The Ethical Use of Evidence in Public Address Events

As we enter the decade of the \u2790s and round the corner heading toward the 21st century, American appear to be more concerned than ever about the issue of ethics. This continued interest in studying moral behavior has lead to the development of more explicit codes of conduct in business, professional, and educational settings. In keeping with this interest, the forensic community has continued to consider the ethical standards that should be established for use of evidence in public address events

Ethical Considerations for Forensics Educators

In 1984, the Ethics of Advocacy Committee at the National Developmental Conference on Forensics defined forensics as primarily an educational activity. In addition, that same Committee defined ethical behavior as that which promotes the educational goals of the activity while unethical behavior hinders such educational goals (Parson, 1984, p. 14). With this educational perspective as the focus of this discussion, I will posit three specific ethical responsibilities to which I believe forensic educators should aspire. While these ethical responsibilities do not dictate specific policy, they do provide an educationally-based philosophy from which specific ethical policy may be formed

A study of the relationship between critical thinking ability and grades in public speaking classes

Previous research in the field of speech has indicated that critical thinking can be improved through training in discussion, debate, argumentation, and the basic speech class. Critical thinking has also been related to fluency in extemporaneous speaking. The purpose of this study is to test the hypothesis that there is no significant difference between students' grades in Speech 210 and their scores on the Watson-Glaser Critical Thinking Appraisal. Can the Watson-Glaser Test predict the students' grades in a public speaking class? The hypothesis is also treated with respect to sex, class, selected majors, and delayed acceptance and regular students.The study employed seven statistical tests: the Kruskal-Wallis Rank Test of Significance, the Chi Square Test for Two Independent Samples, the Fisher Exact Probability Test, the Median Test, the T Test for Unmatched Pairs, and the Chi Square Test for "Goodness of Fit" with (a) expected values equal and (b) expected values unequal. The teats, programmed on a Monroe 1766 electronic calculator, were applied to the five null hypotheses. The tests indicate significant correlations in two areas: Watson-Glaser raw scores with respect to psychology majors and marketing majors, and Watson-Glaser raw scores with respect to delayed acceptance and selected sample students. No statistically significant correlation was found between Watson-Glaser scores and final grades given in Speech 210 as a whole, class, sex, and selected majors.Thesis (M.A.

communication 301 foundations of interpersonal communication a reader

382 hal; 27 c