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Kinds of Speaker Selected AbstractsKNOWLEDGE, SPEAKER AND SUBJECTTHE PHILOSOPHICAL QUARTERLY, Issue 219 2005Stewart Cohen I contrast two solutions to the lottery paradox concerning knowledge: contextualism and subject-sensitive invariantism. I defend contextualism against an objection that it cannot explain how ,knows' and its cognates function inside propositional attitude reports. I then argue that subject-sensitive invariantism fails to provide a satisfactory resolution of the paradox. [source] Learner, Student, Speaker: Why it matters how we call those we teachEDUCATIONAL PHILOSOPHY AND THEORY, Issue 5-6 2010Gert Biesta Abstract In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancičre I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end. [source] Speakers at War in the Late 14th and 15th CenturiesPARLIAMENTARY HISTORY, Issue 1 2010ANNE CURRY The significance of war in the development of the medieval English parliament is well known. The origins of the speakership are located in the context of the Hundred Years War, which began in 1337 and in which the English were still embroiled at the time of the Good Parliament of 1376. It was at this parliament that the Commons first chose a spokesperson, Sir Peter de la Mare, knight of the shire for Herefordshire. This article considers the military careers of de la Mare and his successors to the end of the Hundred Years War in 1453. Did the war have an impact on the choice of Speaker? Was a military man chosen for parliaments where military matters were to be discussed? We know the identity of the Speaker in 53 of the 64 parliaments between 1376 and 1453. Several served more than once, so that we are left with a group of 33 individuals to analyse. An overall trend is discernable. Up to 1407 all known Speakers were belted knights, and most had extensive military experience before they took up office. Only five of the 19 parliaments between 1422 and 1453 had Speakers of knightly rank: otherwise, Speakers with legal and administrative, rather than military, experience were chosen. In the years from 1407 to 1422 the speakership was occupied by a mixture of soldiers and administrators many of whom were closely connected to the royal duchy of Lancaster and to revival of English aggression towards France from 1415 onwards. [source] Values-based Political Messages and Persuasion: Relationships among Speaker, Recipient, and Evoked ValuesPOLITICAL PSYCHOLOGY, Issue 4 2005Thomas E. Nelson The persuasive power of values-based political messages may depend on recipients having (1) shared values with the speaker (a type of personal identity match); (2) shared political party identifications with the speaker (a type of social identity match); and/or (3) expectations about values traditionally associated with different political parties (an expectancy violation/confirmation). The independent and joint effects of these factors on the success of a persuasive message were examined, using the theoretical framework of dual-process models of persuasion. Participants (N = 301), classified according to their party identifications and primary value orientations, read a political speech that varied by argument quality, speaker party, and values evoked. Results indicated that value matching promotes close attention to the message, while party mismatching increases message rejection. These effects depend to some extent, however, on expectancies about values traditionally associated with different parties. Participants especially rejected messages from rival party members when the speaker evoked unexpected values. Results are discussed in terms of their implications for the efficacy of values-based political communication. [source] Parliament on its Knees: MPs' Expenses and the Crisis of Transparency at WestminsterTHE POLITICAL QUARTERLY, Issue 3 2009ALEXANDRA KELSO In May 2009, revelations made in The Daily Telegraph about the way that MPs had used and abused the House of Commons expenses and allowances regime threw the British political system into turmoil, forced the resignation of the Speaker of the Commons along with a number of implicated MPs, and ignited talk about a crisis in parliamentary democracy and a collapse of public trust in politics. This article explores the events that led to this situation, from the structure of MPs pay and allowance system, the Freedom of Information context that framed the disaster, and the crisis of transparency which the House of Commons has itself precipitated. It argues that, talk of parliamentary reform aside, MPs must radically rethink the way that they approach their representative role and the nature of their broader engagement with the public they claim to serve. [source] In Vitro Resistance to Degradation of Hyaluronic Acid Dermal Fillers by Ovine Testicular HyaluronidaseDERMATOLOGIC SURGERY, Issue 2010DEREK JONES MD BACKGROUND Although adverse events are uncommon with hyaluronic acid (HA) fillers, the use of hyaluronidase permits the reversal of treatment complications or overcorrection. OBJECTIVE This study sought to determine an in vitro dose-response relationship between ovine testicular hyaluronidase (OTH) and three HA dermal fillers (24-mg/mL smooth gel, 20-mg/mL particulate gel, and 5.5-mg/mL particulate gel with 0.3% lidocaine). METHODS AND MATERIALS The dose response of each was measured after incubation for 30 minutes in concentrations ranging between 5 and 40 U of OTH. Timed responses for the 24-mg/mL and 20-mg/mL HA fillers were obtained after incubation with 20 U of OTH for 15 to 120 minutes. RESULTS After all dose responses and timed-interval tests, the 24-mg/mL HA smooth gel filler exhibited more resistance against in vitro enzymatic degradation to OTH than the 20- and 5.5-mg/mL HA particulate gels. CONCLUSION This resistance to degradation in vitro may be attributed to the higher HA content of the 24-mg/mL HA smooth gel, the degree of crosslinking, and the cohesive property of the gel filler. This study was funded by a grant from Allergan, Inc., Santa Barbara, CA. Derek Jones, MD, is a consultant, investigator, advisory board member, and speaker for Allergan, Inc. He received no compensation for this study. Drs. Tezel and Borrell are employed by Allergan, Inc., Santa Barbara, CA. Editorial assistance was provided by Health Learning Systems, a part of CommonHealth, Parsippany, NJ. [source] Understanding of speaker certainty and false-belief reasoning: a comparison of Japanese and German preschoolersDEVELOPMENTAL SCIENCE, Issue 4 2009Tomoko Matsui It has been repeatedly shown that when asked to identify a protagonist's false belief on the basis of his false statement, English-speaking 3-year-olds dismiss the statement and fail to attribute to him a false belief. In the present studies, we tested 3-year-old Japanese children in a similar task, using false statements accompanied by grammaticalized particles of speaker (un)certainty, as in everyday Japanese utterances. The Japanese children were directly compared with same-aged German children, whose native language does not have grammaticalized epistemic concepts. Japanese children profited from the explicit statement of the protagonist's false belief when it was marked with the attitude of certainty in a way that German children did not , presumably because Japanese but not German children must process such marking routinely in their daily discourse. These results are discussed in the broader context of linguistic and theory of mind development. [source] On Optimal Rules of PersuasionECONOMETRICA, Issue 6 2004Jacob Glazer A speaker wishes to persuade a listener to accept a certain request. The conditions under which the request is justified, from the listener's point of view, depend on the values of two aspects. The values of the aspects are known only to the speaker and the listener can check the value of at most one. A mechanism specifies a set of messages that the speaker can send and a rule that determines the listener's response, namely, which aspect he checks and whether he accepts or rejects the speaker's request. We study mechanisms that maximize the probability that the listener accepts the request when it is justified and rejects the request when it is unjustified, given that the speaker maximizes the probability that his request is accepted. We show that a simple optimal mechanism exists and can be found by solving a linear programming problem in which the set of constraints is derived from what we call the L -principle. [source] Measuring the Impact of State Accountability ProgramsEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2005Mitchell D. Chester "No Child Left Behind is a law that makes good people bad and bad people worse." Declaration of the keynote speaker at the public forum on the No Child Left Behind Act in Columbus, Ohio, on November 17, 2004, sponsored by the Kappa Delta Pi International Honor Society in Education, the National Academy of Education, and the National Society for the Study of Education. [source] Learner, Student, Speaker: Why it matters how we call those we teachEDUCATIONAL PHILOSOPHY AND THEORY, Issue 5-6 2010Gert Biesta Abstract In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancičre I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end. [source] Going Public: Teaching Students to Speak Out in Public ContextsENGLISH IN EDUCATION, Issue 2 2000Judith Baxter Abstract Many students find speaking in large group, whole class or ,public' contexts intimidating. Over the last 30 years, a model of collaborative talk in small groups has been favoured within English teaching in British education but, with the new generation of GCSE syllabuses, students are required to speak effectively to larger audiences. This article explores what constitutes an effective ,public' speaker at GCSE level, and suggests various teaching strategies as starting points. [source] Orality in environmental planningENVIRONMENTAL POLICY AND GOVERNANCE, Issue 3 2002Cees van Woerkum An often-neglected aspect of interactive policy making is the symbolic interaction between professionals and citizens, specifically the way they speak, the kind of orality that is involved. The orality of officials is text bound and texts on the environmental attain a firm position in the discourse of these officials, quite different from the orality of citizens. The characteristics of orality and literacy, from a communicative viewpoint, vary considerably. In literacy details and figures matter; in orality it is the intention of the speaker and the gist of the story that counts most. By bringing in a large amount of literacy in oral presentations, officials spoil the functions of orality, its effects on learning, its creative potential, the way how, via stories, many people can get involved or how trust is developed. Officials can conquer the orality of the people, they can cope with it in a strategic way or they can deal with it as a valuable asset in policy making. For this officials have to rethink the way they speak. Copyright © 2002 John Wiley & Sons, Ltd. and ERP Environment [source] Successful Application of Video-Projected Human Images for Signalling to DogsETHOLOGY, Issue 10 2003Péter Pongrácz Dogs were tested (1) in a two-way choice experiment, where the experimenter indicated a baited bowl by pointing; and (2) in a task where the owner was asked to command the dog to execute simple obedience tasks. In expt 1 dogs (n = 10) were tested at first in the presence of the experimenter (three dimensional condition, 3D), that was followed by a series of pointing trials when the life-sized image of the experimenter was projected onto the wall by the means of a video-projector (two dimensional condition, 2D). Dogs performed correctly more often than expected by chance in both 3D and 2D conditions. In expt 2 the commanding owner was either present in the room (3D), or her/his image was projected on the screen (2D), or only her/his voice was audible for the dog through a speaker (0D). The performance of the dogs (n = 10) decreased to great extent comparing the 3D and 0D condition, as the number of different actions the dogs obeyed was significantly less in the 0D condition. However, there was no difference in the number of different actions obeyed in the 3D and 2D conditions. Our results show that dogs readily obey life-sized, interactive moving image in various communicative situtations. We suppose that the difference between 2D and 3D conditions can be attributed partially to the lack of some additional communicative signals as sounds (verbal cues) and odours (from the human), and to some changes in the context. [source] Evidence for early specialized processing of speech formant information in anterior and posterior human auditory cortexEUROPEAN JOURNAL OF NEUROSCIENCE, Issue 4 2010Barrie A. Edmonds Abstract Many speech sounds, such as vowels, exhibit a characteristic pattern of spectral peaks, referred to as formants, the frequency positions of which depend both on the phonological identity of the sound (e.g. vowel type) and on the vocal-tract length of the speaker. This study investigates the processing of formant information relating to vowel type and vocal-tract length in human auditory cortex by measuring electroencephalographic (EEG) responses to synthetic unvoiced vowels and spectrally matched noises. The results revealed specific sensitivity to vowel formant information in both anterior (planum polare) and posterior (planum temporale) regions of auditory cortex. The vowel-specific responses in these two areas appeared to have different temporal dynamics; the anterior source produced a sustained response for as long as the incoming sound was a vowel, whereas the posterior source responded transiently when the sound changed from a noise to a vowel, or when there was a change in vowel type. Moreover, the posterior source appeared to be largely invariant to changes in vocal-tract length. The current findings indicate that the initial extraction of vowel type from formant information is complete by the level of non-primary auditory cortex, suggesting that speech-specific processing may involve primary auditory cortex, or even subcortical structures. This challenges the view that specific sensitivity to speech emerges only beyond unimodal auditory cortex. [source] Social categorization and fit detection under cognitive load: efficient or effortful?EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 4 2005Karl Christoph Klauer Participants perceived a discussion between members of two social categories in a name-matching paradigm. Discussions either exhibited inter-category fit, defined as a covariation of category membership and the category members' attitude positions, or not. Orthogonally, there was cognitive load at encoding, load at retrieval, or no concurrent load. Memory for the statements and memory for the speaker of a statement were affected by load with little evidence for fit effects. Conversely, category memory, reconstructive category guessing and perceived fit were affected by inter-category fit with little evidence for load effects. The results suggest that category activation is sensitive to inter-category fit and that fit detection is robust against moderate amounts of cognitive load. Copyright © 2005 John Wiley & Sons, Ltd. [source] Making a Request for a Service in Spanish: Pragmatic Development in the Study Abroad SettingFOREIGN LANGUAGE ANNALS, Issue 1 2010Rebeca Bataller Abstract: This study addresses the development of the request strategies used in two service encounter scenarios by 31 nonnative speakers of Spanish spending 4 months living and studying in Valencia, Spain. The main method of data collection was an open role-play in which participants interacted with a Spanish native speaker. Results show that while there were some aspects of the learners' request production that changed after the study abroad experience, there were other aspects that remained unaffected. Knowing which aspects from the nonnative speakers' request production are acquired and which ones are not after a student has been immersed in the target culture for 4 months is relevant to informing second language acquisition, specifically the field of interlanguage pragmatics in the study abroad setting. [source] MEMORY, MEMORIALS, AND COMMEMORATION,HISTORY AND THEORY, Issue 3 2008ANITA KASABOVA ABSTRACT According to a popular view, the past is present here and now. This is presentism combined with endurantism: the past continuously persists through time to the present. By contrast, I argue that memories, memorials, and histories are of entities discontinuous with present experiences, and that the continuity between past and present in them is a construct. Memories, memorials, and histories are semantic means for dealing with the past. My presupposition that past and present are different is supported by grammar: as verbal tenses show, the past is not present here and now, for otherwise it would not be past. A failure to note this difference is a lack of chronesthesia, a sense of time specific to human beings. I argue that presentism fails to account for the temporal structures of memory and the changes in perspective as we switch from the present to a past situation. My account is perdurantist in the sense that it allows for temporal parts of things such as memorials or tombstones, as well as events such as wars or commemorations. But my main goal is to outline a semantic approach to the past: the tie between past and present actions and events is the semantic ground,consequence relation: a past event is the antecedent grounding a present situation, explaining why it is the case. In addition, I show how we refer to the past by means of two rhetorical figures of speech: synecdoche, using the (emblematic-) part-whole relation for relating the past to the present by transposing its sense; and anaphor, which has a deictic function,it points back toward the past. In references to the past, the deictic field is a scene visualized by the speaker and addressees: the deictic field is transposed from a perceptual to an imaginary space. [source] Functional segregation of cortical language areas by sentence repetitionHUMAN BRAIN MAPPING, Issue 5 2006Ghislaine Dehaene-Lambertz Abstract The functional organization of the perisylvian language network was examined using a functional MRI (fMRI) adaptation paradigm with spoken sentences. In Experiment 1, a given sentence was presented every 14.4 s and repeated two, three, or four times in a row. The study of the temporal properties of the BOLD response revealed a temporal gradient along the dorsal,ventral and rostral,caudal directions: From Heschl's gyrus, where the fastest responses were recorded, responses became increasingly slower toward the posterior part of the superior temporal gyrus and toward the temporal poles and the left inferior frontal gyrus, where the slowest responses were observed. Repetition induced a decrease in amplitude and a speeding up of the BOLD response in the superior temporal sulcus (STS), while the most superior temporal regions were not affected. In Experiment 2, small blocks of six sentences were presented in which either the speaker voice or the linguistic content of the sentence, or both, were repeated. Data analyses revealed a clear asymmetry: While two clusters in the left superior temporal sulcus showed identical repetition suppression whether the sentences were produced by the same speaker or different speakers, the homologous right regions were sensitive to sentence repetition only when the speaker voice remained constant. Thus, hemispheric left regions encode linguistic content while homologous right regions encode more details about extralinguistic features like speaker voice. The results demonstrate the feasibility of using sentence-level adaptation to probe the functional organization of cortical language areas. Hum Brain Mapp, 2006. © 2006 Wiley-Liss, Inc. [source] Conversation Orientation and Cognitive Processes: A Comparison of U.S. Students in Initial Interaction With Native- Versus Nonnative-Speaking PartnersHUMAN COMMUNICATION RESEARCH, Issue 2 2003Ling Chen The present study compares thought patterns, perceptions of interaction (perceived interaction smoothness and interaction involvement), and conversation orientation of U.S. students (N = 60) in dyadic interaction with a partner who is either another American or a non-American nonnative speaker of English. As hypothesized, U.S. participants with nonnative-speaking partners perceived interaction as more difficult, or less smooth, than did their counterparts with native-speaking partners. U.S. participants with nonnative-speaking partners also displayed different thought patterns, having more thoughts showing confusion, as well as more thoughts focused on the partner and less on the content of the ongoing conversation, than those with fellow native-speaking partners. U.S. participants with a nonnative-speaking partner also exhibited a different conversation orientation pattern, focusing more on understanding of the other's message, less on clarifying their own message, and less on displaying their own involvement. Specific thought categories and perceived interaction smoothness were correlated with conversation orientation indices for participants in interactions between native and nonnative speakers. Finally, interaction involvement was found to contribute most to variation in perceived interaction smoothness for both U.S. and non-U.S. participants in interactions between native and nonnative speakers. Implications of the findings are discussed. [source] Finding the Signal by Adding Noise: The Role of Noncontrastive Phonetic Variability in Early Word LearningINFANCY, Issue 6 2010Gwyneth C. Rost It is well attested that 14-month-olds have difficulty learning similar sounding words (e.g., bih/dih), despite their excellent phonetic discrimination abilities. By contrast, Rost and McMurray (2009) recently demonstrated that 14-month-olds' minimal-pair learning can be improved by the presentation of words by multiple talkers. This study investigates which components of the variability found in multitalker input improved infants' processing, assessing both the phonologically contrastive aspects of the speech stream and phonologically irrelevant indexical and suprasegmental aspects. In the first two experiments, speaker was held constant while cues to word-initial voicing were systematically manipulated. Infants failed in both cases. The third experiment introduced variability in speaker, but voicing cues were invariant within each category. Infants in this condition learned the words. We conclude that aspects of the speech signal that have been typically thought of as noise are in fact valuable information,signal,for the young word learner. [source] Can Infants Use a Nonhuman Agent's Gaze Direction to Establish Word,Object Relations?INFANCY, Issue 4 2009Laura O'Connell Adopting a procedure developed with human speakers, we examined infants' ability to follow a nonhuman agent's gaze direction and subsequently to use its gaze to learn new words. When a programmable robot acted as the speaker (Experiment 1), infants followed its gaze toward the word referent whether or not it coincided with their own focus of attention, but failed to learn a new word. When the speaker was human, infants correctly mapped the words (Experiment 2). Furthermore, when the robot interacted contingently, this did not facilitate infants' word mapping (Experiment 3). These findings suggest that gaze following upon hearing a novel word is not sufficient to learn the referent of the word when the speaker is nonhuman. [source] Pharmaceutical industry-sponsored meetings: good value or just a free meal?INTERNAL MEDICINE JOURNAL, Issue 8 2001S. L. Carney Abstract Although the role of the pharmaceutical industry in continuing medical education (CME) has been debated for many years, industry CME funding continues to increase. Because of concern about the educational quality of industry CME, the Hunter Postgraduate Medical Institute (HPMI), an independent Newcastle and Hunter Valley CME provider, evaluated the use and quality of industry CME as reported by rural and urban general practitioners, physicians and psychiatrists. Furthermore, clinicians were asked if they supported increased industry-funded independent CME. Sixty-two per cent of general practitioners and 71% of psychiatrists attended at least three industry-organized meetings each year, compared with 24% of physicians. Twenty-five per cent of general practitioners attended five or more such meetings. Industry meetings were judged to be of good to excellent quality by 81% of generalists, 79% of physicians and 87% of psychiatrists. All clinical groups ranked the topic and then speaker as the most important reason for attending, with CME points, venue and the sponsor ranked lowest. Eighty to 90% of doctors supported a greater role of industry-funded independent CME. Despite the absence of current data on the use and perceived benefits of industry CME, these preliminary results suggest that industry CME is playing an increasingly important role in clinician education. However, many clinicians and industry representatives support a greater role by independent postgraduate organizations in industry-sponsored CME. (Intern Med J 2001; 31: 488,491) [source] Getting personal: native speaker and EFL pre-school children's use of the personal functionINTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2007Ana Llinares García First page of article [source] Calm seas or troubled waters?INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2005Transitions, definitions, disagreements in applied linguistics This article advances the position that an apparent current consensus over the nature and scope of applied linguistics is illusory. It is achieved only when definitions of the discipline are couched in the most general terms. When the details of theories are specified, we find fundamental differences of opinion both within applied linguistics and with linguistics. In the first part, the article reflects upon the history of applied linguistics, characterising it as falling into three periods. The second part presents a view of radical ideas in the third of these periods, focusing upon recent applied linguistic work in three areas: describing languages and defining speakers; modularity, modality and relativity; science, authority and action. Some work in these areas challenges fundamental linguistic as well as more conservative applied linguistic orthodoxies such as: the comparability of languages, the centrality of the native speaker, linguistic modularity and universalism, description without prescription, and the unique authority of science. [source] The rhetoric of conference presentation introductions: context, argument and interactionINTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2005Elizabeth Rowley-Jolivet The process of socialisation into the academic discourse community involves acquiring mastery of its established genres. While written academic genres have been intensively studied, spoken genres are relatively under-researched. This study focuses on one such spoken research genre, the scientific conference presentation (CP) in English, and specifically on the introduction section, a sub-genre which often poses particular problems for presenters. A move analysis of the CP introductions shows that their rhetorical structure is markedly different from that of the research article, and that these differences are closely related to the contextual and epistemological characteristics of the genre. The interpersonal relations set up by the allocation of speaker and addressee roles through the use of personal pronouns are also discussed. Through a contrastive analysis of the CP introductions and those of the corresponding proceedings papers, the article examines how speakers facilitate information processing and create rapport with the audience. The data comprise video recordings of 44 CPs from 3 scientific fields (geology, medicine, and physics) and a smaller corpus of 13 corresponding articles from the physics conference proceedings. [source] Of mouths and men: non-native listeners' identi,cation and evaluation of varieties of EnglishINTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2001Robert J. Jarvella Advanced Danish students of English as a foreign language tried to identify the national origin of young men from Ireland, Scotland, England and the USA from their speech and rated the speech for attractiveness. Two male speakers from each country were heard reading lists of words aloud (Experiment 1) and making utterances that could be used to say hello to someone, thank them,swear at them, or say good-bye (Experiment 2). In both studies, listeners succeeded about three-fourths of the time in recognizing a speaker's country of origin. Listeners were more accurate in identifying speakers from England and from the USA, but identi ?ability also varied between speakers from the same country. Listeners rated speech produced by Englishmen as most attractive and the speech of Americans as least so. Rated attractiveness also varied with the speaker and the kind of utterance produced. [source] 2007 Presidential Address: Singing and SolidarityJOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION, Issue 2 2008R. STEPHEN WARNER As the audience entered the hall, a large screen displayed the title of the talk from an overhead projector. On the dais, about three feet above the floor, was a lectern, and next to it an arrangement of eight chairs facing each other in a square formation, two on each side of the square, the sides at a 45 degree angle from the side of the platform. At the appointed time, SSSR past-president Donald Miller climbed the steps to the lectern to introduce the speaker, Stephen Warner. When he had completed that task, Warner came forward to the lectern and a woman later identified as his wife, Anne Heider, began working the projector. A few minutes into the address, at Warner's cue, she and six others joined him on the dais, taking seats in the arrangement of chairs, from which position, facing each other with Warner standing facing toward them, they sang a song, as described below. When they were finished, they left the dais, and the rest of the address proceeded in a conventional manner. Prior to this singing demonstration, the address itself began as follows. [source] Caring in nursing: a different interpretationJOURNAL OF ADVANCED NURSING, Issue 6 2001Jane Sumner PhD MN RNC Caring in nursing: a different interpretation Aim.,To apply Habermas' (1995) Theory of Moral Consciousness and Communicative Action to the nurse,patient relationship, offering a different interpretation to the nurse,patient relationship that is caring in nursing. Rationale.,Many authors have described the nurse,patient relationship, but Habermas' theory synthesizes the components into a complex matrix that is caring in nursing. Findings.,The theory offers three claims to normative validity: the claim to truth which is the factual objective knowledge; the claim to truthfulness which refers to the intrasubjective self; and the claim to right which is the intersubjective interaction. The validity claims explain the patient's personal and illness self, the nurse's personal and professional self, and the interaction/discourse. The interaction is situation specific, and is identified as moral because dialogue/discourse requires a ,considerateness' of each for the other. ,Considerateness' in discourse requires certain rules, including that each participant has an equal voice, be followed in order for the Principle of Universalization to occur. Habermas draws on Kohlberg's (1981), and Selman's (1980) work to develop three levels of moral maturity of communication. These are preconventional, conventional, and postconventional. Initial moral maturity is egocentric, subjective, and obedient to authority. Maturity develops with recognition of other and reciprocity. At the postconventional level there is mutuality and the ability for abstract reasoning. There is a third person objectivity combining speaker and addressee/listener perspectives. Norms are not just accepted, they are reasoned through. This leads to justification of the norm, which is then accepted as valid. When the three validity claims are met and there is genuine ,considerateness' in the interaction there is communicative action. The reverse is strategic action, where the communication is coercive. When there is communicative action both patient and nurse are validated with a sense of fulfillment or Effect of Gender on Communication of Health Information to Older AdultsJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 4 2006Jennifer L. Dearborn BA OBJECTIVES: To examine the effect of gender on three key elements of communication with elderly individuals: effectiveness of the communication, perceived relevance to the individual, and effect of gender-stereotyped content. DESIGN: Survey. SETTING: University of Connecticut Health Center. PARTICIPANTS: Thirty-three subjects (17 female); aged 69 to 91 (mean±standard deviation 82±5.4). MEASUREMENTS: Older adults listened to 16 brief narratives randomized in order and by the sex of the speaker (Narrator Voice). Effectiveness was measured according to ability to identify key features (Risks), and subjects were asked to rate the relevance (Plausibility). Number of Risks detected and determinations of plausibility were analyzed according to Subject Gender and Narrator Voice. Narratives were written for either sex or included male or female bias (Neutral or Stereotyped). RESULTS: Female subjects identified a significantly higher number of Risks across all narratives (P=.01). Subjects perceived a significantly higher number of Risks with a female Narrator Voice (P=.03). A significant Voice-by-Stereotype interaction was present for female-stereotyped narratives (P=.009). In narratives rated as Plausible, subjects detected more Risks (P=.02). CONCLUSION: Subject Gender influenced communication effectiveness. A female speaker resulted in identification of more Risks for subjects of both sexes, particularly for Stereotyped narratives. There was no significant effect of matching Subject Gender and Narrator Voice. This study suggests that the sex of the speaker influences the effectiveness of communication with older adults. These findings should motivate future research into the means by which medical providers can improve communication with their patients. [source] Negotiating who presents the problem: next speaker selection in pediatric encountersJOURNAL OF COMMUNICATION, Issue 2 2001T Stivers Using audio- and videotapes of acute pediatric encounters, this study (a) identifies pediatricians' practices of next speaker selection when soliciting the problem presentation, (b) identifies factors that bear on next speaker selection, and examines the consequences of physicians' selection practices for who ultimately presents the problem. Although doctors most frequently select children as problem presenters, parents are the most likely to actually present the child's problem. However, parents nonetheless orient to their children's rights to answer question that select them as next speaker. Thus, the actual problem presenter emerges as the result of a process of interactional negotiation rather than dominance or control. This study also suggests communication resources that may increase the child's participation in presenting the problem. [source]
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