 2012.

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A woman's guide to changing her man: Without his even knowing it. New York: Golden Books, 1998.

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Willinsky, John. Technologies of knowing: A proposal for the human sciences. Boston, Mass: Beacon Press, 1999.

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Reaves, Chuck. Never take money from a stranger: "how knowing your customer leads to sales success". Dubuque, Iowa: Kendall/Hunt Pub. Co., 1993.

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Raggiunti, Renzo. Language, known and unknown: How and why we speak. Braunschweig: Ars & Scientia, 1998.

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Dick, Samson, red. Ask for the moon--and get it!: The secret to getting what you want by knowing how to ask. New York: Putnam, 1987.

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A smart girl's guide to knowing what to say: Finding the words to fit any situation. Middleton, WI: American Girl, 2011.

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Zavalani, Tomor Sali. CyberGlyphs: Formerly known as Jet era glyphs : a pictographic communication system. Woodland Hills, CA (21200 Ventura Blvd., Woodland Hills 91364): T.S. Zavalani, 1995.

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Części książek na temat "Communicative knowing"

Focaroli, Valentina, i Jana M. Iverson. "Children’s Object Manipulation: A Tool for Knowing the External World and for Communicative Development". W Studies in Applied Philosophy, Epistemology and Rational Ethics, 19–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66881-9_2.

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Zelan, Karen. "Cognition and Communication". W The Risks of Knowing, 163–98. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0612-0_6.

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McMahon, Tim P. "Knowing Is Doing". W Fostering Employee Buy-In Through Effective Leadership Communication, 51–74. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195122-3-5.

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Zaltz, Tova. "An alternative way to communicate". W Madness or Knowing the Unbearable Truth, 62–78. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429449338-6.

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Mawson, Chris. "Anxiety, communication and the mind". W Psychoanalysis and Anxiety: From Knowing to Being, 35–42. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429055812-3.

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Nicotera, Anne M. "Paradigms: Ways of Knowing in Organizational Communication". W Origins and Traditions of Organizational Communication, 71–86. First edition. | New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780203703625-5.

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Medvecky, Fabien, i Joan Leach. "Knowing and Ignoring: The Utility of Information". W An Ethics of Science Communication, 53–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32116-1_6.

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Petersen, Nils Braad. "Knowing as learning in Communities of Practice (CoP)". W Knowledge Communication in Global Organisations, 129–40. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003015925-9.

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Sinha, Dipankar. "Un/Known". W Pandemic, Governance and Communication, 12–36. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003247388-2.

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Hetland, Per. "Citizen Science as Participatory Science Communication". W Science Cultures in a Diverse World: Knowing, Sharing, Caring, 47–61. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5379-7_2.

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Streszczenia konferencji na temat "Communicative knowing"

Vaidya, Sahaj, i Aritra Dasgupta. "Knowing what to look for: A Fact-Evidence Reasoning Framework for Decoding Communicative Visualization". W 2020 IEEE Visualization Conference (VIS). IEEE, 2020. http://dx.doi.org/10.1109/vis47514.2020.00053.

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Crespo, Begoña, i Angela Llanos Tojeiro. "EMI Teacher Training at the University of A Coruña". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8117.

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TThe aim of this paper is to offer an overview of how an EMI (English as a Medium of Instruction) programme was designed at the University of A Coruña (Spain) to implement courses taught in English by its teaching staff. The final goals of this initiative were twofold: to attract an increasing number of foreign students through mobility or as new admissions; and to promote internationalisation at home for both students and lecturers. Some of the steps taken in this process (from coaching to EMI) are explained as well as the principles on which a particular teaching methodology for non-native speakers of English is based. Content knowledge and a B2 level of English is presupposed, but a further level of teacher professionalism is aspired to, involving commitment, reflection, responsibility. A shift in focus, from teacher- to student-centred learning is required. Instructors should show their students how to learn and guide them along their learning paths. This implies a shift in the original mindset that is strongly rooted in particular teaching traditions. Communicative competence is also a key factor: knowing how to transmit and communicate is at least as important as the material content itself, and lecturers should be good communicators.

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Cantoni, Lorenzo. "Knowing Your Online Readership, Organizing Your Communication". W 2006 8th IEEE International Workshop on Web Site Evolution. IEEE, 2006. http://dx.doi.org/10.1109/wse.2006.11.

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Ring, Felix, Reinhard Exel, Tobias Muller i Nikolaus Kero. "Control loop optimization - Knowing your environment". W 2014 IEEE International Symposium on Precision Clock Synchronization for Measurement, Control, and Communication (ISPCS). IEEE, 2014. http://dx.doi.org/10.1109/ispcs.2014.6948695.

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Wilkinson, V. A. "Tacit knowing and presentation: The gateway to complexity". W 2009 IEEE International Professional Communication Conference (IPCC 2009). IEEE, 2009. http://dx.doi.org/10.1109/ipcc.2009.5208674.

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Gharamah, Abdulrahman, Mohamad Fauzan Noordin, Najma Imtiaz Ali, Imtiaz Ali Brohi i Zeki Akram M. "Knowing What You Know about Your Faith". W 2018 International Conference on Information and Communication Technology for the Muslim World (ICT4M). IEEE, 2018. http://dx.doi.org/10.1109/ict4m.2018.00011.

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Dias, Grazielle Suhett, Aline Sereia, Lais Yamanaka, Paloma Rubin, Ana Christof i Luiz Felipe Valter de Oliveira. "Probiome: knowing our second genome, the gut microbiota". W XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.638.

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The gut microbiota a plays an important role in the physiology and pathology of the human body. In recent years, studies are unraveling how the gut microbiota influences not only health and gastrointesPnal disorders, but also other distal organs and systems. Recently, studies are been showing that gut’s bacteria can affect central nervous system physiology and inflammaPon. The gastrointesPnal tract and the nervous system communicate each other through a bidirecPonal signaling network known as brain-intesPne axis. This network is made up of mulPple connecPons that include vagus nerve, immune system and metabolisms, such as metabolites and products derived from intesPnal bacteria. Depression, MulPple Sclerosis, Alzheimer’s, Parkinson’s Disease and AuPsPc Spectrum Disorders are among the most studied neurological condiPons in the gut microbiota field. BiomeHub is a biotechnology StartUP that pioneered the development and performance of analyzes based on cuXngedge genomics and bioinformaPcs technologies applied to microbiology. The company developed the first validated Brazilian intesPnal microbiome test, which all steps are performed in Brazil, in its own infrastructure, using the state of the art in DNA sequencing technologies and analysis of biological data. Probiome is a molecular test capable of detecPng the complex bacteria community that make up the IntesPnal Microbiota, by sequencing the DNA of these bacteria. The growing knowledge accumulaPon about human microbiome allowed rapid advances and it has been building a solid foundaPon for the development of prognoses, diagnoses and clinical intervenPons, while it creates a new paradigm in personalized medicine. Probiome enables a targeted medical and nutriPonal approach through cross-checking between the profile data of the gut microbiota and the paPent clinical condiPons, assisPng in the elaboraPon of more accurate diets and therapies, selecPon of probioPcs and prebioPcs, among other approaches to gut microbiota intervenPons.

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Agaiby, Hany, i Thomas J. Moir. "Knowing the wheat from the weeds in noisy speech". W 5th European Conference on Speech Communication and Technology (Eurospeech 1997). ISCA: ISCA, 1997. http://dx.doi.org/10.21437/eurospeech.1997-114.

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Will, Newton C., Tiago Heinrich, Amanda B. Viescinski i Carlos A. Maziero. "A Trusted Message Bus Built on Top of D-Bus". W Simpósio Brasileiro de Segurança da Informação e de Sistemas Computacionais. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/sbseg.2020.19236.

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A wide range of applications use Inter-Process Communication (IPC) mechanisms to communicate between each other or between their components running in different processes. A well-known IPC mechanism in UNIX-like systems is D-Bus, which allows processes to communicate by receiving and routing messages. Despite being widely used, such system lacks mechanisms to provide end-to-end data confidentiality. In this paper we propose the use of Intel Software Guard Extensions (SGX) to provide a trusted communication channel between local applications over the D-Bus message bus system. We obtained stronger security guarantees in message confidentiality and integrity while keeping a small Trusted Computing Base (TCB) and compatibility with the reference D-Bus system.

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Rachmanto, Daulat, Ibnu Asror i Anisa Herdiani. "Knowing Opposing Arguments in Persuasive Essays Using Random Forest Classifier". W 2020 8th International Conference on Information and Communication Technology (ICoICT). IEEE, 2020. http://dx.doi.org/10.1109/icoict49345.2020.9166425.

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Raporty organizacyjne na temat "Communicative knowing"

Allison-Cassin, Stacy, Sean Hillier, Alan Odjig Corbiere, Deborah McGregor i Joy Kirchner. Perspectives on Openness: Honouring Indigenous Ways of Knowing. Chair Rosa Orlandini. York University Libraries, październik 2020. http://dx.doi.org/10.25071/10315/38038.

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York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.

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Lubkovych, Igor. METHODS OF JOURNALISTIC COMMUNICATION. Ivan Franko National University of Lviv, marzec 2021. http://dx.doi.org/10.30970/vjo.2021.50.11096.

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Journalistic communication is professional, its purpose is to obtain information and share it withthe audience. A journalist communicates when he intends to receive information directly from the interlocutor, from documents that the interlocutor has, or by observing the behavior of the interlocutor during the conversation. The most common method is communication in order to obtain verbal information. In the course of communication, a journalist succeeds when he adheres to politeness, clarity, brevity. It is important that the conditions of communication must be prepared or created: a place of communication, participants of communication, demonstration of listening skills, feedback. You should always try to get documentary evidence of what you have heard. An active reaction to what is heard by the journalist should be used to find out how much the interlocutor understands what is being said. At the beginning of the conversation, when the interlocutor expresses his attitude to the event or problem in question, it should not be interrupted. A journalist, like most people, often makes two mistakes when communicating: perceives as truth what is presented and attributes characteristics. Attribution of the characteristic as a psychological error is known since the beginning of the last century. And the perception of everything as the truth has long been inherent in our society.

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Santoro, Fabrizio. Visual Nudges: How Deterrence and Equity Shape Tax Compliance Attitudes and Behaviour in Rwanda. Institute of Development Studies, sierpień 2022. http://dx.doi.org/10.19088/ictd.2022.011.

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The empirical evidence on the drivers of compliance is expanding quickly, but there is less evidence from low-income countries. Mass-media communication channels are a cheap option that budget-constrained revenue administrations can use to communicate with taxpayers. However, very little is known about the effectiveness of such tools in improving compliance. This paper starts to address this gap by testing the impact of two short animated videos on tax matters – one focusing on deterrence and the other on equity – that were used in a survey experiment. Using a unique dataset of survey and administrative data from Rwandan taxpayers, we are able to measure the impact on compliance perceptions and behaviour. We document two significant results. First, both videos are effective in improving perceptions around enforcement and equity. Second, only the deterrence video translates into more tax being remitted – the equity appeal fails to raise more revenue. We investigate the mechanisms behind this response, and show that prior behaviour of taxpayers might explain the different responses to our deterrence and equity treatments. Our intervention is highly cost-effective and easily scalable.

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McPhedran, R., K. Patel, B. Toombs, P. Menon, M. Patel, J. Disson, K. Porter, A. John i A. Rayner. Food allergen communication in businesses feasibility trial. Food Standards Agency, marzec 2021. http://dx.doi.org/10.46756/sci.fsa.tpf160.

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Background: Clear allergen communication in food business operators (FBOs) has been shown to have a positive impact on customers’ perceptions of businesses (Barnett et al., 2013). However, the precise size and nature of this effect is not known: there is a paucity of quantitative evidence in this area, particularly in the form of randomised controlled trials (RCTs). The Food Standards Agency (FSA), in collaboration with Kantar’s Behavioural Practice, conducted a feasibility trial to investigate whether a randomised cluster trial – involving the proactive communication of allergen information at the point of sale in FBOs – is feasible in the United Kingdom (UK). Objectives: The trial sought to establish: ease of recruitments of businesses into trials; customer response rates for in-store outcome surveys; fidelity of intervention delivery by FBO staff; sensitivity of outcome survey measures to change; and appropriateness of the chosen analytical approach. Method: Following a recruitment phase – in which one of fourteen multinational FBOs was successfully recruited – the execution of the feasibility trial involved a quasi-randomised matched-pairs clustered experiment. Each of the FBO’s ten participating branches underwent pair-wise matching, with similarity of branches judged according to four criteria: Food Hygiene Rating Scheme (FHRS) score, average weekly footfall, number of staff and customer satisfaction rating. The allocation ratio for this trial was 1:1: one branch in each pair was assigned to the treatment group by a representative from the FBO, while the other continued to operate in accordance with their standard operating procedure. As a business-based feasibility trial, customers at participating branches throughout the fieldwork period were automatically enrolled in the trial. The trial was single-blind: customers at treatment branches were not aware that they were receiving an intervention. All customers who visited participating branches throughout the fieldwork period were asked to complete a short in-store survey on a tablet affixed in branches. This survey contained four outcome measures which operationalised customers’: perceptions of food safety in the FBO; trust in the FBO; self-reported confidence to ask for allergen information in future visits; and overall satisfaction with their visit. Results: Fieldwork was conducted from the 3 – 20 March 2020, with cessation occurring prematurely due to the closure of outlets following the proliferation of COVID-19. n=177 participants took part in the trial across the ten branches; however, response rates (which ranged between 0.1 - 0.8%) were likely also adversely affected by COVID-19. Intervention fidelity was an issue in this study: while compliance with delivery of the intervention was relatively high in treatment branches (78.9%), erroneous delivery in control branches was also common (46.2%). Survey data were analysed using random-intercept multilevel linear regression models (due to the nesting of customers within branches). Despite the trial’s modest sample size, there was some evidence to suggest that the intervention had a positive effect for those suffering from allergies/intolerances for the ‘trust’ (β = 1.288, p<0.01) and ‘satisfaction’ (β = 0.945, p<0.01) outcome variables. Due to singularity within the fitted linear models, hierarchical Bayes models were used to corroborate the size of these interactions. Conclusions: The results of this trial suggest that a fully powered clustered RCT would likely be feasible in the UK. In this case, the primary challenge in the execution of the trial was the recruitment of FBOs: despite high levels of initial interest from four chains, only one took part. However, it is likely that the proliferation of COVID-19 adversely impacted chain participation – two other FBOs withdrew during branch eligibility assessment and selection, citing COVID-19 as a barrier. COVID-19 also likely lowered the on-site survey response rate: a significant negative Pearson correlation was observed between daily survey completions and COVID-19 cases in the UK, highlighting a likely relationship between the two. Limitations: The trial was quasi-random: selection of branches, pair matching and allocation to treatment/control groups were not systematically conducted. These processes were undertaken by a representative from the FBO’s Safety and Quality Assurance team (with oversight from Kantar representatives on pair matching), as a result of the chain’s internal operational restrictions.

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Martínez Villarreal, Déborah, Cristina Parilli, Carlos Scartascini i Alberto Simpser. Research Insights: Unintended Byproducts of News Coverage about Noncompliance: A Social Norms Exploration. Inter-American Development Bank, maj 2021. http://dx.doi.org/10.18235/0003256.

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Social norms used in communications can help/hurt compliance with public health guidelines. In Mexico, a survey experiment was conducted to explore the knowledge-behavior gap in social distancing noncompliance. Despite believing that attending social gatherings is inappropriate, communicating to a person that friends are highly likely to attend the party increases the probability of generalizing others attendance and possibly their own. Believing that it is appropriate to attend a party during COVID-19 and knowing that most friends will go does not make one more likely to guess that a person will attend that party than if one believed it was not appropriate to attend the party. This represents a contradiction.

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Robayo Botiva, Diana María. Brief Current Context of the Types of Electronic Commerce in Colombia. Ediciones Universidad Cooperativa de Colombia, kwiecień 2021. http://dx.doi.org/10.16925/gclc.17.

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In the current context, e-commerce has improved significantly as consumers have increased online shopping in different sectors of the economy. Therefore, the term “e-commerce” is becoming increasingly well-known and relevant for conducting business transactions. In addition, the current context of the COVID-19 pandemic has contributed to the extreme growth of e-commerce, and in the long term it will be a vital part of companies to achieve a greater competitive advantage as it offers benefits to the end consumer. However, it is important to note that there will be technological and non-technological limitations that will affect its growth. Nevertheless, the advance of information and communication technologies (ICTS) will tend to correct these limitations, consolidating the generalized increase of e-commerce worldwide. Consequently, it is pertinent that students of economics, administrative and accounting sciences, engineering, among others, expand their knowledge in e-commerce and thus be at the forefront of the different issues surrounding the digital transformation in companies and the digital economy.

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Martínez, Déborah, Cristina Parilli, Carlos Scartascini i Alberto Simpser. Let's (Not) Get Together!: The Role of Social Norms in Social Distancing during COVID-19. Inter-American Development Bank, luty 2021. http://dx.doi.org/10.18235/0003044.

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While effective preventive measures against COVID-19 are now widely known, many individuals fail to adopt them. This paper provides experimental evidence about one potentially important driver of compliance with social distancing: social norms. We asked each of 23,000 survey respondents in Mexico to predict how a fictional person would behave when faced with the choice about whether or not to attend a friend's birthday gathering. Every respondent was randomly assigned to one of four social norms conditions. Expecting that other people would attend the gathering and/or believing that other people approved of attending the gathering both increased the predicted probability that the fictional character would attend the gathering by 25% in comparison with a scenario where other people were not expected to attend nor to approve of attending. Our results speak to the potential effects of communication campaigns and media coverage of, compliance with, and normative views about COVID-19 preventive measures. They also suggest that policies aimed at modifying social norms or making existing ones salient could impact compliance.

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Scialabba, Nadia El-Hage, Sarah Zitterbarth i Tavseef Mairaj Shah. State of the Debate on Agri-Food Systems Transformation. TMG Research gGmbH, 2023. http://dx.doi.org/10.35435/1.2023.2.

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TMG Research gGmbH aims to help develop a more systematic understanding of how agri-food systems can be transformed as part of a project on the Assessment and Communication of Climate Impacts of Food (CLIF), funded through the International Climate Initiative (IKI) of the German Federal Ministry for the Environment, Nature Conservation, Nuclear Safety and Consumer Protection (BMUV) and jointly implemented with corsus and WWF Germany. This project promotes sustainable consumption patterns and helps companies, policymakers, and consumers choose more sustainable options in relation to food. The main contribution of TMG to this project is in developing a more systematic understanding of how to transform agri-food systems by publishing a series of strategic reports on the current status of agri-food systems and the likely drivers and agents of their transformation. This report is part of the FORESEE (4C) series on The Transformation of Agri-Food Systems in Times of Multiple Crises, which explores the current agri-food system in light of challenges linked to the four crises known as the 4 Cs (Climate, Covid-19, Conflict, and Cost of externalities). This part of the series reviews the state of the debate around agri-food systems transformation from the perspective of different organisations that represent a wide range of actors and stakeholders. Furthermore, this report provides an overview of the different proposed approaches to achieving the goals of agri-food system transformation aligned to the themes of people, planet, and prosperity. The report was drafted by TMG in consultations with an extended group of experts.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, lipiec 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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Brown, Dustin, Jitinder Kohli i Samantha Mignotte. TOOLS AT THE CENTRE OF GOVERNMENT:RESEARCH AND PRACTITIONERS' INSIGHTS. People in Government Lab, wrzesień 2021. http://dx.doi.org/10.35489/bsg-peoplegov-ri_2021/002.

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In this paper, the authors look at how the 'centre of government' (defined as "the people and organisations that support the head of government as the ‘guardians of overall strategic direction of government’, which often includes the president’s or prime minister’s offices as well as Cabinet, budget offices, etc") can add value from their position and with the tools available to them. The COVID-19 pandemic has highlighted the critical role not just of government generally, but in particular the essential role the centre of government must play to coordinate, communicate with the public, and navigate new problems that no longer respect the organisational boundaries we have created over time. More generally, the problems that governments need to solve are increasingly complex and horizontal, yet government is organised by vertical institutions and hierarchies. Whether handed down as a special assignment by a political leader or self-driven as part of their role, staff in the centre of government are responsible for driving forward progress on the government’s top priorities. With easy access to senior government leaders, but relatively small budgets and staff, the centre of government has a very different set of tools than other agencies. The authors present ten tools across four clusters that centres of governments can deploy: Cluster 1 tools – Planning from the centre: defining success and setting up agencies to improve Cluster 2 tools – Governing from the centre: creating structures to drive improvements Cluster 3 tools – Improving implementation from the centre: creating routines and driving change Cluster 4 tools – Improving service delivery from the centre: supporting and offering provision of cross-cutting services The tools presented focus on specific actions that the centre of government can take to drive a priority area for a leader. They go beyond the traditional areas of responsibility that are more well known that inherently sit with the centre of government.

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