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131	The use of body language (behaviour pattern recognition) in forensic interviewing Naidoo, Shantell 02 1900 (has links) With this study, the researcher wants to establish whether investigators are able to effectively interpret, report on, or pay cognisance to body language during interviews, and whether they are sufficiently trained therein. Knowledge of body language can provide the interviewer with vital clues during the interview process. Regardless of the availability of numerous literatures on nonverbal behaviour in interviewing, the application of this knowledge is lacking among investigators. An empirical research design and a qualitative research approach were used for this research. National and international literature sources were consulted, and the researcher conducted interviews with two experts, knowledgeable investigators and semi-structured interviews with detectives from the East London South African Police Service (SAPS) and forensic investigators from the Special Investigating Unit (SIU) in East London. The importance of the skill of interpreting body language during forensic interviewing was established. Evidently, many investigators do not apply their knowledge and skill to enhance the outcomes of a forensic interview. / Criminology and Security Science / M. Tech. (Forensic Investigation) Forensic investigation Forensic interview Body language/nonverbal behaviour Crime information 363.25409687555 Movement, Psychology of East London (South Africa) -- Police
132	Homage to Everyday People Chun, Sang Ja 11 August 2011 (has links) Influenced by an ever-growing sense of alienation with my homeland, I have been determined to discover through my art practice an ability to challenge conventional notions of home, identity, communication and miscommunication. Exploring these themes, I became increasingly aware of the parallels between everyday life and art practice. By creatively connecting with a diverse amount of local people and their communities, I fulfilled desires to discover a sense of belonging and generated opportunities for others to break through traditional social boundaries and roles. Naoko Wowsugi Humanity Photography Video Performance Communication Miscommunication Comunity Korean-Japanese Relationship alienation Robert Frank Susan Sontag Social Role Social Boundary Local Community Conceptual Art Skype Google Map Portrait Contact Improvisation Body Language Visual Language everyday people Arts and Humanities Fine Arts
133	Kroppen i bilden : Hur det icke-verbala gestaltas i fyra bilderböcker från två tidsepoker / The body within the picture : How the non-verbal portraved in four picture books from two eras Olsson, Anna January 2015 (has links) Syftet med denna studie är att analysera ett begränsat antal bilderböcker från två tidsepoker och undersöka hur det icke-verbala gestaltas i dessa bilderböcker och om det gestaltas olika i de två tidsepokerna. Jag kommer att fokusera mer ingående på konflikter mellan barn, konflikter mellan pedagoger och barn och pedagogers attityder i konflikter och deras sätt att hantera dem. Metoden jag använder mig av i denna studie är en kvalitativ litteraturanalys där jag utgår från Nikolajevas (2000) bok om bilderboksanalys. Tillsammans med relevant litteratur och Howard Garders teori om de sju intelligenserna med fokus på det kroppsliga har jag kommit fram till resultatet att alla böcker oavsett tidsepok via kroppsspråket i böckerna förmedlar att förskolan är något roligt och intressant. Största skillnaden mellan böckerna från de olika tidsepokerna var att i de äldre böckerna visades endast att man inte fick säga emot de vuxna med en tydlig didaktisk underton. I böckerna från 2000-talet gestaltades kroppsspråket så att man förstod det som att barnen hade mer inflytande och behövde inte alltid godta vad de vuxna sa, utan kunde ha mer egen vilja. / The purpose of this study is to analyze a limited number of picture books from two eras and examine how non-verbal portrayed in the picture, and if it is portrayed differently in the two epochs. I will focus in more detail on the conflicts between children, conflicts between educators and children and teachers' attitudes in the conflict and their way of dealing with them. The method I use in this study is a qualitative literature analysis which I assume Nicholas Eve (2000) book on picture analysis. Together with the relevant literature and Howard Gardners theory of the seven intelligences with a focus on the bodily, I have come to the result that all books regardless of era through body language in the books convey to preschool is something fun and interesting. The biggest difference between the books from the different time epochs was that in the older books appeared only that you could not argue with adults with a clear didactic undertone. In the books from the 2000's figure was the body language illustrated in such a way that the reader understands that the children are allowed to have more influence and not necessarily need to accept the opinions and wishes of the adults, since they are entitled to their own opinion and to have their own free will. Picture book analysis non-verbal communication body language pre-school it’s a pig in kindergarten Emma's kindergarten Preschool Rävlyan. Check! Are you a coward Alfie Atkins? Bilderboksanalys icke-verbal kommunikation kroppsspråk förskola Det är en gris på dagis Emmas dagis Förskolan Rävlyan. Kolla! Är du feg Alfons Åberg?
134	Hur toddlare använder det icke-verbala språket vid konfliktsituationer i Sverige och Schweiz : En jämförelse / How toddlers use nonverbal communication concerning conflict situations in Sweden and Switzerland A comparison : A comparison Bisso, Fabio January 2018 (has links) Abstract The purpose of this study is to explore similarities and differences between preschools in Sweden and Switzerland by focussing on how infants use nonverbal expressions in conflict situations. The target group of 1-2 year old children does not yet have an adequate verbal language and therefore has to communicate nonverbally. Watzlawick's communication theory states that a person cannot not communicate; in my study I have mainly employed the five axioms of his theory and observed the so called mirror neurons, which play a key role when humans interact. Conflict theories and conflict resolution strategies are also considered. The methodological approach employed in this study combines a qualitative fieldwork with a quantitative systematization of data in order to construct a full representation of the differences and similarities that the observations have revealed. The study shows that there are significant differences in the way children get into conflict situations and how they try to overcome them. In order to clarify why these differences appear, the discussion of the study includes the Swedish pre-school system with its relatively large nursery schools, and also the Swiss education system, where the reference to discipline is more pronounced than in the Swedish education system. / Sammanfattning Syftet med denna studie är att undersöka hur barn använder det icke-verbala språket vid konfliktsituationer samt att göra en jämförelse mellan förskolor i Sverige och Schweiz. Detta för att utforska skillnader och likheter mellan dessa två länder. I centrum för min observation står barn i åldern 1-2 år, då denna grupp ännu inte har utvecklat ett adekvat verbalt språk och därmed behöver kommunicera på ett icke-verbalt sätt. Watzlawicks kommunikationsteori fastslår att en människa inte inte kan kommunicera och denna grundsats har störst utrymme i min studie där fokus ligger på hans fem axiom inom kommunikation. Ytterligare tas hänsyn till spegelneuroner vilka spelar en nyckelroll när människor interagerar med varandra, likaså teorier inom konflikthantering. Den metodologiska ansatsen är en kombination av en kvalitativ fältforskning och kvantitativ systematisering av data. Studien visar att det föreligger signifikanta skillnader mellan hur barn hamnar i och hanterar konfliktsituationer i dessa två länderna. För att förklara dessa skillnader riktas blicken mot den svenska förskoleverksamheten med relativt stora barngrupper och mot den schweiziska pedagogiken som kan konstateras vara hårdare när det gäller disciplin. Sweden Switzerland non-verbal communication toddler body language conflict conflict management strategies mirror neurons preschool nursery school Watzlawick Argyle and Løkken Sverige Schweiz toddlare icke-verbal kommunikation kroppsspråket konflikt konflikthan-teringsstrategier spegelneuroner förskolan barnkrubba Watzlawick Argyle och Løkken Humanities and the Arts Humaniora och konst Social Sciences Samhällsvetenskap
135	The use of body language (behaviour pattern recognition) in forensic interviewing Naidoo, Shantell 02 1900 (has links) With this study, the researcher wants to establish whether investigators are able to effectively interpret, report on, or pay cognisance to body language during interviews, and whether they are sufficiently trained therein. Knowledge of body language can provide the interviewer with vital clues during the interview process. Regardless of the availability of numerous literatures on nonverbal behaviour in interviewing, the application of this knowledge is lacking among investigators. An empirical research design and a qualitative research approach were used for this research. National and international literature sources were consulted, and the researcher conducted interviews with two experts, knowledgeable investigators and semi-structured interviews with detectives from the East London South African Police Service (SAPS) and forensic investigators from the Special Investigating Unit (SIU) in East London. The importance of the skill of interpreting body language during forensic interviewing was established. Evidently, many investigators do not apply their knowledge and skill to enhance the outcomes of a forensic interview. / Criminology and Security Science / M. Tech. (Forensic Investigation) Forensic investigation Forensic interview Body language/nonverbal behaviour Crime information 363.25409687555 Movement, Psychology of East London (South Africa) -- Police
136	Comprensión Auditiva con Material Audiovisual : Las percepciones de estudiantes sobre el uso de video en la enseñanza de lenguas extranjeras / Listening Comprehension with Audiovisual Material : Students' perceptions of the use of video in foreign language teaching Davidsson, Sandra January 2022 (has links) El presente estudio examina las percepciones de los estudiantes sobre el uso del video en una actividad de comprensión auditiva. La actividad se llevó a cabo con 22 estudiantes de noveno grado que habían estado estudiando español desde el sexto grado en una escuela primaria sueca. Basado en un marco teórico de perspectiva multimodal, el proceso analítico y sintético y escucha extensa se realizó una actividad audiovisual usando el método de experimento. El resultado, las percepciones de los estudiantes son positivos. Ellos sienten que es posible aprender un lenguaje más avanzado y auténtico y que las actividades audiovisuales conectan más con el mundo real, debido a la ayuda visual, como el lenguaje corporal, expresiones faciales y contexto que el vídeo proporciona. En conclusión es necesario educar a los docentes en cómo se enseña comprensión auditiva con el uso de video y desarrollar o complementar los materiales de enseñanza con materiales audiovisuales. / This study examines students' perceptions of the use of video in a listening comprehension activity. The activity was carried out with 22 students in the ninth grade who have studied Spanish since the sixth grade in a Swedish primary school. Based on a theoretical framework of multimodal perspective, the analytical and synthetic process and an extensive listening, an audiovisual activity was carried out using the experimental method. The result, the students' perceptions are positive. They experience that it is possible to learn a more advanced and authentic language and that audiovisual activities connect more to the real world, thanks to the visual aids, such as body language, facial expressions and context that the video provides. In conclusion, it is necessary to educate teachers on how to teach listening comprehension with the use of video and to develop or complement teaching materials with audiovisual materials. / Denna studie undersöker elevernas uppfattningar om användningen av video i en hörförståelseaktivitet. Aktiviteten genomfördes med 22 elever i årskurs nio som har läst spanska sedan årskurs sex i en svensk grundskola. Utifrån ett teoretiskt ramverk av multimodalt perspektiv, den analytiska och syntetiska processen och ett omfattande lyssnande genomfördes en audiovisuell aktivitet med en experimentell metod. Resultatet, elevernas uppfattningar är positiva. De upplever att det går att lära sig ett mer avancerat och autentiskt språk och att audiovisuella aktiviteter kan kopplas mer till den verkliga världen, tack vare de visuella hjälpmedel, som kroppsspråk, ansiktsuttryck och sammanhang som videon ger. Sammanfattningsvis är det nödvändigt att utbilda lärare i hur man lär ut hörförståelse med användning av video och att utveckla eller komplettera läromedel med audiovisuellt material. listening comprehension video teaching foreign language multimodal extensive listening body language audiovisual hörförståelse video undervisning främmande språk multimodalt omfattande lyssnande kroppsspråk audiovisuellt comprensión auditiva video enseñanza lengua extranjera multimodal escucha extensiva lenguaje corporal audiovisual General Language Studies and Linguistics
137	Interpersonal competence in the learning of the English language Schmidt-Fajlik, Ronald 11 1900 (has links) Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language. The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics. The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills. / Educational Studies / D. Ed. (Didactics and Curriculum Studies) Interpersonal communication Interpersonal competence Social skills Gender differences Intercultural communication Nonverbal communication Body language Communicative language teaching English language education Cultural differences Japan Russia China Ghana Saudi Arabia 428.0071 Second language acquisition Language and languages--Sex differences Communication and education Communicative competence Social skills Interpersonal communication
138	Hur representeras genus i webbshoppen på klädföretaget I Can I Will? : En kvantitativ och kvalitativ analys med fokus på kroppspositivitet / How does the clothing company I Can I Will represent gender in theironline shop? : A quantitative and qualitative analysis focusing on body positivity. Dettwiler, Mimi January 2023 (has links) This paper uses a quantitative and qualitative approach to analyze whether the Swedishfitness clothing brand I Can I Will’s representation in their online shop corresponds with theirspoken concept of being a brand for everyone who works out regardless if you are training togain strength, change your looks or just because you enjoy it. The quantitative analysisinvestigates the models length compared to height statistics around the world, and theirclothing size relative to social norms about the ideal body. The qualitative analysis is basedon examining visual signs such as eye contact, body language, posture and fitting of clothing.These components are analyzed through a body positivity and gender perspective, usingtheories about representation, body positivism, the ideal body, gender roles, male gaze,advertising and commodities.Findings suggest that there is a lack of representation of different bodies in I Can I Will’sonline shop. The male models are exclusively tall and muscular and the female models aremostly thin or slim. The few times female representation of a larger size occurred, the modelsstill had the, according to society, ideal body. In the visual analysis, there was nothing thatcould be perceived as norm breaking as all of them are following the social structured genderroles. To summarize, the clothing companies representation does not correspond with itsspoken concept of addressing everybody who wants to train regardless of their looks, it seemslike they only like to address tall and already well-trained men and mostly slim women with abody shape where breasts and hips are wider than their waist. Advertising body image body language body height body positivism body weight commodities clothing size gender gender differences gender roles gym clothing I CAN I WILL ICIW male gaze orthoexia overweight representation stereotypes the ideal body training underweight Genus handelsvara I CAN I WILL ICIW klädstorlekar kroppsbild kroppsideal kroppspositivism kroppsspråk kroppsvikt könsroller könsskillnader längd male gaze ortorexi reklam representation stereotyper träning träningskläder undervikt övervikt. Cultural Studies Kulturstudier
139	Newswire Vice President Research, Office of the January 2008 (has links) No description available. Royal Soceity of Canada Mandarkranta Bose Institute of Asian Research David Brydges Mathematics Donald Douglas chemistry Charles Haynes Chemical and Biological Engineering Michael Smith Laboratories Brian MacVicar Psychiatry Marco Marra Medical Genetics BC Cancer Agency Jack Saddler Forestry Graeme Wynn geography Clarence W. de Silva Mechanical engineering Curtis Suttle Earth and Ocean Sciences Ann Marie Craig Ivar Ekeland Martha Cook Piper MOST Canadian Space Agency Jaymie Matthews Alzheimer’s Sadayuki Hashioka Liane Gabora cognitive psychology evolution Orthopedics ICORD Pro-Neck-Tor body language non-verbal expressions Sauder School of Business UBC Okanagan

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