Relevant bibliographies by topics / Communicative practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Communicative practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Communicative practice"

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SANDU, Antonio. "Mediation – Communicative Action and Philosophical Practice." Revista Romaneasca pentru Educatie Multidimensionala 06, no. 01 (June 30, 2014): 39–66. http://dx.doi.org/10.18662/rrem/2014.0601.04.

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Miller, Elisabeth L. "Negotiating Communicative Access in Practice: A Study of a Memoir Group for People With Aphasia." Written Communication 36, no. 2 (January 30, 2019): 197–230. http://dx.doi.org/10.1177/0741088318823210.

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Resulting from stroke or brain injury, aphasia affects individuals’ ability to produce and comprehend language, but it also creates profound social changes, limiting individuals’ opportunities to communicate or to be seen as capable of communication. To address these challenges, the field of communicative sciences and disorders (CSD) has sought to ensure “communicative access” by reducing barriers to communication. This article, through an analysis of the communicative practices of participants in a memoir group for people with aphasia, develops a nuanced conception of communicative access as a process of negotiation across individuals and modes and not just as a process of reducing barriers. The study shows, specifically, that rather than the mere presence of multiple semiotic resources enabling communicative access, individuals enact access by flexibly shifting between modes to take advantage of various kinds of affordances that best suit their needs. This willingness to use modes in atypical or nonnormative ways importantly challenges the very idea of “normal” communication. The theory of communicative access developed in this article melds (a) a CSD understanding of communication as social and tied inextricably to identity with (b) a disability studies conception of access as an ongoing, negotiated process and with (c) a writing studies emphasis on literate, communicative activity as complexly layered, distributed, negotiated, and (multi)semiotic.
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Kamberelis, George, and Erina MacGeorge. "`Accounts' as Communicative Practice." Theory & Psychology 6, no. 2 (May 1996): 327–30. http://dx.doi.org/10.1177/0959354396062012.

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Carrillo, Edgardo Ruiz, and Samuel Meraz. "Communicative Behaviour Retrospective Patterns Among Students During Lab Practice." Advances in Social Sciences Research 1, no. 3 (May 15, 2014): 98–105. http://dx.doi.org/10.14738/assrj.13.183.

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Minnullina, Elina. "Objective Knowledge in Communicative Practice." Dialogue and Universalism 25, no. 2 (2015): 213–21. http://dx.doi.org/10.5840/du201525254.

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Johansson, Catrin, Vernon D. Miller, and Solange Hamrin. "Conceptualizing communicative leadership." Corporate Communications: An International Journal 19, no. 2 (April 1, 2014): 147–65. http://dx.doi.org/10.1108/ccij-02-2013-0007.

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Purpose – The concept of “communicative leadership” is used in organisations that analyse and develop leaders' communication competence. A scholarly definition of this concept is lacking, and the implications of leaders' communication and the development of communication competence for organisations are rarely discussed. The purpose of this paper is to create a theoretical framework around the concept of “communicative leadership”, which can contribute to future research and development of leaders' communication competence. Design/methodology/approach – Three research questions were addressed: what communicative behaviours are central to leaders? How can “communicative leaders” be characterised? What is a “communicative leader”? Literature from the leadership and communication research fields was reviewed and related to these questions. Findings – Four central communicative behaviours of leaders (i.e. structuring, facilitating, relating, and representing), eight principles of communicative leadership, and a tentative definition are presented. A communicative leader is defined as someone who engages employees in dialogue, actively shares and seeks feedback, practices participative decision making, and is perceived as open and involved. Practical implications – A theoretical foundation to the practice of analysing and developing leaders' communication competence is provided, which is related to employee engagement and organisational performance. Originality/value – Communicative leadership is a concept emerging from organisational needs, articulated by corporate and public organisation leaders. This article links its core constructs to academic quantitative and qualitative research in an integrated framework, which can guide further research and the development of leaders' communication competence.
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Maemunah, Emma. "The Implication of Constructivism Theory towards Communicative Language Teaching Practice." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 2, no. 2 (August 11, 2012): 186–201. http://dx.doi.org/10.26714/lensa.2.2.2012.186-201.

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There are some schools or thought in teach my language spectally the second language such as behaviourism/structuralism, rationalism and constructivism. Each thought has certain features and characteristics. Besides, there are also methods used in teaching language, one of them is communication language teaching (CLT). This paper describes the characteristics of constructivism theory and communicative language teaching method and finds out the implications of constructivism theory towards communicative language teaching practice. The result shows that there is a significant implication of the constructivism theory towards the communicative language practice.
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Underwood, John. "Correo: Electronic Mail as Communicative Practice." Hispania 70, no. 2 (May 1987): 413. http://dx.doi.org/10.2307/343388.

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Bishop, Ralph, and L. Gabbard. "Anthropological Practice as a Communicative Process." Practicing Anthropology 9, no. 4 (September 1, 1987): 20–22. http://dx.doi.org/10.17730/praa.9.4.jrw333184v7780t6.

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Anthropologists are showing an increasing interest in making their work understood, not only by their colleagues in the discipline, but by a wider audience as well. This concern stems from several sources. Some researchers find that their accomplishments or discoveries are interesting to a general public. Others may seek financial support from foundations or agencies that don't normally fund "anthropological" projects. Many practitioners work m teams or with client groups dominated by non-anthropologists.
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Tedick, Diane J., and Sandra J. Savignon. "Communicative Competence: Theory and Classroom Practice." Modern Language Journal 82, no. 4 (1998): 594. http://dx.doi.org/10.2307/330239.

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Dissertations / Theses on the topic "Communicative practice"

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Rodwell, James. "'Kierkegaard's Communicative Practice'." Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485492.

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This thesis aims to read Kierkegaard's work, and iIi 'particular the Postscript, under his own assessment of his writing as communication.This way of reading Kierkegaard has, I argue, been neglected in the predominant strands of secondary commentary, namely, blunt readings and deconstructive readings that typically take Kierkegaard's communicative work as subsidiary to his theoretical contributions. By building upon the recent works of Conant atf
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Gaines, Kathryn Ann. "A Communicative Theory of Leadership Practice." Antioch University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1193149740.

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Fullwood, Christopher. "Video-mediated communication : psychological and communicative implications for advice on good practice." Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/932.

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This thesis investigates whether certain practices improve the use of video-mediated communication; specifically video-mediated gazing (the act of looking directly into the camera) and face-to-face familiarisation prior to video-mediated meetings. This is done through comparisons of conditions where such practices are employed and control conditions. The successful adoption of these practices is assessed using a multi-level approach: investigating the communicative process, participant perceptions and task outcome. Participant perceptions are directed towards assessing the media, assessing other participants using the media, perceptions of task performance and communicative success, and perceptions of social co-presence. In cases where task outcome is assessed, an objective measurement of performance is taken. Communicative process is assessed through investigating participants use of gazing behaviour and verbal aspects of process: for example turn length, dialogue length and the numper of interruptions. Verbal aspects of process are also measured using Conversational Games analysis, where the functions of participants' utterances are assessed. The results show that participants who gaze at the camera are perceived more favourably. Accompanying speech with video-mediated gazing also results in improved recall of information. Face-to-face familiarisation alters participant perceptions of others using the media and feelings of social co-presence. It is concluded that for certain applications (specifically social tasks) and with an appropriate level of training (specifically with the use of video-mediated gazing) the use of such strategies benefits video-mediated communication.
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Hagemeier, Nicholas E. "Communicative Behavior." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1488.

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Book Summary: This outstanding resource guide for students and young adults provides an introduction to the history of prescription drug abuse that explains how this problem has arisen and examines the social, political, economic, and health issues associated with prescription drug abuse in modern society. • Explains the dangers associated with the use of prescription drugs for nonmedical purposes • Provides a detailed introduction for readers seeking to learn about the topic of prescription drug abuse and serves as an research tool for school projects • Includes thought-provoking perspective essays from individuals involved in the discussion of how to address prescription drug abuse • Supplies primary source documents in the form of excerpts from laws, administrative rulings, and court cases regarding prescription drug abuse as well as a glossary of key terms used in discussing the topic of prescription drug abuse
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Kaye, Nicola Art College of Fine Arts UNSW. "Physical/virtual sites: using creative practice to develop alternative communicative spaces." Publisher:University of New South Wales. Art, 2008. http://handle.unsw.edu.au/1959.4/42742.

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This thesis interrogates my and others?? creative praxis using the tools of the Internet, webcam, blogging and digital video, to elucidate possibilities for communication. I examine whether these tools are productive for my creativity and others?? in increasing communicative spaces and building social networks amongst the complexities of globalised culture. Many cultural commentators consider the Internet as a new kind of public sphere, developing community, strengthening the lifeworld and providing ethical discourse. The Internet, however, is a context not without problems. Still, less that one quarter of the world??s population has access, and computer illiteracy and governance (to name only a few) contribute to its limitations ?? this dichotomy is central to my investigation. I demonstrate that information communication technologies (ICTs) such as the Internet are radically altering our everyday lives and mediation is increasingly pervasive. I argue, therefore, that our globalised context demands alternative communicative spaces to mainstream media that allow diversity, plurality, intersubjectivity and new forms of interrogation. I ask whether the Internet can assist in the development of social networks and newest social movements (NSMs) by increasing civic bonds and communities. I posit communicative action, reflexivity and praxis as productive tools for a critical practice. I suggest that these theories are influential in researching the Internet??s potential in generating social awareness. I argue that the Internet can be used to construct social spaces and, in conjunction with creativity, can increase its productive capacity in developing diverse and ethical communicative contexts.
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Huber, Aubrey Anne. "HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/681.

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AN ABSTRACT OF THE DISSERTATION OF Aubrey A. Huber, for the Doctor of Philosophy degree in Speech Communication, presented on March 29, 2013 at Southern Illinois University Carbondale. TITLE: HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM MAJOR PROFESSOR: Dr. Nathan P. Stucky As a scholar studying critical communication pedagogy, I am interested in the ways help is produced in communication by future educators. I take Stewart's (1995) claim seriously that words are not merely representational, but instead produce reality. Working from this paradigm, I examined help-producing communication and its implications to theorize help and generate strategies to improve help practices, specifically between teachers and students. To collect data for this project I conducted an ethnography of the teacher education course, "Schooling in a Diverse Society," EDUC311. I was interested in future teacher discourse because teaching often is articulated as a helping profession. For example, a common argument from my research was that to teach is to help students learn content, skills, and particular worldviews. Schein (2009) argues that help is a process that cannot be easily explained. He asserts, "Helping is a common yet complex process. It is an attitude, a set of behaviors, a skill and an essential component of social life" (p. 144). However, very little work has been done to theorize or analyze the implications of help, particularly in terms of communication and educational contexts. In this dissertation, I examined how future teachers articulate and produce help in and through communication. In my experience as a former teacher education student, I found that the help articulated in teacher education classes, that focus on democracy and social justice was remarkably different than the help articulated in everyday experience. Hunt (1998) resolves, "A focus on teaching for social justice reminds us that our children need not only a firm grounding in academics but also practice in how to use those academics to promote a democratic society in which all get to participate fully" (p. xiii). Social justice educators recognize students have the ability to enact change. They recognize inequity and actively work with their students to understand their subject positions in order to work against systems of oppression. In social justice education, help is a process "with" students instead of "help for" students. EDUC311 explores the relationship between social justice and democracy. As a required course for all teacher education students at Southern Illinois University, this course provided me with an ideal population of future educators. By studying the communication of future educators in a course that emphasizes social justice, I analyzed the ways they produced notions of help, generated a definition of social justice-oriented help, and provided strategies that current and future educators could use to better help their students.
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Sjöqvist, Axel. "Communicative Language Teaching in Practice : Function versus form in teacher trainees´ lesson plans." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81615.

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This paper sets out to explore to what extent teacher trainees at a university in southern Sweden are influenced by communicative language teaching (CLT) approaches that the Swedish national syllabus for English, LGR 11, advocates. In addition, reliabilities regarding the level of institution (Junior High versus High School) will also be explored. The material consists of 20 lesson plans, two from each student equally split between Junior High and High School. These plans were submitted by the author’s classmates as part of an assignment during their teaching practice. The method for rating the lesson plans in terms of function versus form is based on a chart created by Thornbury (1999), although his chart has been adapted to better suit the methodology of this paper. The results showed that most of the lesson plans favored, to varying degrees, a communicative approach; the most popular one being a mixture of deep-end and shallow-end CLT approaches. Furthermore, the lessons in High school proved to lean slightly more towards deep-end CLT than their counterparts at Junior high.
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Mothudi, T. H. (Tamucha). "Communicative language teaching and learning : interfacing theory and practice - the case of Botswana secondary schools." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/50715.

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Researchers world-wide and also in Botswana have highlighted the lack of compatibility between Communicative Language Teaching (CLT) and the beliefs and traditions of specific contexts. This research seeks to contribute to this body of research by reporting on the interface between the theory and practice of CLT in Botswana’s urban junior secondary schools. One reason for the widely held perception in Botswana that there are problems with English second language proficiency can be found in the English second language secondary school classrooms. The quantitative data analysis saw some contradictory findings. On the one hand teachers appeared to approve of and knew what CLT was. On the other hand, their theoretical knowledge did not seem as sound as it should be. The teachers themselves seemed to feel that they were left out of the decision making process and their answers also suggested that they had to rely on their own initiatives to augment their teaching. In the qualitative part of the study it was demonstrated that little of the typical and most fundamental aspects of CLT were apparent in the classrooms. Limited attention is devoted to developing the learners’ skills and knowledge of how language is effectively used as a vehicle for conveying meaning in different socio-cultural contexts. In contextualising the findings within CLT research, the study attributes this discrepancy to, among others, what appears to be a top-down decision taken to implement the communicative curriculum in Botswana’s ELT, prior to ensuring that the CLT paradigm has been adequately conceptualized by the language teachers. The study recommends that pre-service and in-service training should be far more focused on preparing teachers for their new role as facilitators in the CLT classroom.
Thesis (DPhil)--University of Pretoria, 2015.
tm2015
Afrikaans
DPhil
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Wang, Li. "Online Communities of Practice: A Case Study of The CI Network from A Communicative Perspective." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273170599.

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Zhang, Ning. "Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363.

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Books on the topic "Communicative practice"

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Mitchell, Rosamond. Communicative language teaching in practice. London: Centre for Information on Language Teaching and Research, 1988.

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Communicative ethics in theory and practice. New York: St. Martin's Press, 1992.

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Thomassen, Niels. Communicative Ethics in Theory and Practice. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22162-2.

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Thomassen, Niels. Communicative ethics in theory and practice. London: Macmillan, 1992.

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García, Vandaele Geneviève, ed. Nouvelle grammaire communicative: A communicative grammar worktext with written and oral practice. Lincolnwood, IL: National Textbook Company, 1997.

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Private practice in communication disorders. Boston: Little, Brown, 1986.

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Communicative sexualities: Queer and feminist theories in practice. Lanham, Md: Lexington Books, 2011.

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Innes, Judith Eleanor. Planning theory's emerging paradigm: Communicative action and interactive practice. Berkeley: University of California at Berkeley, Institute of Urban and Regional Development, 1995.

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The argumentative turn revisited: Public policy as communicative practice. Durham: Duke University Press, 2012.

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L, Bloom Ronald, ed. Introduction to organic and neurogenic disorders of communication: Current scope of practice. Boston: Allyn and Bacon, 1997.

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Book chapters on the topic "Communicative practice"

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Westera, Nina J., and Martine Powell. "Improving Communicative Practice." In Communication in Investigative and Legal Contexts, 335–57. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118769133.ch15.

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Thomassen, Niels. "Communicative Power." In Communicative Ethics in Theory and Practice, 81–118. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22162-2_4.

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Thomassen, Niels. "Communicative Solidarity." In Communicative Ethics in Theory and Practice, 197–222. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22162-2_8.

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Porter, Sam. "Critical theory and communicative action." In Social Theory and Nursing Practice, 129–53. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14441-9_7.

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Thomassen, Niels. "Communication." In Communicative Ethics in Theory and Practice, 44–80. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22162-2_3.

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McCarthy, Thomas. "On the Communicative Dimension of Social Practice." In Artifacts, Representations and Social Practice, 463–82. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0902-4_27.

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Thornbury, Scott. "Communicative language teaching in theory and practice." In The Routledge Handbook of English Language Teaching, 224–37. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-20.

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Burwitz-Melzer, Eva. "2. Teaching Intercultural Communicative Competence through Literature." In Developing Intercultural Competence in Practice, edited by Michael Byram, Adam Nichols, and David Stevens, 29–43. Bristol, Blue Ridge Summit: Multilingual Matters, 2001. http://dx.doi.org/10.21832/9781853595356-004.

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Cammaerts, Bart. "A genealogy of communicative affordances and activist self-mediation practices." In Citizen Media and Practice, 98–112. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Critical perspectives on citizen media ; 3: Routledge, 2019. http://dx.doi.org/10.4324/9781351247375-7.

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Newby, David. "6. Cognitive + Communicative Grammar in Teacher Education." In Theory and Practice in EFL Teacher Education, edited by Julia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl, and Barbara Schiftner, 101–23. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847695260-009.

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Conference papers on the topic "Communicative practice"

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Anisimova, Olga Nikolaevna, and Lyudmila Anatoljevna Antonova. "The communicative elements in noncommunicative grammar exercises." In 8th International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114586.

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Norina, Irina Vitalevna. "Features of development of communicative abilities in children of preschool age with visual impairment." In International research and practice conference, chair Klavdiia Ivanovna Sultanbaeva. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-508501.

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Drachuk, N. V., and T. V. Chernitsina. "TESTIMONIALS IN THE COMMUNICATIVE-PRAGMATIC ASPECT." In 6th Conference "Advanced Studies in Science: Theory and Practice". Global Partnership on Development of Scientific Cooperation LLC., 2015. http://dx.doi.org/10.17809/25(2015)-08.

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Gurkina, Svetlana Vyacheslavovna. "Communicative universal learning activities development in project activities in English classes." In International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-200742.

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Derbeneva, Galina Viktorovna, and Mariia Ilinichna Bogdanova. "Basic Methods of Communicative Universal Learning Skills Formation in Elementary School Children." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-85933.

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Belokurova, Vera Viktorovna. "Development of Communicative Culture of High School Seniors in Different Age Groups as a Pedagogical Problem." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96612.

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The problem of development of communicative culture of modern high school seniors for modern pedagogical science on the basis of the needs the permission of the identified contradictions is revealed in the article. The author proposes the solution to indicated problem by utilizing the potential of intergenerational learning and interaction in mixed-age groups. Another, different from the traditional meaning of the term «high school senior», that is typical for schools implementing multiage training is represented.
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Lagutina, Olga Alekseevna. "The informational and communicative competence of a teacher in preschool educational establishment." In 8th International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114664.

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Ermolaeva, Janetta Evgenyevna. "Formation of professional-communicative competence of fire-technical profile experts through specialized dictations." In IX International Research-to-practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113014.

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Fomina, Tatyana Anatolievna. "Explanatory potential of the cognitive-communicative grammar at English lesson (at Present Perfect Example)." In VIII International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112515.

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Shabayeva, G. F. "Communicative Competence Of Future Heads Of Early Childhood Education Organizations Study." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.116.

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Reports on the topic "Communicative practice"

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Ballard, Grey. Reducing Computation and Communication in Scientific Computing: Connecting Theory to Practice. Office of Scientific and Technical Information (OSTI), June 2016. http://dx.doi.org/10.2172/1618256.

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Liaukus, C. Communication of Energy Efficiency Information to Remodelers. Lessons From Current Practice. Office of Scientific and Technical Information (OSTI), October 2012. http://dx.doi.org/10.2172/1219798.

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Liaukus, C. Communication of Energy Efficiency Information to Remodelers: Lessons From Current Practice. Office of Scientific and Technical Information (OSTI), October 2012. http://dx.doi.org/10.2172/1054830.

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Apolo, D., V. Báez, L. Pauker, and G. Pasquel. Corporate Communication Management: Considerations for the approach to its study and practice. Revista Latina de Comunicación Social, May 2017. http://dx.doi.org/10.4185/rlcs-2017-1177en.

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Trimano, Luciana. Social Representations and Citizenship Practices in a Rural Community: A Strategic Communication Contribution. Revista Latina de Comunicación Social, December 2012. http://dx.doi.org/10.4185/rlcs-2012-965en.

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Mishra, Shivakant. Some Practical Issues in the Design and Implementation of Group Communication Services. Fort Belvoir, VA: Defense Technical Information Center, September 2000. http://dx.doi.org/10.21236/ada383400.

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Eise, Jessica, Natalie Lambert, Tiwaladeoluwa Adekunle, and Laura Eise. More Inclusive, More Practical: Climate Change Communication Research to Serve the Future. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317278.

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Climate change impacts are being felt around the world, threatening human well-being and global food security. Social scientists in communication and other fields, in tandem with physical scientists, are critical for implementing mitigation and adaptation strategies effectively and equitably. In the face of rapidly evolving circumstances, it is time to take stock of our current climate change communication research and look toward where we need to go. Based on our systematic review of mid- to current climate change research trends in communication as well as climate change response recommendations by the American Meteorological Society, we suggest future directions for research. We urgently recommend communication research that (1) addresses immediate mitigation and adaptation concerns in local communities and (2) is more geographically diverse, particularly focusing on the African continent, the Caribbean, Latin America, the Middle East and certain parts of Asia.
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Haley, Ryan C., Shane M. Fox, and Roy M. Klotzbach. Best Practices in the Navy's Energy Programs Strategic Communication Factors Operating in the Tactical Forces. Fort Belvoir, VA: Defense Technical Information Center, December 2009. http://dx.doi.org/10.21236/ada517669.

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9

Robasky, Kimberley, Rebecca Boyles, Kira C. Bradford, Margaret Gold, W. Christopher Lenhardt, Shannon McKeen, Sandy Skipper, and Stan Ahalt. How to Launch Transdisciplinary Research Communication. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0022.2004.

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Transdisciplinary research teams are essential to scientific advancement, and successful transdisciplinary teams rely on effective communication. Overcoming barriers to foster productive team dynamics requires communication strategies and tools. We combine our practical experience to offer a succinct protocol, including only the essentials, to help teams quickly establish an agile communication platform during project start-up (https://doi.org/10.17605/OSF.IO/N5GFP).
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Cingel, Drew P., Alexis R. Lauricella, Ellen Wartella, and Annie Conway. Predicting Social Networking Site Use and Online Communication Practices among Adolescents: The Role of Access and Device Ownership. Librello, January 2014. http://dx.doi.org/10.12924/mac2013.01010028.

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