molest
发表于 2025-3-26 21:41:35
Practical Conclusions,atively established rules for such discourse forums. The final two parts discuss feelings and attitudes as well as time and places for the establishment of ideal speech situations followed by an outline of possibilities to draft workable discourse forums. These will provide a real and hands-on solution to establish communicative action at work.
expository
发表于 2025-3-27 02:15:57
Communication II: Signs and Meanings, signs we receive include the process of .. The creation of meaning is essentially .. In the words of Kant (1781:8) even .. In essence, . but they meet through the process of connotation.. Meaning construction can only take place in a domain through . knowledge.
不断的变动
发表于 2025-3-27 08:19:32
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短程旅游
发表于 2025-3-27 09:54:54
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烦躁的女人
发表于 2025-3-27 15:37:23
Distorted Communication I: Classifications, or deviates from the proper meaning of a sign. Intentional distortion alters the . of a message, thus allowing pre-designed and purposive misrepresentations of a communicated sign.. Distortions impact on the language we use. They are a linguistic tool that is unequally distributed at work.
柏树
发表于 2025-3-27 18:25:10
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木质
发表于 2025-3-28 01:22:25
ory and practice suggests that a broader view of literacy and learning is necessary for 21st century living. The notion of multiliteracies allows us to expand not only our definition of literacy from traditional print views to digital ones but also promotes broader understandings of the arts as semi
格子架
发表于 2025-3-28 05:11:30
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arousal
发表于 2025-3-28 06:45:02
Thomas Klikauers story is all too familiar. The current push for educational accountability and reform has only reinforced what Eisner (2006) calls the “production vision of education” (p. 3), wherein schools are expected to work with assembly-line efficiency to achieve a prescribed set of outcomes. Although most
巨大没有
发表于 2025-3-28 11:29:58
Thomas Klikauers story is all too familiar. The current push for educational accountability and reform has only reinforced what Eisner (2006) calls the “production vision of education” (p. 3), wherein schools are expected to work with assembly-line efficiency to achieve a prescribed set of outcomes. Although most