English Versus Communication in Pennsylvania

The intellectual content and social activity of engineering product development are a constant source of surprise, excitement, and challenge for engineers. When our students experience product-based-learning (PBL), they experience this excitement (Brereton et al., 1995). They also have fun and perform beyond the limits required for simple grades. We, their teachers, experience these things too. Why, then, are so few students and faculty getting the PBL message? How, then, can we put the excitement back in engineering education? In part, we think this is because of three persistent mistakes in engineering education:1. We focus on individual students.2. We focus on engineering analysis versus communication between engineers.3. We fail to integrate thinking skills in engineering science and engineering practice.

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Change in Self-Concept in Work-Oriented versus Communication-Oriented Juvenile Correction Programs

Psychological Reports ◽

10.2466/pr0.1975.36.2.460 ◽

1975 ◽

Vol 36 (2) ◽

pp. 460-462 ◽

Cited By ~ 5

Author(s):

Michael B. Maskin ◽

Brian E. Flescher

Keyword(s):

Family Communication ◽

Juvenile Delinquents ◽

Therapeutic Process ◽

Family Interaction ◽

Self Concept ◽

Interpersonal Competence ◽

Child Interaction ◽

Versus Communication ◽

Successful Rehabilitation ◽

Personal Skills

This study investigated the effects of two institutional correction programs on change in self-concept of 60 male juvenile delinquents. The programs included a work-oriented program stressing individual, vocational and personal skills and a parent-child interaction program fostering family communication, cohesion, and solidarity. Each subject was given the Tennessee Self-concept Scale on admission to the program and then after 120 days of intervention therapy. 30 male delinquents in the program stressing interpersonal competence and family interaction underwent significantly greater change in self-concept than 30 peers in a work-oriented program; successful rehabilitation appeared to involve active integration of the delinquent and his family in the therapeutic process.

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Communication Freedoms versus Communication Rights

The Routledge Companion to Media and Human Rights ◽

10.4324/9781315619835-5 ◽

2017 ◽

pp. 50-59 ◽

Cited By ~ 1

Author(s):

Bart Cammaerts

Keyword(s):

Versus Communication

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Are all management earnings forecasts created equal? Expectations management versus communication

Review of Accounting Studies ◽

10.1007/s11142-011-9178-z ◽

2011 ◽

Vol 17 (4) ◽

pp. 807-847 ◽

Cited By ~ 9

Author(s):

Yongtae Kim ◽

Myung Seok Park

Keyword(s):

Earnings Forecasts ◽

Management Earnings Forecasts ◽

Versus Communication ◽

Expectations Management

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Actantial analysis

Narrative Inquiry ◽

10.1075/ni.15.1.04wan ◽

2005 ◽

Vol 15 (1) ◽

pp. 51-74 ◽

Cited By ~ 5

Author(s):

Yong Wang ◽

Carl W. Roberts

Keyword(s):

Identity Construction ◽

Narrative Analysis ◽

Subject Matter ◽

Power Relations ◽

Personal Narratives ◽

Social Contexts ◽

Versus Communication ◽

Power Differentials ◽

Formal Procedure ◽

The Subject

This paper introduces a formal procedure for analyzing narratives that was developed by the French/Lithuanian structuralist, A. J. Greimas. The focus is on demonstrating the utility of Greimas's ideas for analyzing one aspect of personal narratives: identity-construction. Reconstructing the basic actantial structure from self-narratives is shown to provide cues to power differentials among actants as perceived by the narrator. Distinguishing narrated events along conflict versus communication axes helps the analyst determine whether an experiential or a discursive domain is of primacy for the narrator. Moreover, investigation of communicative outcomes can be used to validate (or invalidate) findings on power relations. Analyses of narrative plots may afford insights into how people engage objects with cultural valuations within the various social contexts recounted in narrative data. Finally, Greimas's theory of modalities can be used to differentiate among these plots within narrative trajectories. This approach to narrative analysis differs from more traditional “denarrativization” and “renarrativization” approaches in that it affords the researcher a language (or discursive structure) according to which the narrator's, not the analyst's, understandings of character relations and reality conditions become the subject matter of one's research.

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