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Journal articles on the topic 'Formal communication'

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Published: 4 June 2021

Last updated: 25 April 2022

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1

Thacker, Alice J. "Formal Communication Disorder." British Journal of Psychiatry 165, no. 6 (December 1994): 818–23. http://dx.doi.org/10.1192/bjp.165.6.818.

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BackgroundThis study investigates whether anomalies in the sign language of prelingually deaf schizophrenics can be elicited and described systematically.MethodThirty schizophrenic and seven manic adults were recruited on the basis of a British Sign Language (BSL) version of the Present State Examination. Thirty-seven controls were matched for sex, age and ethnicity. Each participant became deaf before the age of two, and uses BSL as the primary means of communication.ResultsAnalysis reveals: (a) anomalies which are similar to those occurring in the spoken language of hearing schizophrenics; and (b) another series which is closely related to the life experience of deaf subjects and to the visuo-spatial medium itself.ConclusionsThere is evidence that formal communication disorder does occur in sign language. This has implications for more efficient diagnosis and management of deaf persons presenting to psychiatric services, as well as for the mechanisms of schizophrenic symptomatology itself.

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2

Colomer Feliu, Jordi, and Teresa Serra. "Communication in formal and non-formal science." Communication Papers 7, no. 13 (May 25, 2018): 217. http://dx.doi.org/10.33115/udg_bib/cp.v7i13.21990.

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Communication in both formal and non-for-mal education requires specific spaces, com-municators and activities. Communication in formal science is highly regulated by research needs and the purposes of higher education institutions. In non-formal science, communi-cation is more intrinsic, voluntary and typica-lly non-sequential, given that it is a function of activities designed in out-of-school envi-ronments. In both cases, communication is linked to learning and is mediated by indivi-dual or community engagement and the need for constant dialogue between communica-tors and public and by the need to constantly design new architectures of interaction

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3

T'Hooft, G. "Formal description techniques: Communication tools for data communication specialists." Computer Networks and ISDN Systems 14, no. 2-5 (January 1987): 311–21. http://dx.doi.org/10.1016/0169-7552(87)90070-5.

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4

Koen, Chris. "A Formal Communication Network Analysis Technique." British Journal of Sociology 38, no. 3 (September 1987): 373. http://dx.doi.org/10.2307/590694.

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5

Biswas, Pratik K. "A Formal Framework for Multicast Communication." IEEE Systems Journal 4, no. 3 (September 2010): 353–62. http://dx.doi.org/10.1109/jsyst.2010.2050364.

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6

Mat Hassan, Ahmad Fuad, Khairul Faiz Alimi, Hishamudin Isam, and Mashetoh Abd. Mutalib. "Amalan Kesantunan Berbahasa dalam Komunikasi Formal dan Tidak Formal dalam Kalangan Pelajar Universiti." Jurnal Komunikasi: Malaysian Journal of Communication 36, no. 4 (December 11, 2020): 410–27. http://dx.doi.org/10.17576/jkmjc-2020-3604-25.

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Kesantunan berbahasa ketika berkomunikasi amat dititikberatkan oleh masyarakat di Malaysia khususnya orang Melayu. Amalan kesantunan berbahasa adalah perkara asas dalam sesebuah komunikasi yang menggambarkan aturan sosial dalam sesebuah masyarakat dan menjadi prasyarat bagi kerjasama dalam sesebuah komunikasi. Kajian ini bertujuan untuk mengenal pasti amalan kesantunan berbahasa yang diamalkan oleh pelajar UUM dalam konteks komunikasi formal dan tidak formal, membandingkan elemen kesantunan berbahasa yang diamalkan oleh pelajar mengikut jantina dan membincangkan kesan terhadap amalan kesantunan berbahasa dalam komunikasi kepada pelajar. Sebanyak 1251 orang responden dipilih dan ditemu bual menggunakan borang soal selidik berstruktur yang dibina berdasarkan konteks formal dan tidak formal. Kajian ini mengaplikasikan teori kesantunan Brown dan Levinson (1987) sebagai landasan dalam membincangkan dapatan kajian. Hasil kajian mendapati, sebanyak 93.2 peratus (1166) orang pelajar UUM mengamalkan kesantunan berbahasa dalam konteks formal dan selebihnya sebanyak 6.8 peratus (85) orang responden sahaja yang kurang menitikberatkan elemen kesantunan berbahasa ketika berkomunikasi dalam konteks formal. Dari segi jantina pula, dapatan kajian menunjukkan bahawa terdapat perbezaan yang signifikan terhadap amalan kesantunan berbahasa antara pelajar lelaki dan perempuan, iaitu t(1249) = 3.652, p < .05. Hal ini menunjukkan bahawa pelajar perempuan lebih mengamalkan kesantunan berbahasa ketika berkomunikasi berbanding dengan pelajar lelaki. Selain itu, amalan kesantunan berbahasa dalam komunikasi pelajar telah memberikan kesan yang positif kepada pelajar khususnya di UUM. Amalan kesantunan berbahasa perlu dilestarikan oleh setiap individu kerana amalan ini bukan sahaja dituntut dalam beragama malah ianya dapat menggambarkan nilai budi leluhur sesuatu bangsa dalam konteks di Malaysia. Kata kunci: Kesantunan berbahasa, komunikasi formal, komunikasi tidak formal, pelajar universiti, bangsa.

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7

Orsini-Puente, Marta. "Education and communication: an experience in the formal education." Comunicar 10, no. 20 (March 1, 2003): 147–54. http://dx.doi.org/10.3916/c20-2003-21.

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The violent and pornographic contents that appear in the mass media exercise a negative influence on children and young men(women). This influence, according to the authoress of this paper, owes to a cultural invasion that propagates with the new technolo Los contenidos violentos y pornográficos que aparecen en los medios de comunicación ejercen una influencia negativa sobre niños y jóvenes. Esta influencia, según la autora del artículo, se debe a una invasión cultural que se propaga con las nuevas tecnologías y que tiene como consecuencia el fin de la capacidad crítica y la creatividad. Para evitarlo, se ha realizado en la ciudad de Cochabamba un proyecto de formación de profesores que intentará educar a jóvenes y adultos. Este proyecto se ha realizado en tres etapas: en primer lugar se realizaron talleres para formar al profesorado; en una segunda fase se atendió a los niños que acuden a locales de juegos electrónicos; por último, se ayudó a los profesores para que incluyeran los medios de comunicación en sus enseñanzas. La finalidad de todo el programa es educar en el ejercicio de la ciudadanía, en la cultura para la paz y en los derechos humanos.

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8

McWhirter, Gregory. "Behavioural Deception and Formal Models of Communication." British Journal for the Philosophy of Science 67, no. 3 (September 1, 2016): 757–80. http://dx.doi.org/10.1093/bjps/axv001.

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9

Johnson, J. D., W. A. Donohue, C. K. Atkin, and S. Johnson. "Differences Between Formal and Informal Communication Channels." Journal of Business Communication 31, no. 2 (April 1, 1994): 111–22. http://dx.doi.org/10.1177/002194369403100202.

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10

Barbosa, M., M. Farsi, C. Allen, and A. S. Carvalho. "Formal validation of the CANopen communication protocol." IFAC Proceedings Volumes 36, no. 13 (July 2003): 225–30. http://dx.doi.org/10.1016/s1474-6670(17)32487-4.

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11

Maíz-Arévalo, Carmen. "Typographic Alteration in Formal Computer-mediated Communication." Procedia - Social and Behavioral Sciences 212 (December 2015): 140–45. http://dx.doi.org/10.1016/j.sbspro.2015.11.311.

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12

Cusack, Elspeth, and Gregor von Bochmann. "Formal object-oriented methods in communication standards." ACM SIGPLAN OOPS Messenger 3, no. 2 (April 1992): 7–8. http://dx.doi.org/10.1145/130943.130945.

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13

Santer, Lisa, Toyoko Yamashita, and Steven Krug. "FORMAL COMMUNICATION TECHNIQUES DURING PEDIATRIC LACERATION REPAIR." Pediatric Emergency Care 6, no. 3 (September 1990): 232. http://dx.doi.org/10.1097/00006565-199009000-00063.

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14

Schiele, Bernard. "The non-formal communication of scientific knowledge." Prospects 25, no. 1 (March 1995): 87–99. http://dx.doi.org/10.1007/bf02334287.

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15

Sterk, Helen M. "Formal and Informal Feminist Rhetorics." Review of Communication 8, no. 2 (April 2008): 178–80. http://dx.doi.org/10.1080/15358590701656221.

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16

Bengin, Senka, and Biljana Ratkovic-Njegovan. "Business e-mail communication." Zbornik Matice srpske za drustvene nauke, no. 151 (2015): 319–32. http://dx.doi.org/10.2298/zmsdn1551319b.

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This paper presents a discourse analysis in the business e-mail communication with the aim of determining formal and informal linquistic characteristics. Researched corpus has been based on 148 e-mails exchanged between a manager employed in a marketing agency and his clients. The research is based on Speech Act Theory and Theory of Politeness. It has been found that the analyzed business e-mail correspondence is mostly characterized as informal, even with the characteristics of colloquial communication, unlike the expected characteristics of formal business style.

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17

Ryu, Young U. "Specification of contractual obligations in formal business communication." Data & Knowledge Engineering 26, no. 3 (July 1998): 309–26. http://dx.doi.org/10.1016/s0169-023x(97)00048-7.

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18

Cooper, Thomas W. "Communication and ethics: The informal and formal curricula." Journal of Mass Media Ethics 2, no. 1 (September 1986): 71–79. http://dx.doi.org/10.1080/08900528609358283.

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19

Weedman, Judith. "Informal and formal channels in boundary-spanning communication." Journal of the American Society for Information Science 43, no. 3 (April 1992): 257–67. http://dx.doi.org/10.1002/(sici)1097-4571(199204)43:3<257::aid-asi8>3.0.co;2-k.

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20

Saunders, David M., and Joanne D. Leck. "Formal Upward Communication Procedures: Organizational and Employee Perspectives." Canadian Journal of Administrative Sciences / Revue Canadienne des Sciences de l'Administration 10, no. 3 (April 8, 2009): 255–68. http://dx.doi.org/10.1111/j.1936-4490.1993.tb00032.x.

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21

Fekete, A. "Formal models of communication services: a case study." Computer 26, no. 8 (August 1993): 37–47. http://dx.doi.org/10.1109/2.223535.

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22

Aichernig, B. K., and J. Horl. "Validating voice communication requirements using lightweight formal methods." IEEE Software 17, no. 3 (2000): 21–27. http://dx.doi.org/10.1109/52.896246.

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23

Li, Layuan. "A new formal method for communication protocol specification." Journal of Computer Science and Technology 4, no. 1 (January 1989): 14–22. http://dx.doi.org/10.1007/bf02943984.

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24

Vinh, Phan Cong, and Emil Vassev. "Nature-inspired computation and communication: A formal approach." Future Generation Computer Systems 56 (March 2016): 121–23. http://dx.doi.org/10.1016/j.future.2015.10.011.

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25

Ye, Tao, Yang Li, Yian Guo, and Zhengshuang Xu. "Formal Synthesis of Kanamienamide." Synlett 29, no. 07 (February 12, 2018): 964–68. http://dx.doi.org/10.1055/s-0036-1591929.

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A formal total synthesis of the anticancer natural product kanamienamide has been accomplished. This communication describes two approaches to the macrocyclic core of the natural product. The key features of the route include an eﬃcient macrolactamization, a Corey–Bakshi–Shibata asymmetric reduction, and a Stork–Zhao–Wittig olefination.

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26

Luthfia, Amia. "Kompetensi Komunikasi Antar Budaya Peserta Pelatihan dari Indonesia di Australia." Humaniora 2, no. 1 (April 30, 2011): 860. http://dx.doi.org/10.21512/humaniora.v2i1.3105.

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This research studied about intercultural communication competency Indonesians when they study in Australia. Having competency in communicating with different cultures is important in order to avoid intercultural conflict, also to establish effective and proper communication. Although the training participants have different cultural background with Australians, obviously they are competent enough to conduct intercultural communication especially in social formal context. However, in social informal context, they are not competent enough. The training participants are competent in social formal context because they are helped by education setting that accommodative and tolerance towards their weaknesses compared to social informal context.

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Vlăduţescu, Ştefan. "Convictive Communication and Persuasive Communication." International Letters of Social and Humanistic Sciences 26 (April 2014): 164–70. http://dx.doi.org/10.18052/www.scipress.com/ilshs.26.164.

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The study starts from the identification of the discourses and conversations ongoing existence of two ways of communication processes. On the one hand, some processes are structured by concatenating rational arguments; arguments are often natural logic and occasionally may be of formal logic. On the other hand, other processes are directed and developed communication based on emotional arguments. In relation to the type of arguments that are used in communication delimit two types of communication: convictive communication and persuasive communication. The two types are found rarely in pure configuration. In the current communication the two intersect. Convictive or persuasive character of a statement is given by the predominance of one or other type of arguments.

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Sulaiman, Adhi Iman. "Model Komunikasi Formal dan Informal dalam Proses Kegiatan Pemberdayaan Masyarakat." Jurnal Penelitian Komunikasi 16, no. 2 (November 14, 2013): 173–88. http://dx.doi.org/10.20422/jpk.v16i2.38.

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The research development actors are performing on the communication functions. In this study focused on the formal and informal communication, as of opening access, approach on location, design,implementation and evaluation of empowerment program, located in the village of Pasuruhan, Subdistrict Binangun of Cilacap Regency. The purpose of this study was to construct patterns of formal and informal communication in the process of community development activities, especially in the village of Pasuruhan, District Binangun, Cilacap Regency, Central Java Province. The approach was qualitative and the study sample was purposive. Data collection techniques with the Focus Group Discussion (FGD), interviews and observations. Results showed: (1) Formal communication could not be separated from the formal communication in the research process and implementation of empowerment.While formal communication performed after the open access and to reinforce the aim of activity. And then in the implementation of socialization, extension and comparative studies. (2) The failure to informal communication processes, maked the process of qualitative research in particular, could be resistance, minus support, distrust, andcould even rejection of research informants. (3) Formal communication had structured nature, focused and symbolic interaction of status the institution or organizationof communicators. While the informal communication had unstructured nature, dialogical process or more flexible and could be long term, however the discussion wouldbe not focus.

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Spencer, Patricia Elizabeth. "Communication Behaviors of Infants With Hearing Loss and Their Hearing Mothers." Journal of Speech, Language, and Hearing Research 36, no. 2 (April 1993): 311–21. http://dx.doi.org/10.1044/jshr.3602.311.

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This study documented communication behaviors of hearing mothers and infants with a hearing loss that had been identified before 9 months of age (Group HL). Their behaviors were compared with those of mothers and infants without hearing loss (Group H). Each group was composed of 18 dyads videotaped during mother-infant play with toys at 12- and 18-months. Group HL mothers produced more gestural and tactile communications (but similar numbers of vocal communications) compared to H mothers. In contrast with earlier reports, infants with and without hearing loss were similar in quantity of gestural and vocal expressive prelinguistic communication behaviors. Despite group similarities in quantity of prelinguistic communications, H infants as a group surpassed HL infants in expression of formal language by 18 months. There was considerable variation within each group in formal language expression, however, with performance of some HL infants matching that of H infants.

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30

Drucker, Susan J. "The televised mediated trial: Formal and substantive characteristics." Communication Quarterly 37, no. 4 (September 1989): 305–18. http://dx.doi.org/10.1080/01463378909385552.

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31

GASCARD, ERIC, and LAURENCE PIERRE. "FORMAL PROOF OF APPLICATIONS DISTRIBUTED IN SYMMETRIC INTERCONNECTION NETWORKS." Parallel Processing Letters 13, no. 01 (March 2003): 3–18. http://dx.doi.org/10.1142/s0129626403001094.

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This paper focuses on the formal proof of parallel programs dedicated to distributed memory symmetric interconnection networks; communications are realized by message passing. We have developed a method to formally verify the computational correctness of this kind of application. Using the notion of Cayley graphs to model the networks in the Nqthm theorem prover, we have formally specified and mechanically proven correct a large set of collective communication primitives. Our compositional approach allows us to reuse these libraries of pre-proven procedures to validate complex application programs within Nqthm. This is illustrated by three examples.

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32

Damurski, Łukasz. "From Formal to Semi-formal and Informal Communication in Urban Planning. Insights from Polish Municipalities." European Planning Studies 23, no. 8 (January 8, 2015): 1568–87. http://dx.doi.org/10.1080/09654313.2014.993935.

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33

Schweitzer, John C. "The role of formal communication in employee job satisfaction." Public Relations Review 15, no. 3 (September 1989): 52. http://dx.doi.org/10.1016/s0363-8111(89)80010-4.

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34

Huang, Sun-Jen. "Early project estimation in the formal communication protocol development." Information & Management 38, no. 7 (August 2001): 449–58. http://dx.doi.org/10.1016/s0378-7206(00)00081-1.

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35

Richter, Judith M., Donna Bottenberg, and Karen A. Roberto. "Communication between formal caregivers and individuals with Alzheimer's disease." American Journal of Alzheimer's Care and Related Disorders & Research 8, no. 5 (September 1993): 20–26. http://dx.doi.org/10.1177/153331759300800506.

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36

Klinger‐Vartabedian, Laurel C. "Formal group communication with older adults: A research imperative." Journal of Applied Communication Research 15, no. 1-2 (March 1987): 67–76. http://dx.doi.org/10.1080/00909888709365260.

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Dietrich, F., and J. P. Hubaux. "Formal methods for communication services: meeting the industry expectations." Computer Networks 38, no. 1 (January 2002): 99–120. http://dx.doi.org/10.1016/s1389-1286(01)00242-0.

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Huang, Sun-Jen, and Richard Lai. "Deriving complexity information from a formal communication protocol specification." Software: Practice and Experience 28, no. 14 (December 10, 1998): 1465–91. http://dx.doi.org/10.1002/(sici)1097-024x(19981210)28:14<1465::aid-spe187>3.0.co;2-h.

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CAPLAN, ROCHELLE, DONALD GUTHRIE, and JUDITH G. FOY. "Communication Deficits and Formal Thought Disorder in Schizophrenic Children." Journal of the American Academy of Child & Adolescent Psychiatry 31, no. 1 (January 1992): 151–59. http://dx.doi.org/10.1097/00004583-199201000-00023.

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Babich, Fulvio, and Lia Deotto. "Formal methods for specification and analysis of communication protocols." IEEE Communications Surveys & Tutorials 4, no. 1 (2002): 2–20. http://dx.doi.org/10.1109/comst.2002.5341329.

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Burns, A., and A. J. Wellings. "Priority inheritance and message passing communication: A formal treatment." Real-Time Systems 3, no. 1 (March 1991): 19–44. http://dx.doi.org/10.1007/bf00365391.

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42

Ušpurienė, Aistė Barbora. "THE IMPACT OF NON-FORMAL ARTISTIC DANCE EDUCATION ON THE COMMUNICATION AND ORGANIZATIONAL ABILITIES OF ADOLESCENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 21, 2019): 549. http://dx.doi.org/10.17770/sie2019vol4.3990.

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The impact of non-formal artistic dance education for adolescents communication and organizational abilities is a relevant issue that should be explored. The aim of this research was to determine the impact of non-formal artistic dance education on the communication and organizational abilities of 12-13-year-old adolescents. The results showed that adolescents engaged in non-formal artistic dance education meet better communicative and organizational abilities. Most dancers have a "higher than average" and "high" level of these abilities. Adolescents, who did not attend any non-formal artistic classes, were mostly at the levels that complied with lower communication and organizational abilities. To sum up, we can say that the activities of non-formal artistic dance education undoubtedly affect communication abilities of 12-13-year-old adolescents.

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Kobylarek, Aleksander. "Scientific communication." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 5–8. http://dx.doi.org/10.15503/jecs20172.5.8.

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The article tackles the problem of models of communication in science. The formal division of communication processes into oral and written does not resolve the problem of attitude. The author defines successful communication as a win-win game, based on the respect and equality of the partners, regardless of their position in the world of science. The core characteristics of the process of scientific communication are indicated , such as openness, fairness, support, and creation. The task of creating the right atmosphere for science communication belongs to moderators, who should not allow privilege and differentiation of position to affect scientific communication processes.

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Abugre, James Baba. "APPRAISING THE IMPACT OF ORGANIZATIONAL COMMUNICATION ON WORKER SATISFACTION IN ORGANIZATIONAL WORKPLACE." Problems of Management in the 21st Century 1, no. 1 (May 10, 2011): 7–15. http://dx.doi.org/10.33225/pmc/11.01.07.

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Today, more and more businesses depend on communications for their success since a well-organized communication system is shown to be an important factor in stimulating worker satisfaction in organizations. The purpose of this paper is to assess organizational communication and its impact on worker satisfaction in organizational workplace. The paper examines three Ghanaian organizations in the formal sector using a quantitative survey of ninety respondents to gain information for the study. The chi-square test was used with cross-tabulation of the independent and dependent variables to test and answer the hypothesis and research questions formulated for the study. Findings show that there is a significant relationship between efficient organizational communication and employee satisfaction. Findings also show that organizational communication has a positive impact on employee performance. Analysis of the findings further reveals that workers prefer good leadership communication behavior because it has positive effects on workers in organizations. The study proposes that organizations in the formal sector will achieve their objectives if they pay proper attention to the communication processes through efficient organizational communication in the workplace. Key words: employee performance, organizational communication, organization, worker satisfaction.

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KOWALCZYK, Ryszard. "Samorząd terytorialny jako uczestnik komunikacji społecznej." Przegląd Politologiczny, no. 4 (November 2, 2018): 21–36. http://dx.doi.org/10.14746/pp.2011.16.4.2.

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The author considers local government as a participant of social communication, mainly by means of its public communications. He emphasizes two fundamental forms of public communication, formal and informal. He touches upon the political foundations of local government information policies, which implement a specific political vision of the authorities. The author concludes by saying that in the field of information policy a unit of local government cannot be treated as a passive executor of statutory tasks (in their formal and legal aspects) but should rather be perceived as an active creator that runs its information policies on the basis of its own local policy (the political and legal aspects).

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Sturm, Janet M., and Nickola Wolf Nelson. "Formal Classroom Lessons." Language, Speech, and Hearing Services in Schools 28, no. 3 (July 1997): 255–73. http://dx.doi.org/10.1044/0161-1461.2803.255.

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Quantitative and qualitative methods were used to analyze the discourse expectations of formal classroom lessons in order to provide an informational base for curriculum-based language intervention. Samples of oral communication exchanges between general education teachers and their students in five classrooms each at first-, third-, and fifth-grade levels (15 total) were audiotaped. Grade level changes included significant increases in the syntactic complexity of teachers' language from third- to fifth-grade level, as well as findings that fifth-grade teachers conveyed content more frequently than first-grade teachers and that first-grade teachers called on students by name more often than either third- or fifth-grade teachers. Ten rules were generated from these discourse samples and from prior research to summarize the expectations that students must infer in order to participate successfully in formal lessons. Implications for students with communicative disorders are considered.

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Kamalraj, Pabiththa, Marie Savundranayagam, J. B. Orange, and Marita Kloseck. "Communication in Home Care: The Experiences of Formal Caregivers in Communicating with Persons Living with Dementia." Innovation in Aging 4, Supplement_1 (December 1, 2020): 899. http://dx.doi.org/10.1093/geroni/igaa057.3312.

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Abstract There is limited literature on formal caregivers’ communication with persons living with dementia (PLWD) in home settings. Most research comes from studies of long-term care home settings or informal home care contexts. Yet, there are expected needs and rising demands for formal caregiver support within home care. The aim of this study was to understand better the lived experiences of personal support workers (PSWs) regarding their communication with PLWD in home settings. A hermeneutic phenomenological approach guided this research. Semi-structured interviews were conducted with 15 PSW participants. Three major themes were identified through thematic analysis: (1) challenged by dementia-related impairments; (2) valuing communication in care; and (3) home is a personal space. PSWs experienced difficulties in their communication with PLWD despite recognizing the importance of communication in providing optimal home care. This suggests that while PSWs possess good intentions, they do not possess the skills necessary to ensure effective interactions. Dementia-specific education and training are recommended to improve PSWs’ communication skills and to enhance quality of care. Findings highlight further the uniqueness of the personal home space itself on PSWs experiences with communication. Aspects of the home care environment can enable, but also complicate, successful communication between PSWs and PLWD. Consequently, findings also have implications for family members of PLWD and home care employers regarding optimizing practice and improving care.

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Xia, Mo, Kueiming Lo, Shuangjia Shao, and Mian Sun. "Formal Modeling and Verification for MVB." Journal of Applied Mathematics 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/470139.

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Multifunction Vehicle Bus (MVB) is a critical component in the Train Communication Network (TCN), which is widely used in most of the modern train techniques of the transportation system. How to ensure security of MVB has become an important issue. Traditional testing could not ensure the system correctness. The MVB system modeling and verification are concerned in this paper. Petri Net and model checking methods are used to verify the MVB system. A Hierarchy Colored Petri Net (HCPN) approach is presented to model and simulate the Master Transfer protocol of MVB. Synchronous and asynchronous methods are proposed to describe the entities and communication environment. Automata model of the Master Transfer protocol is designed. Based on our model checking platform M3C, the Master Transfer protocol of the MVB is verified and some system logic critical errors are found. Experimental results show the efficiency of our methods.

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Yavuz, Fatih, and Ozgur Celik. "The importance of listening in communication." Global Journal of Psychology Research: New Trends and Issues 7, no. 1 (September 25, 2017): 8–11. http://dx.doi.org/10.18844/gjpr.v7i1.2431.

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Abstract Listening skills have been a great concern for both researchers and teachers trying to promote communicative competence. The purpose of this study is to find out to what extend listening is important in gaining communicative competence. 100 university level preparatory class students were chosen as subjects of the study. Students took formal listening and speaking classes for one term and at the end of the term they took a written exam for listening class and an oral exam for speaking class. The data obtained from the exam results were analyzed and interpreted. Keywords: Listening skills, communication, preparatory class students, formal listening, communicative competence.

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Güngör, Ayşegül Sağkaya, Dursun Yener, and Mertcan Taşçıoğlu. "Wanna Be a Friend on Social Media?" International Journal of Online Marketing 11, no. 3 (July 2021): 64–79. http://dx.doi.org/10.4018/ijom.2021070105.

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As the volume of consumer-brand interactions is increasing in the social media setting, it becomes essential to understand how to foster relationships to create favorable attitudes towards the brand, stimulate sales, and enable consumers to forward the brand name to others. In this regard, this research focuses on the effect of communication style (formal vs. informal) that should be used for products that have different levels of self-expression (high vs. low) in social media communications. An experiment was conducted with 384 participants. The results indicated that consumers prefer informal communication regardless of the self-expression level of the product in social media. Investigating the interaction effects, the authors demonstrated that highly self-expressive products favorably stimulate word-of-mouth intention in case of formal communication. However, it is the informal communication that stimulates purchase and word-of-mouth intentions and brand attitudes when the product is low self-expressive in nature.

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