COMMUNICATION COMPETENCE AS FUNDAMENTAL ASPECT FOR EFFECTIVE SCHOOL LEADERSHIP AND ADMINISTRATION ACHIEVING: A SYNOPTIC THEORETICAL APPROACH

Communication-centered Approach to Leadership: the Relationship of Interpersonal Communication Competence to Transformational Leadership and Emotional Intelligence

ii ACKNOWLEDGEMENTS Many people played a part in the last five years of my life that have culminated in the completion of this document. This short acknowledgement hardly touches the surface of the gratitude that I feel. The last five years have been a constant juggling act between my roles as wife, mother, student, teacher, researcher, school volunteer, advisory board member, cook, maid, drive...

a benchmarking approach to optimal asset allocation for insurers and pension funds

uncertainty in the financial market will be driven by underlying brownian motions, while the assets are assumed to be general stochastic processes adapted to the filtration of the brownian motions. the goal of this study is to calculate the accumulated wealth in order to optimize the expected terminal value using a suitable utility function. this thesis introduced the lim-wong’s benchmark fun...

Social Competence and School Systems as Predictor of Academic Achievement in High and Low Achieving Pakistani School Children

Coercive and precocious sexuality as a fundamental aspect of psychopathy.

Sexual behavior is closely associated with delinquency and crime. Although psychopaths, by definition, have many short-term sexual relationships, it has not been shown that sexuality is a core aspect of psychopathy. A Darwinian view of psychopathy led to the hypothesis that psychopaths have a unique sexuality involving early, frequent, and coercive sex. Our subjects were 512 sex offenders asses...

conceptual metaphor and the acquisition of english metaphorical competence by persian english majors: a cognitive linguistic approach

بنا براستدلال زبانشناسان شناختی ، اندیشه آدمی تا حدّ زیادی استعاری است: ما اندیشه ای را، و یا قلمرو مفهومی معیّنی را، بر حسب اندیشه و یا قلمرو مفهومی معیّن دیگری درک ویا تجربه می کنیم. موارد این نوع اندیشیدن ، که استعارات مفهومی خوانده می شوند، در زبان های گوناگون به صورت تعبیرات استعاری واقعیّت می یابند. به گمان بعضی از پزوهشگران زبان دوم، آموزش وفراگیری این گونه تعبیرات باید بخشی لازم از برنامه ه...