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- Title
- The rhetoric of a resignation: A rhetorical analysis of Mikhail S. Gorbachev's last five months in office using crisis rhetoric and apologia.
- Creator
- Boychuk, Angela N., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Communication Sciences and Disorders
- Abstract/Description
-
This study focuses on four major speeches of the final five months of the Gorbachev era. Three are concerned with the putsch of August 1991, and one is concerned with the December 1991 resignation. First the three major speeches given by Gorbachev immediately following the putsch are analyzed using the components of crisis rhetoric. Next the resignation speech is examined using the concepts found in apologia rhetoric. Finally, based on these four speeches, interrelationships between the two...
Show moreThis study focuses on four major speeches of the final five months of the Gorbachev era. Three are concerned with the putsch of August 1991, and one is concerned with the December 1991 resignation. First the three major speeches given by Gorbachev immediately following the putsch are analyzed using the components of crisis rhetoric. Next the resignation speech is examined using the concepts found in apologia rhetoric. Finally, based on these four speeches, interrelationships between the two rhetorical forms are attempted using clues found within the actual rhetoric.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/15039
- Subject Headings
- Biography, Speech Communication, History, Modern
- Format
- Document (PDF)
- Title
- A rhetorical analysis of a feminine style and feminist research in scholarly communication journals.
- Creator
- Bifano, Diane Theresa, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
- Abstract/Description
-
Nine journal articles were analyzed in order to understand gendered composition and what makes writing an article feminine and what makes it masculine. The journals reviewed were Communication Monographs, Communication Theory, Critical Studies in Mass Communication, Human Communication Research, Quarterly Journal of Speech, and Women Studies in Communication. Categories were compiled to include the characteristics of a feminine style in feminist research, and a masculine style in traditional...
Show moreNine journal articles were analyzed in order to understand gendered composition and what makes writing an article feminine and what makes it masculine. The journals reviewed were Communication Monographs, Communication Theory, Critical Studies in Mass Communication, Human Communication Research, Quarterly Journal of Speech, and Women Studies in Communication. Categories were compiled to include the characteristics of a feminine style in feminist research, and a masculine style in traditional research. This analysis takes a rhetorical approach in order to address a more gender diverse perspective in research. As a result of many published articles reflecting a theme of a "dominant masculinist paradigm" in the publication process, this study examines some of the reasons why feminist scholarship in communication struggles for acceptance.
Show less - Date Issued
- 2000
- PURL
- http://purl.flvc.org/fcla/dt/12673
- Subject Headings
- Women's Studies, Speech Communication, Language, Rhetoric and Composition, Mass Communications
- Format
- Document (PDF)
- Title
- Parsing local ambiguities in syntactic structures: Prosodic influences.
- Creator
- Nagel, Harold Nicholas, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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This project comprises a series of experiments investigating the role of prosody--the timing and intonation of an utterance--in syntactic disambiguation. Acoustic analyses isolated two parameters--main-clause verb segment and pause durations, and the pitch contour over the verb and the following phrase--that reliably predicted syntactic structure in two sets of temporarily ambiguous sentences. The manipulation of one of these parameters--verb and pause duration--resulted in increased...
Show moreThis project comprises a series of experiments investigating the role of prosody--the timing and intonation of an utterance--in syntactic disambiguation. Acoustic analyses isolated two parameters--main-clause verb segment and pause durations, and the pitch contour over the verb and the following phrase--that reliably predicted syntactic structure in two sets of temporarily ambiguous sentences. The manipulation of one of these parameters--verb and pause duration--resulted in increased processing load over the disambiguating region of sentences temporarily ambiguous between a direct object and an embedded clause syntactic structure (e.g., "John knew the answer by heart" vs. "John knew the answer was correct"). Also, differences in the prosodic contours associated with temporarily ambiguous "filler-gap" sentences determined whether or not a gap was posited during on-line sentence processing. These findings suggest that prosodic information is used early, perhaps immediately, to make informed on-line parsing decisions and support a model of sentence processing in which both lexical and prosodic information interact on-line to generate the syntactic representation of an utterance.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12378
- Subject Headings
- Language, Linguistics, Speech Communication, Psychology, Experimental
- Format
- Document (PDF)
- Title
- Linking dynamic social impact theory to social representation theory: The emergence of social representations of aggression through electronic communication.
- Creator
- Walker, Samantha, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Social representations consist of beliefs, values and norms that influence thought and behavior. Moscovici's Social Representation Theory provides an explanation for how social representations are formed, mutate, and survive, while Dynamic Social Impact Theory provides a framework by which to examine the emergence of macro-social phenomena from everyday communication (i.e., clustering, consolidation and continued diversity). Previous research has not examined, but has assumed, the processes...
Show moreSocial representations consist of beliefs, values and norms that influence thought and behavior. Moscovici's Social Representation Theory provides an explanation for how social representations are formed, mutate, and survive, while Dynamic Social Impact Theory provides a framework by which to examine the emergence of macro-social phenomena from everyday communication (i.e., clustering, consolidation and continued diversity). Previous research has not examined, but has assumed, the processes by which social representations of aggression develop. The purpose of the present study was to examine social representations (SRs) of direct and indirect aggression and the process by which SRs emerge from interpersonal communication. Specifically, participants were randomly assigned to fixed addresses in an electronic social space and communicated with four of their nearest neighbors, for four weeks about direct and indirect verbal aggression. In the present study, most people agreed about the aggressiveness of direct responses whereas judgments about indirect responses were relatively varied.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12621
- Subject Headings
- Psychology, Behavioral, Psychology, Social, Speech Communication
- Format
- Document (PDF)
- Title
- A step toward violence prevention: "Non-Violent Communication" as part of a college curriculum.
- Creator
- Blake, Susan M., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
- Abstract/Description
-
Structural hierarchies are deeply embedded in institutions such as our educational system. It can be argued that this type of model reinforces an aggressive worldview and fosters an atmosphere of violence. Teaching students to communicate compassionately should promote empathy, discourage verbal aggression and reinforce a more peaceful worldview. To accomplish this, educators need a means of replacing hegemony that assumes hierarchy and aggressive conflict are inevitable. Marshall Rosenberg's...
Show moreStructural hierarchies are deeply embedded in institutions such as our educational system. It can be argued that this type of model reinforces an aggressive worldview and fosters an atmosphere of violence. Teaching students to communicate compassionately should promote empathy, discourage verbal aggression and reinforce a more peaceful worldview. To accomplish this, educators need a means of replacing hegemony that assumes hierarchy and aggressive conflict are inevitable. Marshall Rosenberg's (2001) Nonviolent Communication (NVC) may provide educators with an appropriate tool. Rosenberg's model counters the prevailing hegemony making it an ideal candidate to explore in relation to these issues. This paper examines the impact of adding an NVC workshop to two types of communication courses and whether Rosenberg's model would be a useful addition to a college curriculum.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/12877
- Subject Headings
- Speech Communication, Education, Guidance and Counseling, Sociology, General, Education, Curriculum and Instruction
- Format
- Document (PDF)
- Title
- ASHA-certified speech-language pathologists: informal learning in the medical workplace.
- Creator
- Walden, Patrick Roy., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in...
Show moreThis study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in Speech-Language Pathology from ASHA and working in a medical setting as part of a rehabilitation team. Twenty-four SLPs from varying demographic profiles took part in one of three online data collection methods. Nine participants completed a computer-mediated interview, 11 participants completed an online journal entry and 4 participants completed a virtual focus group method. All data collection methods were accomplished via internet technologies. Data analysis was performed through a process of thematic analysis and resulted in four significant findings. First, both internal and external forces triggered SLPs to learn informally in the medical workplace. Also, SLPs went through an individually-determined, goal-directed process when learning informally in the medical workplace. SLPs used a combination of collaboration, workplace experience and research to learn informally in the medical workplace. And finally, SLPs employed informal learning activities for the purpose of meeting personal, patient and organizational needs., It was recommended that (a) the American Speech- Language-Hearing Association review its professional development policy and consider implementation of a process whereby clinicians can document their goal-directed workplace learning and receive professional development credit for these activities; (b) healthcare organizations recognize, support and reward the informal learning in which their SLPs are already engaging; and (c) SLPs enhance their informal learning in the medical workplace through proactivity, critical reflectivity (of their own and others' learning), and creativity. The significance of this research included the use and support of existing theory in both Adult Education and Human Resource Development. Further, this research represents the first of its kind in investigating informal learning in rehabilitative therapies, specifically Speech-Language Pathology. Peer professions such as Physical and Occupational Therapy may also benefit from this study's conclusions and recommendations, as these professionals work in similar medical contexts.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186323
- Subject Headings
- Audiology, Practice, Methodology, Speech therapy, Practice, Methodology, Interpersonal communication, Study and teaching
- Format
- Document (PDF)