COMMUNICATION / MEDIA / PUBLISHING
Design and delivery of programmes
UK EL04 = SCQF 4, Foundational Level, NICAT 1, CQFW 1, Foundation, GCSE D-G, NVQ 1, Intermediate 1,
UK EL05 = SCQF 5, Intermediate level, Intermediate, NICAT 2, CQFW 2, Intermediate, GSCE A-C, NVQ 2,
UK EL06 = SCQF 6, Advanced courses, NICAT 3, CQFW 3, Advanced, A/AS Level, NVQ 3, Higher, SVQ 3
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AbstractThis resource is a Flash SWF learning object which describes the various forms of communication, and their uses in engineering. It was created by North West Content Exchange.
Copyright/LicenseJorum Institutional Licence
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Distance Education and Community Learning Networks linked by a Library of CultureSantiago, Joseph A (DigitalCommons@URI, 2011-02-14)Humans are relational beings with their modeled behavior as practical examples of cultural routines that they hear, see, read, and assemble on their own from communal pieces of information to answer the needs of their everyday lives (Bandura, & Jeffrey, 1973). Yet few researchers have looked at the differing synthesis of culture and generally assume that others share similar ideas/values that lead to particular events and worldviews (Lillard, p.5 1998). Informational and cultural contact zones can be created to support CLNs, universities, and individuals in a variety of roles to encourage their interactions so they might design, and challenge the fundamentals of these programs and seek to better cooperation amongst the public itself (Tremmel, 2000). By increasing communication and collaboration of educational systems throughout the community will begin to raise the standard of living for all people (Bohn, & Schmidt, 2008). This will begin to draw people out from the digital divide and increase the access of technology and information available to all people with the community. Utilizing CLNs to support and further education will allow an interconnected web of assessments, standards, and cooperative efforts that has the potential of increasing democracy by empowering people from their communities.
Communicating the Impact of Communication for Development : Recent Trends in Empirical ResearchInogaki, Nobuya (Washington, DC: World Bank, 2012-05-31)The UN Millennium Development Goals call
for not only greater financial commitment in international
assistance programs but also innovative strategies to tackle
the serious economic, health, education, and other basic
human rights problems in the developing world. This paper is
organized as follows: Chapter 2 is an overview of key
theoretical models of development communication. Chapter 3
describes the characteristic patterns of recent empirical
studies in development communication in terms of theoretical
models and types of communication strategies. Chapter 4
presents some outstanding evidence of the impacts of
communication on development initiatives. Chapter 5
discusses weak spots in the evidence. The concluding chapter
will make suggestions for further research by drawing
attention to the theoretical, methodological and empirical
gaps in the existing academic research in development communication.
InterpretingKent, Stephanie Jo (ScholarWorks@UMass Amherst, 2014-05-09)What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and discount cultural identity. The default mode of interpreting shows a desire for speed that suppresses differences requiring cultural mediation. It is theorized this imbalance stems from the invention and implementation of simultaneous interpreting within a highly charged historical moment that was steeped in trauma. Interpreting as a professional practice developed in keeping with technological capacities and historical contingencies accompanying processes of industrialization and modernity. The resulting expectations about what interpreting can and cannot achieve play out in microsocial group dynamics (as inequality) and macrosocial policy (legalized injustice). Interpreting invites an encounter with difference: foreignization is embedded within the experience of participating in simultaneous interpretation because interpreting disrupts the accustomed flow of consciousness, forcing participants to adapt (or resist adapting) to an alternate rhythm of turn-taking. This results in an unusual awareness of time. Discomforts associated with heightened time-consciousness open possibilities for deep learning and new kinds of relationships among people, ideas, and problem-setting. An analysis of the frustrations of users (interpretees) and practitioners (interpreters) suggests the need for other remedies than complete domestication. Reframing training for interpreters, and cultivating skillful and strategic participation by interpretees, could be leveraged systematically to improve social equality and reduce intercultural tensions through a balanced emphasis on sharing understanding and creating mutually-relevant meanings. This comparative cultural and critical discourse analysis enables an action research/action learning hypothesis aimed at intercultural social resilience: social control of diversity can be calibrated and contained through rituals of participation in special practices of simultaneously-interpreted communication.