Engaging Persuasion: What Should Undergraduate Students Enrolled in a Persuasion Course Learn?

In our daily activities we are bombarded with persuasive messages. From advertising on mass and social media to interactions with friends, we are constantly exposed to attempts to change or reinforce our attitudes, values, beliefs, and behaviors. Conversely, we routinely attempt to influence others and gain their compliance through persuasive attempts of our own. Without question, persuasion is a central feature of virtually every aspect of human communication and is found wherever we find people communicating. Fortunately, scholars have developed a great number of empirically tested persuasive techniques, strategies, and theories that can help students become effective producers and consumers of persuasive messages. This article outlines the foundations, content areas, and applied assignments appropriate for an undergraduate persuasion course. In addition, we outline several pedagogical issues for instructors to consider

Labor Allocation and Productivity of Men and Women on Thai Farms

This paper examines the efficiency at labor allocation and the productivity of labor by gender between and within farm and non-farm enterprises on Thai farms. A Cobb-Douglas production function is estimated for both types of enterprises using disaggregated data. The estimated parameters of these functions are utilized to analyze efficiency and productivity issues. The results showed that inter-enterprise efficiency can be enhanced by allocating more labor of men to non-farm enterprises and mare labor of women to farm enterprises, but cultural constraints may impede such substitution. Policy makers need to improve incentives for non-farm enterprises

Rethinking Evaluation Strategies for Student Participation

Basic communication course instructors encourage student participation in the classroom by employing a variety of strategies, including graded participation. The present study examined the methods that basic course instructors use to facilitate and assess student participation in the classroom through focus groups interviews exploring how students perceive graded participation in the basic course. The findings suggest that while there are conditions in which the focus group students enjoy participation, there are also conditions in which they perceive such strategies as a power issue for instructors and reject the notion that participation accurately measures their level of involvement and learning in the classroom. Moreover, results indicate that students perceive instructor immediacy to be a significant factor in their willingness to participate. Finally, the focus group members offered several suggestions for instructors to better facilitate student participation in the classroom

Speech Evaluation Assessment: An Analysis of Written Speech Feedback on Instructor Evaluation Forms in the Basic Communication Course

As a critical component of many general education programs, the basic communication course is at the forefront of many assessment efforts. Five years after conducting extensive program assessment using student portfolios, and after implementing revisions to the instructor training program, course directors at Illinois State University conducted another round of portfolio assessment. The present study reveals progress in the specific areas originally targeted for improvement. Additional areas for future revisions to the instructor training program are suggested. Implications for assessment efforts at other institutions are discussed

Synthesizing the First 15 Years of the Basic Communication Course Annual: What Research Tells Us about Effective Pedagogy

Despite the popularity of the both the basic course in communication and the Basic Communication Course Annual, questions still remain about the empirical support for the ways in which we teach the basic course. This essay categorizes and synthesizes 61 empirical studies published from 1989 to 2004 in the Basic Communication Course Annual. The studies are classified into five categories: teaching strategies, teacher and student characteristics, status of the basic course, analyses of texts for the basic course, and assessment of the basic course. Several salient themes are developed and suggestions for future research are advanced

Assessing Classroom Management Training for Basic Course Instructors

Extant research demonstrates that graduate teaching assistants (GTAs) experience student misbehaviors in the classroom and that basic course administrators should be proactive in preparing GTAs for classroom management issues (Meyer et al., 2007). Following the recommendation for the development of classroom management training (CMT) by Meyer et al. (2007), the present study sought to assess the implementation of CMT. Specifically, a group of GTAs completed the same survey instrument twice following the completion of CMT, once early in the semester and again at the end of the semester. Results of the present study indicate that GTA reports of student misbehavior were reduced, and GTA confidence in the ability to manage misbehaviors increased following CMT. Additionally, the results indicate that the frequency and severity of student misbehaviors were reduced for GTAs who received CMT compared to GTAs who did not receive CMT

Designing Classroom Management Training for Basic Course Instructors

Since many basic course training programs fail to adequately address classroom management issues, most graduate teaching assistants (GTAs) enter the classroom unprepared to confront student misbehaviors. However, literature suggests that by incorporating classroom management issues into training pro­grams, GTAs will be better armed to establish the instructional climate of the classroom and confront stu­dent misbehaviors. In this study, GTAs who had not received classroom management training (CMT) were given a survey containing closed and open-ended questions regarding typical student misbehaviors, possible classroom responses to those behaviors, and preferences for classroom management information during training. The results of this study identify student misbehaviors that occur in the basic course and draw implications for the integration of CMT into future GTA training and research

A New View of the Circumstellar Environment of SN 1987A

We summarize the analysis of a uniform set of both previously-known and newly-discovered scattered-light echoes, detected within 30" of SN 1987A in ten years of optical imaging, and with which we have constructed the most complete three-dimensional model of the progenitor's circumstellar environment. Surrounding the SN is a richly-structured bipolar nebula. An outer, double-lobed ``peanut,'' which we believe is the contact discontinuity between the red supergiant and main sequence winds, is a prolate shell extending 28 ly along the poles and 11 ly near the equator. Napoleon's Hat, previously believed to be an independent structure, is the waist of this peanut, which is pinched to a radius of 6 ly. Interior, the innermost circumstellar material lies along a cylindrical hourglass, 1 ly in radius and 4 ly long, which connects to the peanut by a thick equatorial disk. The nebulae are inclined 41o south and 8o east of the line of sight, slightly elliptical in cross section, and marginally offset west of the SN. The 3-D geometry of the three circumstellar rings is studied, suggesting the equatorial ring is elliptical (b/a<0.98), and spatially offset in the same direction as the hourglass. Dust-scattering models suggest that between the hourglass and bipolar lobes: the gas density drops from 1--3 cm^{-3} to >0.03 cm^{-3}; the maximum dust-grain size increases from ~0.2 micron to 2 micron; and the Si:C dust ratio decreases. The nebulae have a total mass of ~1.7 Msun, yielding a red-supergiant mass loss around 5*10^{-6} Msun yr^{-1}.Comment: Accepted for publication in ApJ 2/14/05. 16 pages in emualteapj forma

Symbiotic modeling: Linguistic Anthropology and the promise of chiasmus

Reflexive observations and observations of reflexivity: such agendas are by now standard practice in anthropology. Dynamic feedback loops between self and other, cause and effect, represented and representamen may no longer seem surprising; but, in spite of our enhanced awareness, little deliberate attention is devoted to modeling or grounding such phenomena. Attending to both linguistic and extra-linguistic modalities of chiasmus (the X figure), a group of anthropologists has recently embraced this challenge. Applied to contemporary problems in linguistic anthropology, chiasmus functions to highlight and enhance relationships of interdependence or symbiosis between contraries, including anthropology’s four fields, the nature of human being and facets of being human