scholarly journals L’Osservatorio regionale del Veneto e la Rete degli Osservatori locali

2021 ◽  
Author(s):  
Massimo Foccardi
Keyword(s):  
Veneto Region ◽  
Regional Network ◽  
European Landscape Convention ◽  
Training Courses ◽  
Awareness Raising ◽  
Regional Landscape

The Regional Landscape Observatory of the Veneto Region, formally established by the regional law n. 10 of 2011, initially involved local entities in the elaboration of experimental landscape plans. In 2012, endowed with a special organisational discipline, the Observatory set out tasks and activities to promote the protection, management and requalification of regional landscapes. In February 2013, the Regional Network of Landscape Observatories was established. In the years 2014-19, the Observatory focused its activities on training, participation and awareness-raising, in line with the aims of the European Landscape Convention, by providing training courses on landscape for technical experts and refresher workshops for professionals in collaboration with a number of universities of the Veneto region.

scholarly journals Paesaggi collettivi Il silenzio delle proprietà collettive delle Valli del Germanasca nel Piano Paesaggistico Regionale del Piemonte

2021 ◽  
Author(s):  
Michele F. Barale ◽  
Margherita Valcanover
Keyword(s):  
Land Management ◽  
Structural Element ◽  
Collective Management ◽  
European Landscape Convention ◽  
Communal Land ◽  
Regional Landscape ◽  
Shared Ownership

Communal land management is a structural element of the Alpine Mountains. In the Valleys of the Germanasca (TO), collective management has been carried out for centuries by means of extensive private shared ownership. These properties materialize the interrelations between the community and territory as identified by the first article of the European Landscape Convention. This contribution puts the theme of collective management of the highlands in the perspective of the recognition, by the urban tools regarding the theme of Landscape, of the “interrelations” between anthropic and natural elements, and in this case with respect to the Piedmont Regional Landscape Plan.

scholarly journals Semiotic Modes in the Organization of Lectures in English and in Spanish

10.29007/wt5s ◽  
2018 ◽  
Author(s):  
Edgar Bernad-Mechó ◽  
Inmaculada Fortanet-Gómez
Keyword(s):  
Mother Tongue ◽  
Academic English ◽  
Multimodal Discourse ◽  
Teachers And Students ◽  
Academic Lectures ◽  
Training Courses ◽  
Awareness Raising ◽  
Speech Events ◽  
Verbal Discourse ◽  
Recurrent Patterns

This paper aims at describing from a multimodal discourse analysis perspective, the organizational metadiscourse elements (and previewing and reviewing instances in particular) employed in academic lectures in English and in Spanish in order to connect speech events and structure the discourse. We believe that a multimodal approach (Fortanet-Gómez & Ruiz-Madrid, 2014; Querol-Julián, 2010; Querol-Julián & Fortanet-Gómez, 2012) provides a deeper understanding of how meaning is conveyed not only through linguistic elements but also through non-verbal items like paralanguage and kinesics.In order to carry out this study we selected two lectures in English from an African American Studies course which is part of Yale University’s collection of OpenCourseWare, and two lectures in Spanish from a Human Resources Studies course recorded at Universitat Jaume I. With the aim to describe possible recurrent patterns and relationships between verbal and non-verbal (paralinguistic and kinesic) elements, we will carry out a MDA in three phases: a linguistic transcription and identification of organizational metadiscourse using Ädel's (2006, 2010) model and taxonomy of metadiscourse for spoken academic English; a transcription of paralinguistic features (syllabic duration and loudness) and kinesic elements (hand-arm gestures); and an analysis of co-occurrences of modes to understand how meaning is conveyed.The final objective of this study is twofold, i) to approach multimodal academic discourse from a contrastive perspective and ii) to use the results for EAP training courses for Spanish teachers and students, as it has been observed that verbal and non-verbal discourse needs awareness raising in order to facilitate transfer from mother tongue to another language.

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

2016 ◽  
Vol 1 (9) ◽  
pp. 60-67
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Communication Disorders ◽  
Staff Support ◽  
Early Intervention Services ◽  
Part C ◽  
Training Courses ◽  
Part C Early Intervention ◽  
Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

Some techniques for the evaluation of technical training courses and students.

1972 ◽  
Author(s):  
Arthur I. Siegel ◽  
Brian A. Bergman ◽  
Philip Federman ◽  
Wayne S. Sellman
Keyword(s):  
Technical Training ◽  
Training Courses
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