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Recently, cooperatives have been created to promote the use of renewable energy (RE) most notably in Canada, the US, UK, Denmark or Germany. In order to develop the adoption of RE, the cooperatives have to seek to influence the behaviour of their members so that they switch from the use of traditional fossil energy to RE. This paper examines the various barriers to adoption of RE and the way cooperatives are circumventing those obstacles in order to develop the use of RE. This study surveyed a sample of 9 cooperatives from countries where governments are subsidizing the use of RE. The paper identifies a set of specific barriers to the adoption of RE by consumers. It also reveals that cooperatives effectively contribute to the uptake of RE with community-based social marketing initiatives that are lowering those barriers successfully. Those initiatives are related to educational communication, low prices, local offers with complementary services, and cooperative distribution. The paper put forwards a framework for the assessment of how each of those initiatives contributes to the diminishing of each of the barriers to adoption of RE.

The article takes a look at cross-cultural interpersonal communication between children, their parents and grandparents in the families of Russian–Israelis and examines how the Russian-Soviet educational discourse persists in the post-Soviet immigrant family, keeps its meanings or changes itself through migration. Examining the micro-cultural level of everyday conversations between parents and grandparents and their offspring, we suggest that the original Russian-Soviet educational messages, regarding the importance of self-discipline and the acceptance of authority, are inculcated in Israel, by emphasizing concepts and practices of vospitannost’ (manners) and obiazannosti (obligations). Moreover, Russian-speaking Israelis cultivate the style of vospitanie (educating a child), making it an indicator of Russian identity for their Israeli-born children, and use it as a resource for maintaining power in relation to both their Israeli-born children and local Israelis. However, our analysis also revealed that ...

The Communication and Popular Education Center (NCEP) is a university extension program that was created in 2003 by the Department of Communication at the Federal University of Paraná (Decom/UFPR). Before producing a historical trajectory, we present in this text the results that have been achieved so far by the team and the project partners, as well as provide brief accounts of experiences. The NCEP aims to stimulate discussion on educational communication and popular communication. The undergraduate and graduate involved help the core partners in specific projects in the management of communication tools perspective. Currently, the NCEP has six partnerships in which the core members develop writing and production workshops in radio and print newspaper, as well as an international partnership with the Eduardo Mondlane University in Mozambique, which is reported in the spotlight. O Núcleo de Comunicação e Educação Popular (NCEP) é um programa de extensão universitária que foi criado em 2003 junto ao Departamento de Comunicação da Universidade Federal do Paraná (Decom/UFPR). Antes de produzir um histórico dessa trajetória, apresentamos nesse texto os resultados que vêm sendo alcançados pela equipe e parceiros do projeto, bem como fornecer breves relatos das experiências. O NCEP tem como objetivo estimular a discussão sobre educomunicação e comunicação popular. Os alunos de graduação e pós-graduação envolvidos auxiliam os parceiros do Núcleo em projetos específicos na perspectiva do gerenciamento de ferramentas de comunicação. Atualmente, o NCEP conta com seis parcerias nas quais os integrantes do Núcleo desenvolvem oficinas de redação e produção em rádio e em jornal impresso, além de uma parceria internacional com a Universidade Eduardo Mondlane, de Moçambique, que é relatada em destaque.

в данной статье дается краткий анализ значимости информации и обзор взглядов на важность творческого взаимодействия преподавателя и студентов в вузе современного общества. Автором приводятся яркие примеры форм такого общения с учетом меняющейся парадигмы образования как доказательства важности изучения новых методов креативных образовательных коммуникаций., The paper gives a brief analysis of the information relevance and considers contemporary views on the significance of creative teacher-students' interaction in modern higher educational institutions. The forms of such interaction are given in the light of changing educational paradigm. Those forms are viewed as striking demonstrations of the importance of creative educational communication studies.

The objective of this review is to evaluate the effectiveness of educational communication interventions for health professionals in emergency departments. The end result is to identify the specific types of communication based educational strategies utilized by emergency department health care professionals to enhance the quality of care for patients.

Studies have shown that smoking is a learnt behavior, often initiated during adolescence. This paper aims to describe tobacco-related knowledge, attitude and associations among school adolescents aged 13-15 with exposure to anti-smoking information. Using data from the Global Youth Tobacco Survey (GYTS) in Viet Nam, 2014, knowledge was measured through 4 questions about tobacco use, and attitude was assessed through 3 questions on personal, social and environmental aspects. Students giving most anti-tobacco responses to all questions were considered as having correct knowledge or appropriate attitude or both. Access to anti-smoking information was determined by exposure to any media messages on tobacco control during the past 30 days and teaching in school about the danger of tobacco use during the past 12 months. A substantial percentage of students thought that being near others who smoke might be harmful to them and smoking is harmful to health (89.4% and 89.6% respectively). However, only 46.4% reported that it is definitely difficult to quit smoking and 66.9% thought that smoking for only 1 or 2 years, once stopped, is harmful to health. Slightly more than half of the respondents reported appropriate attitude that young smokers have fewer friends than others and smoking makes them less attractive and less comfortable at social events. Noticing anti-smoking messages in the media together with having lessons in school about the dangers of tobacco substantially increased the likelihood of having correct knowledge, appropriate attitude and both. Despite relatively high awareness about smoking harms, effective educational communication is still highly needed to improve the level of comprehensive knowledge and an appropriate attitude regarding tobacco use.

V diplomskemdeluVpliv komunikacije na pojav razvajenosti pri otroku nas je zanimal predvsem pojav razvajenosti, ki se lahko pojavi kot stranski učinek neustrezne komunikacije med starši in otroki. V teoretičnem delu je bil poudarek na ustrezni komunikaciji v odnosu med starši in otroki in ali lahko s slednjo preprečimo ali vsaj omilimo pojav razvajenosti pri otrocih. Tako je bil naš prvi cilj, da se seznanimo s strokovnimi izrazi oziroma kompleksnimi pojmi,kot so komunikacija, razvajenost, postavljanje mej, vzgojna komunikacija idr. Nadalje smo želeli ugotoviti, kakšen vpliv ima komunikacija na pojav razvajenosti pri otrocih ter kako pomembno vlogo le-ta odigra pri postavljanju meja. Želeli smo tudi preučiti, kako bi lahko s pomočjo komunikacije razvajenostpreprečili ali jo vsaj omilili. Nenazadnje pa smo s tem želeli ugotoviti tudi, koliko časa si starši dandanes sploh še vzamejo za primerno komunikacijo s svojimi otroki. Namen in cilj diplomskegadela je bil ugotoviti,ali neustrezna komunikacija dejansko lahko vpliva na pojav razvajenosti pri otrocih. Zato smo izvedli raziskavo na vzorcu staršev predšolskih otrok v vrtcu Šentjur pri Celju. Analiza rezultatov je pokazala, da si starši vzamejo premalo časa za kakovostno komunikacijo s svojimi otroki, saj zaradi vse hitrejšega tempa življenja ne najdejo primernega časa. Anketni vprašalniki so pokazali, da se večina staršev pojava razvajenosti pri svojih otrocih zaveda in skušana tem področju narediti majhne korake, ki bi lahko vodili do velikih sprememb oziroma izboljšanja ali celo do odstranitve pojava razvajenosti. The Thesis The Influence of Improper Communication on the Spoilt Child Phenomenon focuses on the spoilt child phenomenon which can occur as a side effect of an improper communication between parents and children. In the theoretical part the emphasis was on proper communication between parents and children and if the latter can prevent or at least reduce the spoilt child phenomenon. Our first aim was to get familiar with professional terms like communication, spoilt child, setting boundaries, educational communication etc. Furthermore, we wanted to determine what kind of influence does communication have on the spoilt child phenomenon and its importance on setting boundaries. We wanted to study how communication could help prevent or at least reduce the spoilt child phenomenon. Last but not least, we wanted to find out how much time parents nowadays take for proper communication with their children. The purpose and the aim of the Thesis were to determine whether improper communication actually can influence the spoilt child phenomenon. That is why we conducted a survey among parents with preschool children that are attending Nursery School Šentjur. The results showed that parents do not take enough time for a proper communication with their children, since they don't find the time due to the fast paced life. Questionnaires showed that most of the parents are aware that their children are spoilt and they are taking small steps that could lead to big changes, improvement or even to a disappearance of the spoilt child phenomenon.

Title: Educational Communication at Conservatoires and Its Specific Features Author: Petra Hádková Department: Czech Language Department Supervisor: doc. PhDr. Martina Šmejkalová, Ph.D. Consultant: PhDr. Ladislav Janovec, Ph.D. The objective of this thesis is to describe communication at conservatoires and its specific features. We applied the pedagogical, linguistic, and marginally also the musicological approach. The educational communication was described based on partial objectives. The first research part deals with research and description of communication structures where we were finding out what types of communication structures occur in the educational communication and what communication structures are represented the most. The second research part deals with research and description of communication (illocutionary) functions where we were interested in with what intents the teachers and pupils communicate and in what frequency. The third research part deals with humour in the educational communication. We were finding out what humour situations occur in the educational communication, i.e. what and why the teachers and pupils laugh at, who initiates the humour, who laughs at it, as to whether the humour is intentional or not, as to whether it is connected with the content of the...

The pedagogical language plays a special role in the training of future teachers. Its formative value is given both by its socio- cultural values and its pragmatic ones. Besides all these, there are also the ideological values that reflect the political conception which, at a given moment, dominated the society's educational policy which was applied at the level of schools. Even though the effects of the curricular reform were felt at the level of the pedagogical discourse, there are still some reminders of the “wooden language” of the communist political discourse. All of these make the true educational message hard to be perceived by the future professors, and many times it seems to be inadequate for the nowadays school system and thus it looks hard to be put into educational practice. Educational communication is to be reinvigorated by making philosophical and pedagogical conceptions centred on authentic values and removing the ideological meanings on the basic concepts of pedagogy has acquired during the communist period, in order to improve the training process of the young generation.

This study is set out to find out the status of the multimedia resources available in the libraries of Delhi,to further investigate the diversity of nature, types, and formats of multimedia resources available in theselibraries. The study also includes a brief account of facilities available for the conservation and preservationalong with the multimedia production facilities available in the libraries. Findings of the study reveal that CDs/DVDs are the most preferred physical storage form and compact shelves are the most preferred externalstorage form for the multimedia resources in all the libraries. The CEC (Consortium for EducationalCommunication)-Media Tape Library is the best multimedia library among all the libraries with all the latestequipments and best production facilities available throughout India.http://dx.doi.org/10.14429/djlit.32.5.2654

This paper introduces an empirical study that examines how teachers evaluate pupils’ responses. The study draws on research undertaken at four secondary schools in the Czech Republic. It transpires that feedback has a stable position in the structure of communication; however, it is used only to verify pupils’ responses and not to elaborate them. An important feature of feedback is its implicitness and near-zero content value resulting from the teachers’ preferences to avoid explicit evaluative comments. This type of feedback is not in accordance with the concepts of dialogical education that currently dominate the field of the theory of educational communication.

The aim of this strategy was to use the cellular one as a pedagogic tool to develop the thought, critically, reflexively and analytical, besides the competition written across the sending of works for fewer five companions. This work of experimentation was carried out in the Center of Studies of the Educational Communication of the Latin-American Institute of the Educational Communication (ILCE), which it gives maestrias across the modality of videoconferences and the use of the educational platform Moodle. In 2011 it was chosen to include inside the Main Plan of the module of Education distantly, the use of the cellular one for the sending of summaries from 50 to 150 words, as well as representative images of the topics corresponding to every session, it is necessary to underline that it was possible to take part with any type of device with applications of sending of written messages and capture of images.

Rozvoj hlasu pro pedagogickou komunikaci - mezi reflexí a prožitkem

A questionnaire was used to collect data from 1676 undergraduate and postgraduate students randomly selected from three major Nigerian universities to understand how media gratification and constraints motivated their use of text messaging to meet educational needs. Sixty‐five (65 per cent) and 63 per cent of the respondents reported using the technology for contacting peers and lecturers for educational matters while less than 40 per cent have used technology to contact lecturers and others respectively. Generally, closeness to mothers and education of parents influence use of the technology for educational contact. The instrumental gratifications of SMS capability to enable students escape face to face communication, convenience and low cost also explain use of SMS to make educational contact although this activity is constrained by the difficulty to decipher the intention of the messages and by the confusion that often arises due mainly to unclear acronyms.

There are two main approaches to using media in schools: students can learn "from" Media and technology, and they can learn "with" media and technology. The basis for The use of media and technology as a "tutor" in schools is "educational communication," that is the deliberate act of communicating content (teaching content) for students by assuming that they will learn something "from" this communication, so communication is not again free but controlled and conditioned for educational purposes. Findings on the impact of technologybased instruction in education can be concluded that technology as a tutor has a positive effect on learning, one of them is the student can complete a set of educational goals in less time than necessary in a traditional approach. However, these two approaches only make the task become easier but do not activate and facilitate them to think critical and higher learning. “Media Genit” uses a new approach as an approach that can optimize perspective-based cognitive processes, constructivism, which constitutes an environment in which the student as a designer thinks creative about content combined with real-world tasks, student learning content, enjoy the learning process, and recognize that they have created something that is valuable.

The paper was part of the study on the "Assessment of Satellite Communication Requirements of Tamil Nadu Coastal Areas", undertaken for the Development and Educational Communication Unit of the Indian Space Research Organisation in 2008. This paper focuses on the role of different stakeholders in coastal management with respect to tackling hazards.

This study explored an intervention of body image disturbance by employing short educational messages. A public service announcement (PSA) comprised of a realistic body image photo and a text emphasizing genetic diversity of body types improved young women’s body satisfaction, although it did not affect the size of ideal female-body norm. A variation of the PSA, an alignment ad, generated a similarly positive effect on body satisfaction. The alignment ad, in comparison to a control, also increased the size of ideal female-body norm. At the same time, these positive main effects were mostly due to the gains in body satisfaction and the size of ideal female-body norm by women whose body satisfaction was relatively undamaged to begin with. For women who were already suffering from low body satisfaction, the educational messages interacted with the predisposition to further deteriorate body satisfaction and the norm of ideal female body. Theoretical implications of these effects were discussed and practical suggestions were made for healthy body image advocates.

To correspond to the Association for Educational Communication Technology (AECT) Code of Professional Ethics and the professional journal TechTrends' ethics columns, this paper provides empirical data regarding ethical issues associated with the use of instructional technology in design and training situations. In-depth interviews of 20 professional technologists were conducted. The three most prominent ethical concerns reported were copy- right, learner privacy, and accessibility. The results of this study also identified three ethical issues that have not been discussed extensively in the literature: diversity, conflicts of interest, and professionalism/confidence. In addition to identifying ethical issues, the findings of the study also contribute to the current literature through identifying coping strategies of ethical issues adopted by professional technologists. Finally, implications to researchers, managers, and practitioners were discussed.

The process of cartographic communication has interdisciplinary character and includes different types of information. It includes analyses of the content, shape, form, modus and the instrument of communication of the knowledge about phenomena and processes of geospace, research of the meaning of messages, modules and effects of their reception. Depending on the level of society development and people’s way of living, the communication process has differed - ways of realization, comprehension and interpretation. Modern development of communicational technology, i.e. of the instruments of modern communication, has determined a number of different types and ways of communication. This enabled faster and more intense production and reproduction of information. By development of the computer network and virtual communication, a communicational practice became more intensive and faster. A form of cartographic communication in the function of informational and educational communication is enabled by forming a system of signs through which the information, as a product of consciences, is objectified as a message and a characteristic of a subjects of communication who produce, communicate and use those information.

En este artículo, presentamos algunos aspectos de la investigación etnográfica que hemos realizado sobre la dimensión pedagógico-política que subyace en los entornos y en los procesos de comunicación del Movimiento 15-M. Concretamente, abordamos los fundamentos teóricos de nuestro estudio a partir de los conceptos de comunicación educativa y cultura política, y reflexionamos sobre el carácter pedagógico-político implícito tanto en las prácticas asamblearias como en los proyectos de comunicación que el Movimiento 15-M ha desarrollado desde su aparición. En aquest article presentem alguns aspectes de la investigació etnogràfica que hem realitzat sobre la dimensió pedagogicopolítica que és subjacent als voltants i en els processos de comunicació del Moviment 15-M. Concretament, abordem els fonaments teòrics del nostre estudi a partir dels conceptes de comunicació educativa i cultura política, i reflexionem sobre el caràcter pedagogicopolític implícit tant en les pràctiques assembleàries com en els projectes de comunicació que el Moviment 15-M ha desenvolupat des que va aparèixer. In this paper, we present some aspects of the ethnographic research that we have done about the pedagogical-political dimension that underlies in the communication environments and processes of the 15-M movement. We specifically deal with the theoretical foundations of our study from the concepts of ‘educational communication’ and ‘political culture’, and we reflect on the pedagogical-political nature which is inherent in both the assembly-based practices and communication projects that the 15-M movement has developed since its emergence.

El artículo presenta una investigación cuyo objetivo es conocer las percepciones de los estudiantes de magisterio sobre su competencia comunicativa. Fueron encuestados 115 estudiantes universitarios del grado de Maestro de Educación Primaria (concretamente de la mención específi ca en Educación Especial) de la Universidad de Granada (España). Los resultados han revelado insufi ciencias comunicativas relevantes para el desempeño de la actividad docente, así como un tímido incremento de ciertas habilidades comunicativas en el transcurso de la carrera., A study on student teachers' perceptions of their communication skills is described in this article. The sample included 115 students at the Universidad de Granada (Spain) who were candidates for a Master's Degree in Primary Education (majoring specifically in special education). The results showed significant shortcomings in communication that are relevant to teaching, as well as a slight increase in certain communication skills during the course of their studies., Este artigo apresenta uma pesquisa cujo objetivo é conhecer as percepções dos estudantes de magistério sobre sua competência comunicativa. Foram entrevistados 115 estudantes universitários da graduação de "Magistério em Educação Primária" (especificamente em Educação Especial) da Universidad de Granada (Espanha). Os resultados revelaram insuficiências comunicativas relevantes para o desempenho da atividade docente, bem como um tênue aumento de certas habilidades comunicativas no transcurso da formação.

URL del artículo en la web de la Revista: https://www.upo.es/revistas/index.php/ripp/article/view/3588, En este artículo presentamos el proceso de investigación etnográfica que estamos desarrollando sobre la Comunicación Educativa en el Movimiento 15-M. Detallamos la revisión bibliográfica realizada para justificar la urgencia de analizar las dimensiones comunicacional y pedagógica del movimiento así como para mostrar la necesidad de enriquecer los estudios sobre comunicación y sobre pedagogía política en el contexto de los movimientos sociales del siglo XXI. Asimismo, abordamos nuestro objeto de estudio desde la noción de "cultura política" y exponemos el proceso etnográfico llevado a cabo hasta el momento. Para finalizar, esbozamos una serie de conclusiones y reflexiones preliminares., In this paper we present the process of ethnographic research that we are developing on Educational Communication in the 15M Movement. We detail the literature review made to justify the urgency to analyze the communicational and pedagogical dimensions of the movement, as well as to showcase the need to enrich the studies on communication and political pedagogy in the context of the 21st century's social movements. Furthermore, we address our object of study from the notion of "political culture" and we expose the ethnographical process conducted so far. Finally, we outline a series of preliminary conclusions and reflections., Universidad Pablo de Olavide

En este artículo presentamos el proceso de investigación etnográfica que estamos desarrollando sobre la Comunicación Educativa en el Movimiento 15-M. Detallamos la revisión bibliográfica realizada para justificar la urgencia de analizar las dimensiones mediático-comunicacional y pedagógica del movimiento así como para mostrar la necesidad de enriquecer los estudios en Comunicación Educativa. Asimismo, abordamos nuestro objeto de estudio desde la noción de ‘cultura política’ y exponemos el proceso etnográfico llevado a cabo hasta el momento. Para finalizar, esbozamos una serie de reflexiones preliminares. In this paper we present the process of ethnographic research that we are developing on Educational Communication in the 15M Movement. We detail the literature review made to justify the urgency to analyze the media-communicational and pedagogical dimensions of the movement, as well as to showcase the need to enrich the studies on Educational Communication. Furthermore, we address our object of study from the notion of “political culture” and we expose the ethnographical process conducted so far. Finally, we outline a series of preliminary reflections.

En este artículo presentamos el proceso de investigación etnográfica que estamos desarrollando sobre la Comunicación Educativa en el Movimiento 15-M. Detallamos la revisión bibliográfica realizada para justificar la urgencia de analizar las dimensiones mediático-comunicacional y pedagógica del movimiento así como para mostrar la necesidad de enriquecer los estudios en Comunicación Educativa. Asimismo, abordamos nuestro objeto de estudio desde la noción de ‘cultura política’ y exponemos el proceso etnográfico llevado a cabo hasta el momento. Para finalizar, esbozamos una serie de reflexiones preliminares. In this paper we present the process of ethnographic research that we are developing on Educational Communication in the 15M Movement. We detail the literature review made to justify the urgency to analyze the media-communicational and pedagogical dimensions of the movement, as well as to showcase the need to enrich the studies on Educational Communication. Furthermore, we address our object of study from the notion of “political culture” and we expose the ethnographical process conducted so far. Finally, we outline a series of preliminary reflections.

URL del artículo en la web de la Revista: https://www.upo.es/revistas/index.php/ripp/article/view/3588 En este artículo presentamos el proceso de investigación etnográfica que estamos desarrollando sobre la Comunicación Educativa en el Movimiento 15-M. Detallamos la revisión bibliográfica realizada para justificar la urgencia de analizar las dimensiones comunicacional y pedagógica del movimiento así como para mostrar la necesidad de enriquecer los estudios sobre comunicación y sobre pedagogía política en el contexto de los movimientos sociales del siglo XXI. Asimismo, abordamos nuestro objeto de estudio desde la noción de "cultura política" y exponemos el proceso etnográfico llevado a cabo hasta el momento. Para finalizar, esbozamos una serie de conclusiones y reflexiones preliminares. In this paper we present the process of ethnographic research that we are developing on Educational Communication in the 15M Movement. We detail the literature review made to justify the urgency to analyze the communicational and pedagogical dimensions of the movement, as well as to showcase the need to enrich the studies on communication and political pedagogy in the context of the 21st century's social movements. Furthermore, we address our object of study from the notion of "political culture" and we expose the ethnographical process conducted so far. Finally, we outline a series of preliminary conclusions and reflections. Universidad Pablo de Olavide

Purpose: This study was designed to analyze the current status of multicampus medical education in Korea, to identify its educational significance, and to develop strategies for overcoming such disadvantages. Methods: The logistic data were collected from 41 medical schools, and the educational impacts based on the location of campuses and clinical teaching hospitals, types of education, major functions, and collaboration system between campuses were analyzed. Results: 35 from 41 medical schools ran various forms of multicampus education, and only 8 claimed a system that bridged the school campus and teaching hospital(s). However, none were equipped with any form of meaningful liaison accommodating a distant learning system between learning centers. Regardless, the advantages of multicampus school system aimed to provide a wide range of learning experiences, serious disadvantages remained without the system developing an effective method for overcoming difficulties of communication or establishing an achievement to reach a common educational consensus. Conclusion: Various advantages of multicampus system in terms of producing pleuripotential physicians have been rationalized, but any measures for their effective collaboration remains limited. This paper stresses the development of a responsible unit for better support between school campus and clinical teaching centers in multicampus curriculum planning. It is also crucial to design an educational communication channel between them.

Existen diversas teorías, enfoques y modelos de comunicación; de cada uno de ellos pueden rescatarse aspectos de gran valor para el logro de una comunicación eficaz. Este documento presenta una revisión de esos aspectos, para que se pueda comprender mejor y enriquecer uno de los procesos más importantes para el ser humano: el proceso de comunicación. Este es un ensayo en el cual se da a conocer la posición de la autora sobre el tema abordado. Se rescata el acento del enfoque humanista en la relación humana y en las etapas donde se desarrolla. A partir de la comunicación pragmática, se analizan los axiomas comunicacionales en que se fundamenta y lo que se conoce como patologías de esos axiomas. Además se revisan las principales características que distinguen la asertividad en la comunicación y las distintas formas de manipulación que la entorpecen. Del enfoque de Virginia Satir, se presentan los diversos aspectos de la comunicación, tanto funcional como disfuncional y los modelos de comunicación propuestos por esta autora. Se revisan aspectos importantes del enfoque de la comunicación educativa, tales como el control de la distancia, la voz y el cuerpo, las palabras y el situacional; así como los elementos que bloquean el proceso de comunicación y las sugerencias acerca de formas correctas de escuchar. Además, se hace referencia a la necesidad de emplear procesos educativos más holísticos y constructivistas y una comunicación-interrelación horizontal y con equidad. Each of the diverse theories, approaches, and models of communication can provide valuable elements for the attainment of effective communication. This article presents a review of those elements with the goal of providing a better understanding and enhancement of one of the most important processes for human beings: the process of communication. This essay presents the author´s position on the topic. The importance given to human relationships and the stages through which these develop, is a contribution of the humanistic approach. Pragmatic communication provides basic axioms and what is known as the pathology of those axioms. The major characteristics that distinguish assertive communication from various forms of manipulation that obstruct it are discussed. In addition there is reference made about several aspects of functional and dysfunctional communication according to Virginia Satir. Suggestions from the approach of educational communication are examined, giving special attention to the use of body language and situational control, as well as to blocks to communication and to recommended ways of listening. Besides that, a reference is make for the need of using more holistic and constructive educational processes and a communication based on equity and horizontal relationships.

This article analyses the development of the science of education in Germany between 1947 and 1990, focusing on the relationship between discipline and profession. First, it describes the shifts from a unity concept to a concept of difference between discipline and profession. The second part outlines an analytical concept of discipline based on communication and publication, and describes sources and methods used for an empirical investigation based on educational journals. Part three presents the findings. In view of the occupational profiles of authors, it shows the process of ‘academisation’ of educational communication and the exclusion of ‘profession’. In view of the cognitive texture of science of education, it finds a stable continuity over time. The results support the thesis of a decoupling of the development of the social structure of disciplinary communication and the theoretical concepts.

Television is a medium of communication that can be used for education, but at the same time may threaten the future of children's education. Therefore, the informations broadcasted by the television need to be managed as well as translated by parents to children. The treatment is also essential for children in Indonesia, where most of population are watching TV. It is why the adopted parenting style in Indonesia becoming essential too to be determined. It has been found that there are four types of parenting in Indonesia.Some of parents are aware of information, and vice versa. Besides, also found that every parents are ever silent. Televisi adalah media komunikasi yang dapat dimanfaatkan untuk pendidikan, namun sekaligus mengancam masa depan pendidikan anak. Oleh karena itu, informasi dari televisi yang menerpa anak memerlukan pengendali dan penerjemah, yaitu orang tua. Pengasuhan ini juga penting bagi anak di Indonesia yang mayoritas penduduknya mengakses televisi. Berdasakan hal tersebut, maka menjadi penting untuk mengetahui pola asuh yang diterapkan oleh orang tua di Indonesia sehubungan dengan akses anak terhadap televisi. Di Indonesia ditemukan empat tipe penerapan pola asuh . Pada masing-masing tipe pola asuh , terdapat orang tua yang peduli informasi, maupun sebaliknya. Selain itu, semua orang tua pernah bersikap diam.

La universidad está llamada a formar un profesional competente para afrontar con decisión los disímiles desafíos que la sociedad moderna y globalizada impone, de ahí que en el artículo se recrea la intensa y rigurosa actividad de un grupo de investigadores del proyecto sobre comunicación educativa, en respuesta a una problemática acuciante en la formación inicial del profesional de la educación en la universidad. Se sustenta en el esquema conceptual, referencial y operativo de sus autores, y parte de la premisa que comunicación implica diálogo, una forma de relación que pone a dos o más personas en un proceso de interacción y de transformación continua. El propósito esencial se sintetiza en el mejoramiento de los procesos formativos y sus resultados, la metodología para el desarrollo de la comunicación es pertinente, novedosa, actual y viable, toda vez que puede ser insertada de forma coherente en cualquiera de las disciplinas, programas y componentes organizacionales del currículo de formación de este profesional. Está estructurada en tres etapas concatenadas entre sí (encuadre, desarrollo y cierre comunicativo), con sus aspectos correspondientes debidamente fundamentados, que le confiere novedad científica. Su introducción queda plasmada en su utilización como bibliografía básica de la asignatura de igual nombre, en cursos de postgrados, en programas académicos en las maestrías en educación y orientación educativa, como referente en tesis de maestrías, doctorados en ciencias pedagógicas y en el proyecto de investigación sobre competencias. El mejoramiento de la comunicación en los profesionales de Pedagogía-Psicología en formación inicial donde es introducida y generalizada la metodología es loable. PALABRAS CLAVE: Comunicación; educación; comunicación educativa; metodología. THE DEVELOPMENT OF EDUCATIONAL COMMUNICATION IN THE UNIVERSITY PRE-SERVICE CONTEXT ABSTRACT The university has the duty of preparing a competent professional ready to face the most diverse challenges of the modern and globalized society. That is why this article deals with the intense and rigorous activity of a group of researchers engaged in a research project on Educational Communication as a response to an urgent problem in the pre-service of the professionals of education in the university. It has its foundations on the conceptual, referential and operational scheme of the authors and rests on the premise that communication implies dialogue, a way of relating others that places two or more people in a process of interaction and continuous transformation. Its basic purpose is that of the improvement of the formative processes and their results. The methodology for the development of communication is pertinent, innovative, up to date and applicable, ever since it may be coherently inserted in any of the disciplines, syllabuses and organizational components of the curriculum of such professional. It is structured into three stages, which are interrelated (framing, development and communicative closing, with all its aspects duly founded, what grants it scientific newness. Its introduction is evidenced because of its use as part of the basic bibliography of the subject bearing the very same name, in postgraduate courses, academic courses belonging to a Master’s in Education and educational orientation, as a referent in Master’s and Doctoral studies on pedagogical sciences and in a research project on competences. The improvement of communication of the professional from the Pedagogy-Psychology major during their pre-service, where the methodology is inserted is feasible, what confirms the starting scientific idea. KEYWORDS: Communication; education; educational communication; methodology.

Communication skills are considered vital in order to work as a professional teacher. This study evaluates the communication skills of students in teaching programs at two public universities of Spain. We developed a questionnaire based on consolidated theoretical knowledge in the field of educational communication: a) skills as a transmitter, b) skills as a receiver, c) skills as a classroom teacher, d) skills as a participant in meetings, and e) skills as a tutor; and gave it to 670 students who were in their first (start of their degree), second (middle of their degree) and third years (about to graduate) of a teaching degree in the academic year 2013/2014, so that the data reflected the participants' levels of experience. Through the use of cross-cutting research methods we obtained the data and performed quantitative analyses of a descriptive nature. The results revealed a certain inadequacy in the acquisition and development of teaching-related communication skills, which was more pronounced in supposedly "classical" areas of communication: transmission and reception than in others: classroom communication, meeting participation and tutorial conversation, despite the fact that more progress is made in the former areas over time. We discuss these data and offer guidelines for specific training.

Este artículo da cuenta de los resultados del estudio de caso cualitativo sobre la estrategia Educar mientras se informa, propuesta alternativa a través de la cual un periódico puede comprometerse con la función social de educar al reestructurar la manera de abordar el acto de informar, entretener y la interacción con sus lectores. Esta estrategia se presenta como una posibilidad de resignificar el lugar de la prensa actual en un contexto digital y audiovisual que interroga sobre la desaparición de este tipo de medio desde sus usos tradicionales. Educar mientras se informa asume este dilema desde un reto comunicativo-educativo en coherencia con una visión de la prensa como texto social en la cual interesa ir más allá de lo informativo y fortalecer los procesos formativos que son posibles con este tipo de recursos. This article offers the qualitative case study results of the strategy Educating while reporting, an alternative proposal through which a newspaper can commit to the social function of education, while restructuring the way to address the act of informing, entertaining and the interaction with their readers. This strategy represents an opportunity to resignify the place of the current press in a digital and audiovisual context, and questions the disappearance of this type of media from its traditional use. Educating while reporting assumes this dilemma as a communicative-educational challenge, consistent with a view of the press as a social text, where it is interesting to go beyond the informative to strengthen the learning processes that is possible with these types of resources. Este artigo amostra os resultados do estudo de caso qualitativo sobre a estratégia Ensinar enquanto informar, proposta alternativa através da qual um periódico pode se comprometer com a função social de ensinar no reestruturar a maneira de abordar o ato de informar, distrair e interagir com o leitor. Esta estratégia apresenta-se como possibilidade de resignificar o lugar da imprensa atual em um contexto digital e audiovisual que interroga sobre o desaparecimento deste tipo de meio desde seus usos tradicionais. Ensinar enquanto informar assume este dilema desde um desafio comunicativo-educativo em coerência com uma visão da imprensa como um texto social na que interessa ir mais para além do informativo e robustecer os processos formativos possíveis com este tipo de recursos.

In this book, a number of experts from various disciplines take a look at three different strands in learning to model. They examine the activity of modeling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved. The chapters seek to bridge the modeling of communication and the modeling of particular scientific domains. In so doing, they seek to throw light on the educational communication that goes on in conceptual learning. Taken together, the chapters brought together in this volume illustrate the diversity and vivacity of research on a relatively neglected, yet crucially important aspect of education across disciplines: learning to model. A common thread across the research presented is the view that communication and interaction, as fundamental to most educational practices and as a repository of conceptual understanding and a learning mechanism in itself, is intimately linked to elaborating meaningful, coherent, and valid representations of the world. The editors hope this volume will contribute to both the fundamental research in its field and ultimately provide results that can be of practical value in designing new situations for teaching and learning modeling, particularly those involving computers.

Emerging technologies promise potential benefits at a potential cost. Developers of educational communications aim to improve people's understanding and to facilitate public debate. However, even relatively uninformed recipients may have initial feelings that are difficult to change. We report that people's initial affective impressions about carbon capture and sequestration (CCS), a low-carbon coal-based electricity-generation technology with which most people are unfamiliar, influences how they interpret previously validated education materials. As a result, even individuals who had originally self-identified as uninformed persisted in their initial feelings after reading the educational communication-though perseverance of feelings about CCS was stronger among recipients who had originally self-identified as relatively informed (Study 1). Moreover, uninformed recipients whose initial feelings were experimentally manipulated by relatively uninformative pro-CCS or anti-CCS arguments persisted in their manipulated feelings after reading the educational communication, due to evaluating the educational communication in line with their manipulated impressions (Study 2). Hence, our results suggest that educational communications will have more impact if they are disseminated before people form strong feelings about the topic under consideration, especially if these are based on little to no factual understanding.

The thesis deals with the phenomenon of feedback which the teacher provides to upper primary students in lessons and this feedback's influence on students' motivation to learn. The feedback is regarded from different points of view: as an assessment of students in lessons and as work with an error. The aim of this work is also to describe the mechanism by which teachers provide feedback to pupils in microsphere of tutorial dialogue at school. The object of the research is primarily the character of this feedback; the thesis tries to answer the question what information students receive about their achievement, whether and how this information affects the students' motivation in the classroom. Two, respectively three methods have been combined at the empirical part of the research: observation, an audio recording of lessons and explorative technique of semi-structured interview, which was conducted with students from the lessons. In the following research study all manifestations of teacher's feedback in the teaching situation have been categorized: the method here is the observation of lessons again, an audio recording of the lessons and semi-structured interview. Using the information gathered in the focus discussions with students I try to relate the observed types of teacher's feedback with...

This paper examines the significance of culture and its impact on communication in higher education. The objectives were to compare Chinese and German university students’ different patterns of communication with their faculty, and to provide implications for designing educational computer-mediated communication (CMC) tools. The study involved two phases: first, an explorative interview with students and professors from both countries revealing that communication formality is the most significant difference between the two cultures. Second, an online questionnaire evaluating Chinese and German university students’ communication formality and uncertainty avoidance in education (N=125) confirmed that German students communicate more formally with faculty than Chinese students, and this difference can be positively predicted by their degree of uncertainty avoidance. Based on these findings, we discussed the implications for designing the CMC tools which can help university faculty to better communicate with their foreign students.

Development and social change take place within the complex realities of individual people, families, communities, organisation, nations and regions, with elements of each higher level adding to the complexity of the lower ones. It has been demonstrated over and over again that change processes involving societal problems, such as those relating to persistent poverty and social inequity, cannot be solved by more of the same or a ‘one-size-fits-all’ technical approach. Rittel and Webber (1973) introduced the concept of social problems being ‘wicked’, stating they ‘are never solved. At best they are only re-solved’ (160). This realisation that development cannot be addressed solely by scientific or economic solutions has supported the emergence of more holistic and participatory approaches to development, as we have described in the previous chapters.

PurposeThe purpose of this paper is to report on a national seminar held at the India Habitat Centre, New Delhi, on 29‐30 January 2009.Design/methodology/approachThis is a descriptive report.FindingsThe national seminar focused on open access of textual and multimedia content looking at collaboration between two inter‐university centres of the University Grants Commission (UGC), INFLIBNET (Information and Library Network) Center in Ahmedabad and the Center for Educational Communication (CEC) in New Delhi.Originality/valueIt will be of interest to the library and information professionals especially to the media professionals across the country. It may also be helpful to the professionals of the Asian countries at some extend. A detailed version of this report published in the seminar website and it may also appear in the forthcoming INFLIBNET newsletter for the INFLIBNET members.

Studies of the use of English around the world take a variety of forms, but most take a narrow view of language that excludes personal names and thus fail to gain the fuller perspective that names provide. This study draws upon descriptions of the use· of English in Botswana and a recent questionnaire study of personal names and shows parallels between early contact with English and the use of Christian names. Although English is increasingly the language of official and educational communication in Botswana, the practice of giving English names is declining. Moreover, attitudes towards English names are more ambivalent than the positive attitudes reported for English generally.