Academic literature on the topic 'Communicative awareness'
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Journal articles on the topic "Communicative awareness"
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Thomas, Andrew L. "Communicative grammar awareness development in language education." Australian Review of Applied Linguistics 11, no. 1 (1988): 121–33. http://dx.doi.org/10.1075/aral.11.1.10tho.
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Abstract The ambiguity in the title is meaningful in the following way: ‘Communicative Grammar’ describes the relationship between the rules of grammar and the pragmatic principles of communication. ‘Communicative Development’ of awareness of this relationship is a procedure which involves learners in solving problems of communicative grammar, as an individual, group and class activity. Learners for whom this procedure is most appropriate include advanced students of language, language teachers and language teacher educators, rather than language learners, whose need is to acquire language competence rather than awareness. The paper describes, exemplifies and justifies the process and the product.
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Shayeekh-Us-Saleheen, Md. "Teachers’ Awareness and Current Practice of Communicative Activities in Bangladeshi Universities." Crossings: A Journal of English Studies 3, no. 1 (2011): 235–50. http://dx.doi.org/10.59817/cjes.v3i1.353.
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Many applied linguists and researchers regard Communicative Language Teaching (CLT) as one of the most effective approaches to ELT and they have experienced that the variety of activities (e.g. warming-up exercises, interviews, games, role plays, simulations, problem-solving tasks, ranking exercises) compatible with a communicative approach is unlimited. Such activities engage learners in communication and offer them an opportunity to practice their communication skills meaningfully in different contexts and by taking on different roles. Bangladesh embraced Communicative Language Teaching (CLT) in the 1990s in order to improve the declining standards of English in the country and it is most likely that when asked to name the methodology the teachers make use of in their classrooms, the majority of language teachers today assert “communicative” as the methodology of choice. But the question is how far the teachers have practiced communicative activities in the class and how they experience it while practicing it in the classroom. Hence, this paper will present teachers’ awareness and current practice of communicative activities in Bangladeshi universities. In addition, it will try to focus on some potential problems of using communicative activities in Bangladesh context and suggest ways of overcoming limitations to cope with the context. It is based on a questionnaire which looked at classroom procedures teachers currently use as part of their English language teaching.
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Cavalheiro, Lili. "Developing Intercultural Communicative Competence in ELF Communication." ELOPE: English Language Overseas Perspectives and Enquiries 12, no. 1 (2015): 49–60. http://dx.doi.org/10.4312/elope.12.1.49-60.
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The traditional notion of English as a foreign language solely for communicating with native speakers can no longer be applied in a world that is constantly changing, hence paving the way for an alternative use of the language known as English as a lingua franca. As a result, instead of focusing only on grammatical correctness, research into language pedagogy has also come to recognize the importance of exploring bottom-up learning processes, and developing intercultural communicative competence (ICC) and more communicative-based methods. Nowadays, it is essential to acquire the knowledge, skills, attitudes and critical cultural awareness necessary to communicate successfully. To show the importance of integrating ICC in language pedagogy, a recording from the Vienna-Oxford International Corpus of English is analysed here to demonstrate the significance of developing critical awareness as well as several communicative strategies, so that language learners can afterwards have the necessary ICC to interact in today’s multi-lingual/cultural society.
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Duneva, Doroteya. "Influence of Adolescent Emotionality on Communicative Effectiveness." Diogenes 33, no. 1 (2025): 68–89. https://doi.org/10.54664/zuhs4492.
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The article examines the influence of emotions on communicative behavior in adolescence. The emotional intensity and sensitivity characteristic of this period often lead to difficulties in communicating with peers and adults. Unconscious or suppressed emotions become a barrier to effective communication and mutual understanding. The importance of emotional awareness and the ability to express feelings as a basis for developing communication competence and building fulfilling relationships is emphasized.
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Hansen, Ejvind. "Communicative In-Betweens of Email Communication." Techné: Research in Philosophy and Technology 13, no. 1 (2009): 13–26. http://dx.doi.org/10.5840/techne20091312.
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In this paper I seek to deconstruct internet-based communication. I highlight Derrida’s focus on the margins and in-betweens of communication, and relate it to the genre of e-mail. I argue (i) that the silence between the dialogic turns becomes more marked, while (ii) the separation of present and previous statements becomes less marked. The visibility of the silence between the turns (i) can be a resource for increased awareness of how communicative exchanges are shaped by selfarrangements and -presentations. The dissolution of the separation between present and previous statements (ii) can be a source for unfruitful quarrels.
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Odintsova, S. А. "Formation of primary school students’ communicative skills based on teambuilding: potential and awareness assessment." Bulletin of the Karaganda university Pedagogy series 11429, no. 2 (2024): 118–29. http://dx.doi.org/10.31489/2024ped2/118-129.
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In the article the importance of communication in the infancy of mankind was emphasized for conducting joint economic activity, survival in harsh and dangerous conditions, and in the modern world — for achieving professional goals. The authors note that the society has formed a social order to the education system to develop a competitive personality possessing the basic skills and competencies of the XXI century, one of which is the ability to communicate — to socialize and to cooperate. Based on the analysis of scientific and pedagogical literature and normative documents, it was concluded that it was necessary for the implementation of social orders to pay due attention to the formation of students’ communicative skills. In pedagogical theory and practice, researchers use game technologies, the project method, staging and theatricalization of works of fiction, situational exercises and tasks aimed at the formation of communicative skills. The authors of the article consider the formation of communication skills of younger schoolchildren based on team building. Within the framework of this study, a survey among primary school teachers was conducted and results about the teambuilding awareness, its opportunities in forming student communicative skills were presented
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Besen Pereira, Thiago Túlio. "The pragmatics of emoji in awareness campaigns." SOCIAL REVIEW. International Social Sciences Review / Revista Internacional de Ciencias Sociales 13, no. 1 (2025): 75–84. https://doi.org/10.62701/revsocial.v13.5449.
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This article explores the pragmatic functions of emoji in online awareness campaigns within the framework of digital communication, a key element of contemporary capitalism. Emojis, often perceived as decorative symbols, serve crucial communicative roles, such as expressing emotions, enhancing text, and shaping meaning through context. Drawing from Austin’s Speech Act Theory and Brown and Levinson’s Politeness Theory, the study analyzes five English-language awareness campaigns produced between 2014 and 2024. These campaigns use emojis strategically to reinforce messages and engage audiences across social media platforms. The article aims to contextualize emoji in digital discourse, outline their communicative potential in hybrid messages (text, audio, image), and show how they function pragmatically within structured speech acts. The research contributes to the broader field of linguistic studies by highlighting emoji as significant tools in virtual communication, particularly in digital campaigns that seek to raise awareness on social issues and foster public engagement
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Fabre-Merchan, Paolo, Gabriela Torres-Jara, Francisco Andrade-Dominguez, Ma Jose Ortiz-Zurita, and Patricio Alvarez-Munoz. "A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners’ (ELL) Communicative Competences." English Language Teaching 10, no. 12 (2017): 83. http://dx.doi.org/10.5539/elt.v10n12p83.
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Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this issue comes from the concern or fear to mispronounce any word, considering that English manages some variations on its phonetic alphabet, which differs from other languages. Therefore, it becomes necessary for ELLs the acquisition of English phonemic awareness to improve their pronunciation, fluency, and confidence when orally communicating in English. Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students’ communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers’ experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners’ (ELL) communicative competences.
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Luo, Rui. "Cultivating Junior High School Students’ Intercultural Communicative Competence Aiming at the Cultural Awareness Goals in English Curriculum Standards for Compulsory Education (2022)." International Journal of Education and Humanities 7, no. 2 (2023): 13–18. http://dx.doi.org/10.54097/ijeh.v7i2.5252.
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Based on English Curriculum Standards for Compulsory Education (2022), the target requirements of Cultural Awareness from Grade 7 to Grade 9, namely “Comparison and Judgment”, “Adjustment and Communication”, “Perception and Internalization”, it is found that the intercultural communicative competence of junior high school students in China is insufficient, and the cultivation of junior high school students’ intercultural communicative competence in English teaching is also insufficient. Finally, teaching suggestions are put forward according to three specific goals: 1) finding similarities and differences to realize “Comparison and Judgment”; 2) communicating appropriately to achieve “Adjustment and Communication”; 3) investigating the reasons to attain “Perception and Internalization”.
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Tynnyi, Vadym. "ENHANCING INTERCULTURAL DIMENSION OF FOREIGN LANGUAGE LEARNING IN ONLINE ENVIRONMENT." Grail of Science, no. 16 (July 11, 2022): 359–63. http://dx.doi.org/10.36074/grail-of-science.17.06.2022.061.
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The article analyzes the essence and content of terms «intercultural communicative competence», «cultural awareness», «critical cultural awareness», the ways of efficient developing critical cultural awareness when learning foreign language by means of information and communication technology.
Dissertations / Theses on the topic "Communicative awareness"
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Cullis, Oliver J. "Pieces of the Puzzle How Categorization, Part-Whole Understanding, and Communicative Intent Contribute to Phonological Awareness." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1301676414.
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Ek, Tom. "Does training with the PhonicStick improve phonological awareness? : A meta study including one new pilot study." Thesis, Uppsala universitet, Institutionen för neurovetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-147653.
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The PhonicStick is a joystick which has been developed as a communicative device to be used by people with severe physical disabilities. During the developmental phase the possibility of using this device in order to train the phonological awareness of 6 – 8 year old children was examined. The studies conducted did not show any statistical difference in phonological awareness when this was tested with current tests after the children had trained with the PhonicStick. One explanation for this could be that the children had already begun to read and write in school. Therefore, a part of the present study was aimed at investigating if a difference in results on the norm referenced tests could be obtained if the children were 4-5 years old instead of 6-8. Parts of a norm referenced test for phonological awareness and an adapted test material for the PhonicStick were used for this evaluation. The 10 examined children were equally divided into a test and a control group.In addition, a meta study was performed, where all the studies relevant to phonological awareness and the PhonicStick were evaluated. Data from these studies were summarized, and processed statistically. Only two statistically significant (p<0.05) differences could be shown after the training with the PhonicStick: both the test group and the control group obtained better results in the posttest in the test of “phoneme identification” and the test group performed better at the test “word production” then the control group. A possible interpretation of the results could be that there might be an intuitive phonological awareness that can not be tested with the current tests for phonological awareness.<br>The PhonicStick är en joystick som utvecklas med avsikt att bli ett kommunikationshjälpmedel att användas för människor med grava fysiska funktionsnedsättningar. Under utvecklingsarbetet undersöktes om det även kunde användas för att träna fonologisk medvetenhet hos 6-8-åringar. Undersökningarna visade inte någon statistisk skillnad i fonologisk medvetenhet när detta undersöktes med gängse normerade tester efter träning med the PhonicStick. En förklaring kunde vara att dessa barn redan tränats i att läsa och skriva i skolan. Därför undersöktes i en delstudie i detta arbete om en skillnad i resultat på de normerade testen kunde hittas om barnen var 4-5-år istället för 6-8. Delar av ett normerat test för fonologisk medvetenhet och ett bearbetat testmaterial för the PhonicStick användes vid utvärderingen. De 10 undersökta barnen var jämt fördelade på testgrupp och kontrollgrupp. Dessutom utfördes en metastudie, i vilken alla inom området fonologisk medvetenhet relevanta studier med the PhonicStick utvärderades. Data från dessa studier sammanfattades och bearbetades statistiskt. Endast två skillnader kunde med statistiskt säkerhet (p<0,05) visas efter träning med the PhonicStick: både testgruppen och kontrollgruppen var bättre på posttestet i deltestet ”fonemidentifiering” och testgruppen presterade bättre på deltestet ”ordproduktion” än vad kontrollgruppen gjorde. En möjlig tolkning av resultaten kan vara att det kan finnas en intuitiv fonologisk medvetenhet som inte kan testas med gängse test för fonologisk medvetenhet.
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Sandström, Daniel. "So, what you’re saying is …? : A study of year 9 students’ attitudes towards and perceived knowledge of communicative competence." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43183.
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Swedes’ proficiency in English is often high up in the world rankings among the countries in which English is an L2[1]. Learners of English are routinely tested in the Swedish school system, using standardized national tests to measure how well students are doing nationwide, whilst also providing teachers with sometimes essential assistance in grading students’ language skills. At the end of year 9, students should have developed “all-round communicative skills”. But how do we determine what having “all-round communicative skills” constitutes? What are learners’ attitudes towards and perception of what they learn, how they learn it and their own present ability? What are some areas in which they believe they can improve the most, and is there a preferred way to learn a specific skill? Is communicative competence even focused on in the classroom, and if it is – how and how often? The purpose of this study is threefold: to identify how communicatively competent students in year 9 consider themselves in comparison to their peers; how much they believe that they work with communicative competence in school; and what they perceive to be their weakness and area of communicative competence that could be improved most. Secondarily, are there any differences in what is believed to be focused on in class between students and teachers? To answer these questions, an overview of the aspects that together constitutes being communicatively competent based on relevant previous research will be provided. The aims of English as a school subject in Swedish schools are studied in order to see what the goals are, according to the curriculum. After collecting data using interviews and a questionnaire, results indicate that students are not always aware of when and how classroom activities are designed to improve communicative competence. Students in general also seemingly have a varying opinion on what areas they have the most potential for improvement in. There is thus a disparity between learners’ expectations and perception of their own needs, and teachers’ opinions of what requires improvement and how learning of communicative skills is best done. [1] In the writing process, a decision was made to call English an L2 and not a FL throughout the study, since they are still trying to learn another language than their L1 in either case (Yule, 2014, p. 187).
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Ingelsson, Jennie, and Anna Linder. "Amongst Kiwis and Swedes: Developing an intercultural competence with young learners through written telecollaboration." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32602.
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This study investigates the intercultural development with young learners from Sweden and New Zealand, when using written telecollaboration as a tool. Telecollaboration; is a tool used for online collaboration, it provides for a possibility of connecting students from across the globe and can function as a supplement to traditional teaching. The exchange, took place over a couple of months, connecting two remote and quite unknown corners of the world, from the students’ perspective. Students shared cultural topics with their peers through the course of two emails each, as well as, creating an overall multimodal presentation of their school. The telecollaborative exchange was done in the quest to develop the students social and self-awareness regarding culture through authentic meetings. The data collected is in the form of mind-maps, multi-choice surveys and unstructured observations. Visible themes, found during the project, is unpacked and analysed in accordance with Byram’s (1997) theoretical model of ICC. These themes are also compared with findings of previous research on telecollaboration in educational settings. The results of the study revealed that a development of the young learners’ intercultural understanding was partially achieved. Furthermore, implications met, was the limitation of time as well as the range of technology available.
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Vergara, Alonso Ekhiotz Jon. "Exploiting Energy Awareness in Mobile Communication." Licentiate thesis, Linköpings universitet, Programvara och system, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-98656.
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Although evolving mobile technologies bring millions of users closer to the vision of information anywhere-anytime, device battery depletions hamper the quality of experience to a great extent. The massive explosion of mobile applications with the ensuing data exchange over the cellular infrastructure is not only a blessing to the mobile user, but also has a price in terms of rapid discharge of the device battery. Wireless communication is a large contributor to the energy consumption. Thus, the current call for energy economy in mobile devices poses the challenge of reducing the energy consumption of wireless data transmissions at the user end by developing energy-efficient communication. This thesis addresses the energy efficiency of data transmission at the user end in the context of cellular networks. We argue that the design of energy-efficient solutions starts by energy awareness and propose EnergyBox, a parametrised tool that enables accurate and repeatable energy quantification at the user end using real data traffic traces as input. EnergyBox abstracts the underlying states for operation of the wireless interfaces and allows to estimate the energy consumption for different operator settings and device characteristics. Next, we devise an energy-efficient algorithm that schedules the packet transmissions at the user end based on the knowledge of the network parameters that impact the handset energy consumption. The solution focuses on the characteristics of a given traffic class with the lowest quality of service requirements. The cost of running the solution itself is studied showing that the proposed cross-layer scheduler uses a small amount of energy to significantly extend the battery lifetime at the cost of some added latency. Finally, the benefit of employing EnergyBox to systematically study the different design choices that developers face with respect to data transmissions of applications is shown in the context of location sharing services and instant messaging applications. The results show that quantifying energy consumption of communication patterns, protocols, and data formats can aid the design of tailor-made solutions with a significantly smaller energy footprint.
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Röcker, Carsten. "Awareness and informal communication in smart office environments." Taunusstein Driesen, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2864347&prov=M&dokv̲ar=1&doke̲xt=htm.
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Hallberg, Josef. "Improving everyday experiences using awareness and rich communication." Licentiate thesis, Luleå tekniska universitet, Signaler och system, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-18577.
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This licentiate thesis presents ubiquitous systems for human communication and awareness from the perspectives of improving our everyday life experiences and relieving our scarcest resource, ourselves. The thesis also presents different methods of designing such systems with the user needs in focus. The goal of this work is to construct systems which support the user with context-based information and functionality that simplifies the user's tasks. The applied nature of this thesis is indicated by the three prototypes, which has been developed and evaluated. The first prototype provided spectators of sport-events with added information about the contestants and hence improved the experience of the event. The second prototype supported nurses in elderly care with their tasks by making organization and information gathering less time consuming and thus leaving more time for talking to the patients. Finally, the third prototype realized a system for ubiquitous human communication. The third prototype utilizes an algorithm for selecting and using media resources in the environment. This algorithm decouples several difficult problems and can be used to combine leading research in different areas of awareness together to create accurate resource selection. The motivation for creating prototypes has been to get experience from using systems which empower users and to find methods for satisfying user needs. Involving users early in the design process can help satisfy user needs. Hence, it is important to find methods and strategies for involving users, especially as not everyone can see the opportunities a new technology has to offer. In this thesis four methods and strategies are described and tested. These are paper prototypes, wizard of oz studies, questionnaires and real prototypes which were developed and then evaluated. These methods are compared and some of the findings are being discussed in this thesis. The evaluation of the prototypes and the user-studies show that it is possible to improve everyday life experiences using a combination of ubiquitous, pervasive, wearable and context-aware computing. A majority of all the users who answered the questionnaire for the first prototype answered that the system improved their experience of the sport event. The nurses who used the second prototype were positively surprised over how the technology could save both time and create a better group awareness. Most of the users who participated in the user-study for the third prototype were positive to using a mix of media resources to get richer communication, they were also in favour of using resources in the environment to save money and improve quality. The main results in this thesis are valuable insights into user opinions of ubiquitous systems, methods for involving users in the design process, and several design rules which can serve as a guideline for designing future ubiquitous systems.<br>Godkänd; 2006; 20070109 (haneit)
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Dillon, PJ. "Enabling tetherless care with context-awareness and opportunistic communication." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690742.
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<p> Tetherless care is a novel healthcare delivery paradigm that enables an interaction between caregivers and patients beyond the confines of traditional points of care. This thesis presents a synthesis of recent advances in wearable, ubiquitous sensing; mobile computing; wireless networks; and health information technology into a cohesive framework that enables and supports the tetherless care concept. Tetherless care is formally defined and modeled in a higher order logical framework. The model distills three relations between several classes in the model’s domain of discourse. A prototype implementation is developed and evaluated to capture and represent the logical classes of tetherless care and provide the development infrastructure upon which the relational logic outlined by the model can be implemented. An algorithm is presented and evaluated to support the delivery of traffic between mobile devices and servers despite intermittent connectivity given the changing urgency of the patient’s situation. And an example tetherless care application is presented, developed for the framework, and compared with its deployment on a similar platform. Results show that contemporary mobile devices supply sufficient power to support 24 hours of operation and that, at least, some patient environments provide sufficient opportunities for connectivity to reliably meet the demands of some tetherless care applications, ultimately leading to a conclusion of proof-of-concept for tetherless care.</p>
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Sawhney, Nitin 1971. "Contextual awareness, messaging and communication in nomadic audio environments." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/36091.
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Bransby, Jason John. "Perceived Communication and Communication-Related Metacognitive Knowledge after Traumatic Brain Injury: An Exploratory Longitudinal Study." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17901.
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Objective: To investigate the nature of 1) perceived communication ability, 2) communication-related metacognitive knowledge and 3) associations between communication-related metacognitive knowledge and injury and demographic variables in adults with severe traumatic brain injury (TBI) and their close others over time Participants: 27 participants with severe TBI and their close others Design: Longitudinal, repeated measures design Measure: The La Trobe Communication Questionnaire was administered at six, 12 and 24 months post injury Analysis: One-way repeated measures analysis of variance and Friedman tests were applied to measure changes in perceived communication ability. Changes in communication-related metacognitive knowledge were analysed using inferential and descriptive statistics. Spearman’s correlation coefficient was utilised to determine associations between communication-related metacognitive knowledge and injury and demographic variables over time. Results: TBI participants with a mild communication disability perceived more frequent communication problems over time, especially from 12 months. Problems perceived to occur more frequently over time were related to initiation/conversational flow. Close others did not perceive significant changes in their relatives’ communication over time. People with a mild communication disability had better communication-related metacognitive knowledge over time. They perceived more frequent problems than their close others perceived them to have, whereas participants with a moderate/severe communication disability displayed the reverse pattern. Communication-related metacognitive knowledge was better for observable communication problems. No clear associations were found between injury and demographic variables and communication-related metacognitive knowledge at each time point.
Books on the topic "Communicative awareness"
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Tardif, Twila. User's guide and manual for the Chinese communicative development inventories (putonghua and cantonese). Peking University Medical Press, 2008.
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Villanueva, Rebeca Barriga. Las narrativas y su impacto en el desarrollo lingüístico infantil. El Colegio de México, 2014.
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Thal, Donna J. Late-talking toddlers: Are they at risk? San Diego State University Press, 2000.
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(India), Awareness and Communication Strategy Advisory Council. Aadhaar, communicating to a billion: An awareness and communication report. Unique Identification Authority of India, Planning Commission, Govt. of India, 2010.
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Spaliviero, Camilla. Educazione letteraria e didattica della letteratura. Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-464-6.
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Literary education and language education are connected by a relationship of mutual exchange. On the one hand, without the mastery of appropriate language skills it is impossible to grasp the complexity of literary works. On the other, improving language competence is one of the multiple aims of literary education. Moreover, considering the current multicultural dimension of the Italian school system, teaching literature from an intercultural perspective provides an opportunity to foster the development of relational skills while discussing the meaning of the works. In this scenario, we explore the state of the art of literary education and the teaching of literature in Italy and we consider their implications with language education, intercultural education, and intercultural communication. Furthermore, we present both a model of literary and intercultural communicative competence and a hermeneutic and relational method, also aimed at improving language acquisition and promoting intercultural awareness. In our view, literary and intercultural communicative competence makes it possible to communicate effectively in events where the language is spoken in order to understand literary texts, to identify the original meanings, to discuss their significance from the students’ current perspective, and to formulate critical judgements. The aim of the volume is to offer content and methodological resources for the teaching of literature that can impact positively on the development of language and relational skills. Thus, we draw up some guidelines aimed at increasing students’ motivation for studying the works, fostering their active participation and allowing literature to preserve its educational function.
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Filippino, Eric. Communication in mine awareness programmes. International Centre for Humanitarian Demining, 2002.
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Ogundọwọle, E. Kọlawọle. Philosophy, communication practice, and national awareness. MI Press, 1994.
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Laleman, Joseph P., Jill Zurborg, and David R. Lawson. Emerging communication skills. Meridian Education Corp., 2003.
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K, Nakayama Thomas, and Martin Judith N, eds. Whiteness: The communication of social identity. Sage Publications, 1999.
Find full textBook chapters on the topic "Communicative awareness"
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Boye, Sarah, and Michael Byram. "Language Awareness and the Acquisition of Intercultural Communicative Competence." In The Routledge Handbook of Language Awareness. Routledge, 2017. http://dx.doi.org/10.4324/9781315676494-27.
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Jing, Hongtao. "Global Awareness, Intercultural Communicative Competence, and Global Citizenship." In Developing Global Awareness for Global Citizenship Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4179-7_2.
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Parks, Elinor. "Fostering Criticality and Intercultural Communicative Competence (ICC) in Higher Education." In Developing Critical Cultural Awareness in Modern Languages. Routledge, 2020. http://dx.doi.org/10.4324/9780429341236-4.
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Sumi, Yasuyuki, Kenji Mase, Christof Müller, et al. "Collage of Video and Sound for Raising the Awareness of Situated Conversations." In Intelligent Media Technology for Communicative Intelligence. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11558637_19.
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Fullana, Natalia, and Joan-Tomàs Pujolà. "Chapter 6. L2 pronunciation in the spotlight." In IVITRA Research in Linguistics and Literature. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/ivitra.42.06ful.
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The present chapter puts forward several suggestions on how to incorporate the pronunciation component into the Spanish as a foreign language (SFL) class, ranging from phonological awareness raising activities to spontaneous speaking tasks. These proposals stem from the renewed interest in determining pronunciation instruction effects in classroom settings. Specifically, recent second language (L2) speech acquisition research has shown that an explicit focus on pronunciation in communicative tasks seems to lead to more accurate L2 segmental perception and production. Moreover, as in the new descriptors of the CEFR Companion Volume, this chapter prioritizes comprehensibility as the ultimate goal in the integration of pronunciation into communicative tasks.
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Günthner, Susanne. "Calibrating sensitive actions in palliative care consultations." In Studies in Language and Social Interaction. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/slsi.36.11gun.
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This article explores physicians’ uses of “honestly” wenn (‘if’)-clauses in German palliative care interactions. In “stretching the old linguistics to meet the challenge of talk-in-interaction” (Schegloff 1996: 114), the study aims to further our understanding of how routinized communicative practices are mobilized in response to local interactional needs within institutional interaction. Using methods and concepts of Interactional Linguistics, Social Constructivism, and Linguistic Anthropology, I will illustrate how doctors in German palliative consultations reconfigure traditional conditional wenn (‘if’)-clauses to adjust to local needs. With its focus on the interactional practices participants use in palliative consultations as well as the way in which these practices both conform to and (re)construct the institutional order, the analysis contributes to “New Perspectives in Interactional Linguistic Research” by heightening awareness of the communicative construction of social reality within institutional (i.e., palliative) settings. Furthermore, in applying Interactional Linguistics to palliative interactions, this paper not only aims to shed light on the reflexive relationship between (routinized) interactional practices and the “social field” (Hanks 2007) of palliative communication, but it also contributes insights into the field of applied Interactional Linguistics.
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Korosidou, Eleni, and Tharrenos Bratitsis. "Infusing Multimodal Tools and Digital Storytelling in Developing Vocabulary and Intercultural Communicative Awareness of Young EFL Learners." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34350-7_19.
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Gilquin, Gaëtanelle. "Chapter 5. Lexical use in spoken New Englishes and Learner Englishes." In Contact Language Library. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/coll.60.05gil.
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This chapter, set within the framework of constrained communication, investigates the linguistic effects, in terms of lexical use, of a number of shared and distinct communicative constraints that are thought to play a role in New Englishes and Learner Englishes. Relying on corpora of spoken Hong Kong English (HKE) and Mainland Chinese English (MCE), as well as native British English as a reference, it adopts a twofold methodology combining automatic measures of lexical complexity and a manual examination of lexical choices in a picture description task. The vocabulary used by HKE speakers appears to be more varied and sophisticated than that of MCE speakers, but otherwise the two groups display similar traces of potential L1 influence and employ the same strategies to compensate for limitations on proficiency. Native speakers’ vocabulary tends to be less complex and less formal, which is explained by their better stylistic awareness and possibly their lower task expertise.
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Greenhalgh, Chris. "Awareness Driven Communication." In Large Scale Collaborative Virtual Environments. Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-0867-2_10.
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Boyle, Tony, and Fiona Charlton. "Awareness and communication." In Well-being and Wellness: Psychosocial Risk Management. Routledge, 2024. http://dx.doi.org/10.4324/9781003490555-23.
Full textConference papers on the topic "Communicative awareness"
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Kirvalidze, Nino. "DEVELOPING HIGHER SCHOOL STUDENTS' CROSS-CULTURAL AWARENESS AND COMMUNICATIVE COMPETENCE THROUGH PHRASEOLOGY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1396.
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CAZACIOC, Nadejda, and Ileana Simona ȘEREMET. "Forms, functions and educational STE(A)M processes." In International congress "Research-Innovation-Inovative Entreneurship". Ion Creangă Pedagogical State University, 2024. http://dx.doi.org/10.46727/c.13-14-10-2023.p73-79.
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The article presents scientific theses regarding the importance of creating premises and the priority dimensions of capitalizing on communication opportunities in the family environment. Communication difficulties in the family can be anticipated by: awareness of the impediments to the effectiveness of interpersonal relationships of family members, availability and positive emotional orientation, psychological support, emotional balance and communicative disposition of family members, interest and permanent amplification of motivation for the personal development of children under all circumstances aspects, a fact that contributes to increasing the family's psychological culture and maintaining psychological comfort, ensuring children's mental health.
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BUZENCO, Aurica, and Olga MUNTEANU. "Ensuring children's mental health by capitalizing on the opportunity of family communication." In International congress "Research-Innovation-Inovative Entreneurship". Ion Creangă Pedagogical State University, 2024. http://dx.doi.org/10.46727/c.13-14-10-2023.p65-72.
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The article presents scientific theses regarding the importance of creating premises and the priority dimensions of capitalizing on communication opportunities in the family environment. Communication difficulties in the family can be anticipated by: awareness of the impediments to the effectiveness of interpersonal relationships of family members, availability and positive emotional orientation, psychological support, emotional balance and communicative disposition of family members, interest and permanent amplification of motivation for the personal development of children under all circumstances aspects, a fact that contributes to increasing the family's psychological culture and maintaining psychological comfort, ensuring children's mental health.
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Chen, Jie, and Chunhua Cui. "Contents and Countermeasures of Cultivating Students' Cross-Cultural Communicative Awareness in English Teaching." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.323.
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Curchi, Veronica. "Artistic communication: theoretical aspects." In Conferința științifică internațională "Învăţământul artistic – dimensiuni culturale". Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2022. http://dx.doi.org/10.55383/iadc2022.36.
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Artistic communication is the way of expression through art and has its origins in ancient times, with the first artistic manifestations of the human being. Paleolithic art tells us about everyday human life, beliefs and the level of awareness of the world. The communicative function of art has been preserved until now. Music, fine arts, dance, theatrical events, poetry convey different emotions that we perceive depending on our personality. Artistic communication is further researched after the appearance of the scientific interest in the phenomenon of communication in general. Scholars from different fields have presented their views on this topic and described artistic communication through the relationship between creator-work, artistic message-audience and artist-receiver.
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Dzakula, Maida, and Bozo Dzakula. "COGNITIVE ASPECTS OF INTERCULTURAL COMMUNICATION: RAISING LEARNERS’ (AND TEACHERS’) COMMUNICATIVE COMPETENCE AND PRAGMATIC AWARENESS IN THEIR FOREIGN LANGUAGE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0261.
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Cizer, Laura, and Delia Lungu. "PRACTICING INTERCULTURAL COMMUNICATIVE COMPETENCES THROUGH BLENDED LEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-154.
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Practicing Intercultural Communicative Competences through Blended Learning Lecturer PhD Laura D.Cizer Associate Professor PhD Delia Natalia Alexandra Lungu Mircea cel Batran Naval Academy of Constanta Romania This aim of this paper is to present a module for practicing intercultural communicative competences that was devised within the Intermar project - a European Cooperation Project funded by the EU Commission's Lifelong Learning Programme, under Key Action 2 of the Transversal Programme - that ended in 2013 and whose major outcome was the creation of an effective "toolbox" available online on a learning platform (managed by the University of Sorbonne 3 in Paris). In this respect, 18 partners - mostly maritime and naval institutions (among which Mircea cel Batran Naval Academy of Constanta) - produced custom-designed courses in separate modules containing learning materials and collaborative tasks set in maritime contexts to be performed both by synchronous and asynchronous distance learning working groups. The principle lying at the core of this project was intercomprehension (a natural form of communication, based on mutual comprehension) which encourages the development of plurilingual comprehension skills, and since seafarers come into contact with so many languages when onboard this innovative approach is more than welcome and useful to resort to; however, understanding and speaking languages alone are not sufficient. In addition, seafarers are required to live and work with colleagues that have diverse cultural backgrounds; therefore, the cultural component was introduced and dealt with in a separate module: Intercultural Awareness Module. After pointing out the importance of both blended learning and cross-cultural communication skills, this paper will give the outline of the course module and focus particularly on activities that include face-to-face contact, self-directed tasks and e-learning on a par with pair work and role play, aiming to foster better relationships and enhance future seafarers' wellbeing in the cultural melting pot that ships have become nowadays.
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Rebane, Gala, and Maik Arnold. "EXPERIMENT D‘ – SERIOUS GAME FOR THE DEVELOPMENT OF INTERCULTURAL COMPETENCES. CONCEPT, CONTENT, AND EXPERIENCES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end080.
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The paper presents an intercultural serious game ‘Experiment D’, which was developed in a cooperation between the junior professor of Intercultural Competence (Chemnitz University of Technology) and the chair of Social Work Management (FHD Dresden – University of Applied Sciences). The game was successfully tested and assessed in the summer term 2017 and 2018. The main plot consists of a communicative negotiation and strategic handling of a complex situation at university that involves various stakeholders, both within and without it. The game fosters cultural awareness and self-reflection, appreciation of and a creative approach towards diversity, as well as general communicative, social, and team competences. Since it does not require any specialised prior knowledge, ‘Experiment D’ potentially addresses students of all disciplines. The participants of the two test sessions were students of the study fields MERGE Technologies for Resource Efficiency (study component “Soft Skills”, Faculty of Mechanical Engineering) and Intercultural Communication and Competence (compulsory study component Intercultural Learning, Faculty of Humanities) at the Chemnitz University of Technology. Ethnicity, nationality, first language(s), degree of proficiency in English and German, and academic background were all factors that engendered a highly diverse game setting. Aside from the concept of the game, as well as its methodology and didactics, the paper also discusses the results of its assessment.
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Cerveró-Carrascosa, Abraham, and Zoe Gazeley Zoe Gazeley. "Fostering language teachers’ intercultural awareness towards linguistic diversity and inclusion in education through COIL." In Collaborative Online International Learning Virtual Exchange. Coventry University, 2023. http://dx.doi.org/10.18552/glea/2023/0005.
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The following paper reports on a collaborative online learning experience (COIL) or virtual exchange (VE) between undergraduate students, pre-service teachers, from Coventry University in the UK and Florida Universitària in València, Spain. The exchange was embedded in two modules in each institution and aimed to foster critical views on multilingual policies and interculturality in English as a foreign language teacher education (MIEFOLTE). The participants were grouped in breakout rooms where they engaged in discussions on the topics of social equity, linguistic diversity, and inclusion in education. In addition, their group reflections were posted on a digital noticeboard during the synchronous sessions. The outcomes seem to illustrate how MIEFOLTE provided students with opportunities for critical reflection and made students aware that they had developed their Intercultural Communicative Competence (ICC) and how to transfer it to their future professional practice.
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Herget, Katrin, and Noemí Pérez. "Analysis of the speech act of request in the foreign language classroom." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9097.
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Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.
Reports on the topic "Communicative awareness"
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Lyzanchuk, Vasyl. COMMUNICATIVE SYNERGY OF UKRAINIAN NATIONAL VALUES IN THE CONTEXT OF THE RUSSIAN HYBRID WAR. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11077.
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The author characterized the Ukrainian national values, national interests and national goals. It is emphasized that national values are conceptual, ideological bases, consolidating factors, important life guidelines on the way to effective protection of Ukraine from Russian aggression and building a democratic, united Ukrainian state. Author analyzes the functioning of the mass media in the context of educational propaganda of individual, social and state values, the dominant core of which are patriotism, human rights and freedoms, social justice, material and spiritual wealth of Ukrainians, natural resources, morality, peace, religiosity, benevolence, national security, constitutional order. These key national values are a strong moral and civic core, a life-giving element, a self-affirming synergy, which on the basis of homogeneity binds the current Ukrainian society with the ancestors and their centuries-old material and spiritual heritage. Attention is focused on the fact that the current problem of building the Ukrainian state and protecting it from the brutal Moscow invaders is directly dependent on the awareness of all citizens of the essence of national values, national interests, national goals and filling them with the meaning of life, charitable socio-political life. It is emphasized that the missionary vocation of journalists to orient readers and listeners to the meaningful choice of basic national values, on the basis of which Ukrainian citizens, regardless of nationality together they will overcome the external Moscow and internal aggression of the pro-Russian fifth column, achieve peace, return the Ukrainian territories seized by the Kremlin imperialists and, in agreement will build Ukrainian Ukraine.
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Kravtsov, Hennadiy M., та Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2456.
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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
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Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov, and Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4129.
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The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.
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Evans, Kenneth L., and Richard E. Christ. Development and Evaluation of Communication-Based Measures of Situation Awareness. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada413106.
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Kuniyoshi, Isabel, William D'Andrea Fonseca, and Felipe Ramos de Mello. International Noise Awareness Day - INAD Brazil 2023. Sociedade Brasileira de Acústica, 2023. https://doi.org/10.55753/aev.v38e55.259.
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This paper recounts Brazil's 2023 campaign, whose slogan was "Noise in communication? No connection!". The text begins with an introduction to INAD and its context in Brazil, followed by a detailed description of the theme and motto. It also discusses the development of promotional materials and describes the various activities carried out in 2023, culminating in the event's symbolic day, April 26. INAD Brazil, the national arm of the International Noise Awareness Day (INAD) campaign, is dedicated to raising awareness in society about the adverse impacts of noise on health and everyday life. Each year, INAD Brazil highlights a theme and a motto to emphasize the importance of awareness and measures to mitigate the effects of noise in our reality. Noise pollution is a global problem, causing serious damage to human health and the environment. The article concludes with ideas for the organization of INAD 2024.
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Redden, Elizabeth S., and Cynthia L. Blackwell. Situational Awareness and Communication Experiment for Military Operations in Urban Terrain: Experiment 1. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada396543.
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MORELLI, D. Long-distance transport of live animals: WOAH’s standards and best practices including societal perception and communication aspects. O.I.E (World Organisation for Animal Health), 2022. http://dx.doi.org/10.20506/tt.3334.
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During the 88th General Session held virtually in May 2021, the World Organisation for Animal Health (WOAH: founded as OIE) Regional Commission for Europe agreed “Long-distance transport of live animals: WOAH’s standards and best practices including societal perception and communication aspects” as the Technical Item I to be presented during the 30th Conference of the Regional Commission in Catania (Italy), from 3 to 7 October 2022. An online questionnaire was designed and distributed to WOAH Members of the Regional Commission for Europe from 21 June to 8 July 2022 (with minor finalisations by 2 August 2022). The persons responsible for completing the questionnaire (of 47 Members in total) were mainly WOAH Delegates, National Focal Points for animal welfare or National Contact Points for long-distance transportation. The qualitative analysis of the information provided was carried out by grouping similar answers and, when proper, the United Nations geoscheme was applied to highlight any spatial clustering of the results. The wide majority of the Members (46 out of 47) declared to have in place specific legislation on animal welfare during transport, and most of them stated to be “generally aligned” with WOAH standards, there are still many countries in the Region where certain crucial requirements are not mandatory. Journey and contingency plans are commonly part of the specific legislation on animal welfare during transport, as well as monitoring and evaluation of the implementation of the legal requirements concerning animal transport by the Competent Authority or other certification bodies. The presence of major gaps in budget and/or available resources and trained personnel was declared by almost half of the responding Members (21 out of 47). Concerning the awareness of the civil society regarding animal welfare issues during transport, 11 Members reported a “low” level of awareness, and they were mostly included in the areas of Southern Europe, Western and Central Asia. The greatest part of Members responding “high awareness” clustered in the Northern and Western Europe geographical areas. Members were also asked to indicate possible WOAH initiatives that could improve the implementation of the standards, and most of them suggested to develop training activities and provide additional guidance through revised and/or new standards in the Terrestrial Animal Health Code and/or through other WOAH documents.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Whitecloud, Simone, Holly VerMeulen, Franz Lichtner, et al. Understanding plant volatiles for environmental awareness : chemical composition in response to natural light cycles and wounding. Engineer Research and Development Center (U.S.), 2022. http://dx.doi.org/10.21079/11681/45961.
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Plants emit a bouquet of volatile organic compounds (VOCs) in response to both biotic and abiotic stresses and, simultaneously, eavesdrop on emit-ted signals to activate direct and indirect defenses. By gaining even a slight insight into the semantics of interplant communications, a unique aware-ness of the operational environment may be obtainable (e.g., knowledge of a disturbance within). In this effort, we used five species of plants, Arabidopsis thaliana, Panicum virgatum, Festuca rubra, Tradescantia zebrina, and Achillea millefolium, to produce and query VOCs emitted in response to mechanical wounding and light cycles. These plants provide a basis for further investigation in this communication system as they span model organisms, common house plants, and Arctic plants. The VOC com-position was complex; our parameter filtering often enabled us to reduce the noise to fewer than 50 compounds emitted over minutes to hours in a day. We were able to detect and measure the plant response through two analytical methods. This report documents the methods used, the data collected, and the analyses performed on the VOCs to determine if they can be used to increase environmental awareness of the battlespace.
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Aimes, Ashley, Steven Ginnis, Cameron Garrett, and Elena Di Antonio. Developing rapid and effective communications testing: background and methodology. Food Standards Agency, 2023. http://dx.doi.org/10.46756/sci.fsa.quz737.
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In November 2021, the Food Standards Agency (FSA) commissioned Ipsos to build on previous research and guidance to establish a process to rapidly test communication pieces. We achieved this by piloting different survey tools and testing existing communication pieces. The FSA wanted to identify features that make their communications most effective. This report presents the learnings from the pilot, which can be used to aid the development of future communications. This report is split into five sections: 1 Executive summary 2 How the pieces of communication landed: including initial reactions and engagement. 3 Reputation indicators: exploring how exposure to materials impacts awareness, familiarity, favourability, and trust in the FSA. 4 Topic specific indicators: exploring the impact exposure to materials has on people’s familiarity and attitudes towards the specific topics covered by them. 5 Testing different best before/use by dates messages: findings from the AB testing using Ipsos DUEL.