Nuo 1995 metų bankai pradėjo teikti savo klientams tiesiogines prieigas prie savo sąskaitų per internetą iš bet kurio pasaulio taško. Lietuvoje šios paslaugos vartotojų skaičius auga kiekvienais metais. Tačiau didėjant internetinės bankininkystės klientų skaičiui, daugėja ir su paslaugos vartojimu susijusių problemų. Viena didžiausių – vartotojų kompetencijos trūkumas naudojantis paslauga. Vieni nemoka atlikti paprasčiausių operacijų, o labiau patyrę vartotojai dažniausiai nebūna susipažinę su visomis internetinės bankininkystės galimybėmis. Darbe aprašomas bankininkystės žinyno modelis, sukurtas naudojant techninio rašymo principus ir pritaikytas atskiriems vartotojų segmentams. Modelio tinkamumas įvertintas atliekant eksperimentinį tyrimą, kuris susidarė iš virtualaus komandinio darbo projekto bei anketinės apklausos. / Since 1995 banks offer their clients direct access to bank accounts through internet from everywhere in the world. In Lithuania number of internet banking users is growing every year. During 9 months of year 2006, number of users has increased 24 %. More and more traditional banking features are implemented into internet banking and that makes internet banking complex. While the number of users keeps increasing, we have to face more problems too. In 2003 SEB Bankas carried out a research that indicated that one third of people do not use internet banking because they are not ignorant of this service. Beginners usually do not know how to perform basic features while advanced users are not familiar with the entire internet banking opportunities. The goal of this paper is to create an internet banking manual’s model that combines the principles of technical writing and will be adopted for separated user segments. Dual experimental research has been carried out to evaluate the created model.

This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], vii, 65 p. : ill. Includes bibliographical references.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 36).

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2004. / Title from first page of PDF document. Includes bibliographical references (p. Xx-Xx).

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 31).

This dissertation examines the figures of the shaman and the cyborg, arguing that both act as intermediaries between the organic world of bodies and the artificial world of culture and machines. Using the sf of Robert Holdstock, David Zindell and Kathleen Ann Goonan as starting points, new forms of embodiment in the context of the cyborg and the shaman's shared narrative of radical boundary dissolution are critically and imaginatively examined. Throughout this thesis, the works of Deleuze and Guattari, Sadie Plant, Manuel De Landa, Erik Davis, Donna Haraway, Terence McKenna, and other speculative theorists who operate at the nexus of technological culture and the shamanic imagination serve as guidelines. / English Studies / M.A.

The area of discourse acquisition and writing in higher education has become a much researched field. In South Africa the interest in discourse acquisition and writing has been partly in response to the change in student profile, particularly over the past ten years. While South African researchers and academics are increasingly focusing their interest in discourse acquisition and writing on the unique circumstances here, they rely on theories based on research done in very different social contexts. These theories are not necessarily universally appropriate. South Africa is currently undergoing a period of transformation in higher education aimed at greater access and equity for black students and academics. The accompanying sense of frustration and disillusionment among students and academics underlines the need to reappraise all aspects of higher education. Much of the research on discourse acquisition and writing is undertaken in arts programmes: vocational fields - such as engineering education - tend to be neglected. If the envisaged growth in science and engineering education is to be realised, it is essential that research in discourse and writing be undertaken in engineering programmes. This study investigates discourse acquisition as experienced by students in a South African engineering faculty. The experiences of six final year technikon students are investigated to gain a better understanding of what it means to acquire the discourse of engineering. The phenomenological method used requires that the researcher suspends or brackets a priori theoretical notions or pre-conceptions so that that which the students experience, rather than what the researcher expects in terms of theory, can emerge. What emerges from the students' experiences is partially congruent with established discourse and writing theories. However, some of the student experiences of discourse acquisition differ in significant ways from what is described in mainstream writing and discourse acquisition theory. The differences in the manner in which these students experience their acquisition of engineering discourse leads to a new understanding of the phenomenon. The students do not experience the alienation or struggle described in mainstream theoretic accounts of discourse acquisition. Students' approaches to writing are affected by their awareness of their multiple identities and the different locations in which they learn. Their approaches to writing are significantly different in some respects from descriptions in mainstream theories in some respects. The description of their experiences gives a different understanding of what it means to acquire the discourse of engineering, and may contribute to the reappraisal of engineering education in a contemporary South African context.

This project introduces theoretical discussion on five aspects of writing: register, genre, pragmatics, functional writing, and social function the goal of this project aims at improving business peoples' technical writing competence.

<p>This research uses the composition practices of three experienced letterpress typesetters as a case study for the development of a methodology for studying human-technology interaction. This methodology tries to take seriously the implications that theories of materiality have for empirical research in writing and technology.</p> <p>Data was collected from three experienced typesetters, each of whom was observed setting type for two hours, then interviewed for 1 ½ to 2 hours, using observation footage to inform interview questions. Interview transcripts and observation footage were then coded for observable material intra-actions and the influences that characterized those actions and brought them into being.</p> <p>Data analysis produced six desiderata, or desires for design, that emerged as driving the composition process: 1) a desire to use the technology, 2) a desire for efficiency, 3) a desire to imitate/defer to historical practices, 4) a desire for letter-level correctness, 5) attention to aesthetics, and 6) a desire to communicate.</p>