Williams Syndrome and Neonatal Cardiac Surgery for Congenital Single Ventricle

Williams syndrome (WS) is an arteriopathic derangement associated with supravalvular aortic stenosis and branch pulmonary stenosis. We describe double-outlet right ventricle with mitral atresia and aortic arch hypoplasia in an infant with WS. This case demonstrates the difficulty in managing patients with WS with complex cardiac defects. To our knowledge, this is the first reported single-ventricle physiology in a patient with WS. (Level of Difficulty: Advanced.)

A Preliminary Study Of Classroom Motivators And De-Motivators From A Motivation-Hygiene Perspective

This study seeks to begin answering two simple questions: What motivates our students? and its corollary, What prevents our students from being motivated? The motivation-hygiene theory (F. Herzberg, Work and the nature of man, World Publishing, Cleveland, OH, 1966), a well-tested theory from organizational psychology, holds that people\u27s motivation stems from two sources: the desire to grow psychologically and the desire to avoid pain or unpleasantness. Previous research shows psychological growth factors serve as motivators, while pain avoidance factors serve as hygiene factors, neutral when present, but de-motivating when absent. Using this theory as a lens, the current study examines student motivation and finds that similar patterns are present in the classroom.© 2009 National Communication Association

The Power Of Provisional/Immediate Language Revisited: Adding Student Personality Traits To The Mix

Previous research found that relatively minor changes in the wording of written assessments can influence students\u27 motivation and affect toward the teacher. Not considered previously, however, is the role that student personality traits might play. Are the observed effects consistent across various personality types, or are different personality types affected differently by the same teacher behaviors? This study takes a first step toward answering that question, replicating the previous written feedback style research while adding the dimension of student personality traits to the investigation. The results suggest that the treatment may not be effective for those with high extroversion, low conscientiousness, and low neuroticism. When those cases were excluded from the analysis, the variance accounted for increased substantially, supporting the notion that efficacy of the teacher behaviors is, in part, dependent on student personality traits. © 2013 Copyright Eastern Communication Association

The Relationship Of Instructor Self-Disclosure, Nonverbal Immediacy, And Credibility To Student Incivility In The College Classroom

In this study, we examined the potential mediating role of instructor credibility in the relationship of instructor self-disclosure and nonverbal immediacy to student incivility in the college classroom. Four hundred thirty-eight students completed online questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Dimensions of instructor credibility mediated the relationship of instructor self-disclosure valence, instructor disclosure relevance, and nonverbal immediacy, with student incivility. In addition, the dimension of competence mediated the relationship of instructor communicative behaviors with the other two dimensions of credibility. The amount of instructor self-disclosure was not related to the outcome variables. © 2013 National Communication Association

A Structural Equation Modeling Evaluation Of The General Model Of Instructional Communication

The General Model of Instructional Communication introduced by McCroskey, Valencic, and Richmond (2004) is supported in its original conception by canonical data. This study, however, uses structural equation modeling (SEM) to provide a more detailed analysis. Although the model as originally hypothesized fits the data poorly, analysis of the SEM results suggests adjustments to the original model that substantially improve the model\u27s fit. The revised model accounts for significant portions of the variance in the outcome variables, provides a more detailed explanation of the relationships involved, and has implications for future research. Bootstrapped parameter estimates suggest that the results are replicable. © 2009, Eastern Communication Association

The Development Of A Set Of Core Communication Competencies For Introductory Communication Courses

In most academic disciplines, there is one introductory course that presents an overview of the discipline and introduces fundamental, discipline-specific principles and competencies. However, in Communication Studies, the discipline recognizes and offers multiple course options that may serve as the introductory course. This project sought to identify a set of core communication competencies that should constitute the basis for any and all introductory communication courses within and across a variety of communication contexts. Working in four phases over a three-year period using a modified Delphi method and conducting seven focused group sessions with 125 participants, seven core competencies for the introductory communication courses were identified: Monitoring and Presenting Your Self, Practicing Communication Ethics, Adapting to Others, Practicing Effective Listening, Expressing Messages, Identifying and Explaining Fundamental Communication Processes, and Creating and Analyzing Message Strategies

The Power of Provisional/Immediate Language Revisited: Adding Student Personality Traits to the Mix

Previous research found that relatively minor changes in the wording of written assessments can influence students\u27 motivation and affect toward the teacher. Not considered previously, however, is the role that student personality traits might play. Are the observed effects consistent across various personality types, or are different personality types affected differently by the same teacher behaviors? This study takes a first step toward answering that question, replicating the previous written feedback style research while adding the dimension of student personality traits to the investigation. The results suggest that the treatment may not be effective for those with high extroversion, low conscientiousness, and low neuroticism. When those cases were excluded from the analysis, the variance accounted for increased substantially, supporting the notion that efficacy of the teacher behaviors is, in part, dependent on student personality traits. © 2013 Copyright Eastern Communication Association