The cogency of Melkote's ‘another development’ for development communication in the third world by Ilu, Ismaila Yunusa, Olawale, Fatai

“…‘Development’ has continued to influence the world politics, economy and communication.It is an instrument of hegemony by Europe and the West against the rest of the world for stereotypical political and economic analysis.It has dressed communication in controversies regarding sustainable communication for development through the deployment of mass media and ICT in Africa.Scholars like Srinivas Melkote have submitted reasons for communication failure in this regard.He has hypothesized better communication strategies to salvage the Third World.By investigating Melkote, this paper established that to fix the distortions of the dominant paradigms communication policies, designs, plans and projects implementation in Africa, development communication must be indigenous.…”
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Evaluation of video transmission of MAC protocols in wireless sensor network by Maulidin, Maulidin, Mahmuddin, Massudi, Kamarudin, L. M.

“…Wireless Sensor Network (WSN) is a wireless network which consists of sensor nodes scattered in a particular area which are used to monitor physical or environment condition.Each node in WSN is also scattered in sensor field, so an appropriate scheme of MAC protocol should have to develop communication link for data transferring. Video transmission is one of the important applications for the future that can be transmitted with low aspect in side of cost and also power consumption. …”
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Persepsi dan penggunaan media sosial dari perspektif ibu bapa: Satu analisis kualitatif by Mustaffa, Che Su, Megat Ibarahim, Nan Zakiah

“…Thus, this article discusses the use of Facebook amongst parents to get in touch with their children.Research method use is structured interview with parents who uses Facebook while Nvivo is used to analyse data.Research results revealed a few categories in the use of social websites amongst parents to: follow current development, communicate with family, strengthen relationships, and for work and academic purposes. …”
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Exploring parliamentary debate as a pedagogical tool to develop English communication skills in EFL/ESL classrooms by Aclan, Eunice M., Abd Aziz, Noor Hashima

“…However, a mismatch between the industry requirement and the university graduates’ competencies in terms of effective communication skills exists.Rote learning and lack of opportunities to practice English communication skills inside and outside the classroom are common issues in EFL/ESL contexts.Thus, this qualitative study was conducted to explore how debate as a pedagogical tool with three stages - pre-debate, actual debate and post-debate - can develop communication skills. The data were gathered through semi-structured one-on-one interview with five debate experts across from ASEAN countries and focus group interview with six ASEAN debate students.The participants of this study described the use of the pre-debate stage for the research and brainstorming tasks that engage the team members with each other, the actual debate for the arguments, POI and rebuttals that actively engage debaters with their opponents, and the post-debate stage that engage all the debaters with the adjudicators, their team-mates and their opponents.This pedagogical aspect focusing on the three stages of debate which has implications for SLA and language teaching was not substantially dealt with in previous studies on debate.…”
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Why and how EFL students learn vocabulary in parliamentary debate class by Aclan, Eunice M., Abdul Aziz, Noor Hashima

“…However, debate, being more known as a competitive rather than a classroom activity worldwide, has not been explored yet for its potential to develop vocabulary among EFL/ESL students although it has been identified for its power in developing communication skills in general as well as critical thinking and other soft skills.Thus, this qualitative study was conducted to explore why and how EFL students learn vocabulary in classroom debate.The data were gathered through end-of-course evaluation and focus group interview with seven participants from the Middle East, African and ASEAN countries.The findings show that students learned vocabulary due to debate’s interactive nature requiring contextualized and meaningful language use from preparation to actual debate. …”
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Exploring intercultural competence among students in Malaysian campuses by Dalib, Syarizan, Harun, Minah, Yusof, Norhafezah, Ahmad, Mohd Khairie

“…The research identified two important themes: establishing connection and developing communicative skills. The findings contribute into reconsideration of Deardorff’s model. …”
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