The Social Psychology of Nonverbal Communication gathers together leading nonverbal communication scholars from around the world to offer insight into a range of issues within the nonverbal literature with the aim to rethink current approaches to the subject.
The Social Psychology of Nonverbal Communication gathers together leading nonverbal communication scholars from around the world to offer insight into a range of issues within the nonverbal literature with the aim to rethink current ...
This successful textbook on the psychology of communication explains - here in English for the first time - how human communication works in a very understandable way. It begins with the explanation of central terms and the explanation of known communication models (e.g. the models according to Schulz von Thun, Watzlawick, Hargie and colleagues), then describes means of non-verbal and verbal communication and ends with a clear and structured summary of communication forms. Concrete fields of application, stumbling blocks (e.g. intercultural differences in communication), practical examples and digressions in the book round off what has been read and consolidate what has been learned. In addition, free learning materials are available on the Internet with which readers can test their knowledge acquisition.
This book will be useful to both students and professors of psychology as well as those in the field of communication studies, and anyone interested in learning more about the many faces of communication.
The environment is part of everyone's life but there are difficulties in communicating complex environmental problems, such as climate change, to a lay audience. In this book Klöckner defines environmental communication, providing a comprehensive and up-to-date analysis of the issues involved in encouraging pro-environmental behaviour.
In this book Klöckner defines environmental communication, providing a comprehensive and up-to-date analysis of the issues involved in encouraging pro-environmental behaviour.
A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.
Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the ...
This book consists of essays by leading scholars in economics and political science which try deepen our understanding of how theocratic regimes behave, by providing up to date empirical surveys by leading scholars of the economic performance of Iran and of Muslim countries in general, and by looking at the behavior of historical theocracies.
This book consists of essays by leading scholars in economics and political science which try deepen our understanding of how theocratic regimes behave, by providing up to date empirical surveys by leading scholars of the economic ...
20 years after the collapse of communism in Central Eastern European countries and 30 years after the start of market-oriented reforms in China, this book provides a framework for understanding the differing emphasis and sequencing of two reforms and explores in-depth these issues in the demise of communism and the triumph of the market economy.
20 years after the collapse of communism in Central Eastern European countries and 30 years after the start of market-oriented reforms in China, this book provides a framework for understanding the differing emphasis and sequencing of two ...
A Comparison of the Czechoslovak and Hungarian Experiences
Economic reform - the introduction of elements of the market into a planned economy - has been the central political problem for socialist states for at least three decades. This book seeks to elucidate the nature of the problem through a reconsideration of the general theoretical issues, and through a comparative analysis of the practice of economic reform in two countries - Czechoslovakia and Hungary.
This book seeks to elucidate the nature of the problem through a reconsideration of the general theoretical issues, and through a comparative analysis of the practice of economic reform in two countries - Czechoslovakia and Hungary.
Quality is a customer issue. It arises because customers require products and services, which not only meet their performance requirements but are satisfac tory in terms of safety, length of working life and pride of ownership. In a manufacturing organization, therefore, the achievement of quality standards is not restricted to the production departments. It extends to all parts of the business from conceptual design to marketing, from order processing and distribution. A quality product is not just a solidly made item dating from the days when 'Made in Britain' distinguished goods from all the inferior products coming out of the emerging industries of the Far East. It is a product which ranks high against all the criteria which sophisticated consumers now use to evaluate the things they buy. If you agree with the argument that a company is much more likely to produce high quality if all departments are motivated to achieve high quality results then you already have a good understanding of the basic principles of Total Quality Management (TQM). But TQM is not a 'quick fix' or a magic cure. It is a management technique designed to involve all parts of the business in the pursuit of, and commitment to, the highest quality result. By involving everyone from the Chief Executive to the most junior employee in the company's objectives, in a way which means something in their particular job, the company is well on the way to achieving the best results its workforce can achieve.
If you agree with the argument that a company is much more likely to produce high quality if all departments are motivated to achieve high quality results then you already have a good understanding of the basic principles of Total Quality ...
In this book leading experts including George Box, Noriaki Kano, Yoshio Kondo, John Oakland and James Harrington, analyse and document various aspects of Total Quality Management. Contributions range from discussions of the principles, strategy, culture, leadership, eduction and benchmarking to world class experience and achieving excellence both in the manufacturing and service industries. With over 100 contributions this book is an invaluable resource for the total quality managment journey. It will be of special interest to educationalists, academics, senior managers and directors, and quality practitioners from both the public and private sectors.
In this book leading experts including George Box, Noriaki Kano, Yoshio Kondo, John Oakland and James Harrington, analyse and document various aspects of Total Quality Management.
This book examines planning education provision and approaches globally, through a comparative and longitudinal perspective. It explores the emergence of planning education in the 20th century, with its rich variation and yet a remarkable degree of cross-fertilization. Each of the sections of the book is framed by an overview essay which has been prepared by the editors to provide the reader with a critical exposure to relevant scholarship drawing on the detailed case studies and exploratory essays on key issues in planning education. The first part of this volume focuses on the emergence of planning education programs in the twentieth century as a way to understand the current planning education environment. Then we explore how education in urban, regional and spatial planning has developed in different ways in different countries and continents. The final part of this volume aims to envision how planning can adapt and develop to remain relevant to the development of human environments in the 21st century. Urban planning education has become a pervasive practice throughout the world as urbanization and development pressures have increased over the past half century, and as demand increased for professional trained experts to guide those processes. The approaches vary widely, based in part upon the discipline from which the planning program developed as well as the context-specific challenges within the country or region where the program resides.
Consequently, this period has been labeled as systematic “non-planning era.” From 1995 onward, in the second phase, a stronger planning framework and regulation became apparent (e.g., Estonian Planning and Construction Act, 1995).
