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The Information Age is characterized not only by new challenges, but also by a new set of criteria in defining victory. Joseph Nye, the father of the concept of soft power, observed that, in the 21st century, conflicts are more about the victory of narratives than armies. States like China or Russia, two ambitious powers, took this matter seriously, being the first to ask themselves questions about What war is and whether it is possible to win without engaging into battle? In 2003, China adopted the Three Warfare Strategy/ 3Ws, a strategy that practically reinvented the understanding of war, and by combining the three types of warfare (psychological, public opinion and legal), it helped and continues to help China meet its goals. In China’s view, this strategy represents a force multiplier, aimed at ensuring its domestic development, regional importance of the state, expansion as a global power and increasing influence at international level. The purpose of this article is to identify the origins and foundations of this strategy and the manner in which it produces effects.
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This study analyzed how compensation, organizational culture, and career development the motivation of NCO soldiers in attending Diktukpa through strategic leadership as a mediating variable. This study addressed the research gap by involving Strategic leadership as a mediating variable to the direct and indirect effects of compensation, organizational culture, and career development on NCOstudents’ motivation. This quantitative study employed Structural Equation Modeling(SEM) on Amos software 26. Data for this study were obtained from 340 randomly selected NCO students. This research established the existence of a favorable relationship between soldier salary, career advancement, and organizational culture and soldiers’ motivation to participate in Diktukpa as well as strategic leadership. A positive influence was also found in Soldier compensation, career development, and organizational culture on the motivation of Strategic leadership as a mediating variable. The results indicated the direction of evaluation and sound personnel planning that should be taken into account when hiring or accepting officers from non-commissioned officer sources, including pay, career development, organizational culture, and strategic leadership. It is important to boost NCO pupils motivation for personal growth. The impact of strategic leadership on soldiers' motivation is presented in this study in connection to pay and career advancement.. This study provides relevant insights into the current conditions and factors that included compensation and career development, Strategic leadership in influencing the motivation of the soldiers.
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Bibliography: The Greek language in Bulgaria (1880 - 2000)
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Delivering an oral presentation requires mastery of all four language competencies. It also involves a thorough understanding of different linguistic registers and varieties. This involves focusing on non-verbal signs and gestures, with the precise aim of informing or persuading the audience. Therefore, evaluating these complex oral presentation skills can be challenging, especially if clear evaluation criteria are not established and followed through during the entire educational process.Our study aims (1) to identify an extensive educational assessment tool for oral presentation skills, and (2) to test the validity of this tool among our students during formative evaluation sessions. Our study involves two groups of university undergraduate students learning English for Specific Purposes. They are from the Bucharest University of Economic Studies, Romania, and the Technical University of Sofia, Bulgaria. Looking at the assessment intention from a communicative approach, in this research we stress the importance of the congruence between three educational stages – teaching, learning, and evaluation.
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This research makes a return on the notion of the competence of the oral communication on the basis of a theoretical reference which draws on the sciences of language to unveil the difficulties tarnishing its teaching - learning at the Moroccan primary school. It aims to lead a reflection on the didactical approach of the oral to emphasize its shortcomings to endow the learners with discursive capacities nevertheless perceived as essential in any didactic project envisaging the acquisition of the competence of oral communication.We postulate that to explain the limits of the didactical approach of oral currently installed in the Moroccan primary school, it is interesting to stop on the acceptance that one gives to the notion of competence of communication. Our reflection, which was carried out through an examination of the different moments of implementation of this approach, shows a tendency to reduce the didactic intervention at the level of the sentence unit without taking into account the discourse as object of teaching-learning. Consequently, the discursive dimension does not constitute an issue of the so-called approach that seems to focus only on linguistic and socio-cultural capacities.
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