The Basic Course in Communication Theory: A Shift in Emphasis

This essay calls for a change in how the introductory communication theory course is taught. Standard models and texts are examined, described and critiqued. The standard model of communication theory depicts theory as a body of knowledge to be studied and applied to specific situations. This one dominant paradigm of communication theory constrains other possible approaches to understanding and teaching communication theory. The remainder of the essay offers a rationale for a shift in the teaching of communication theory, and directions for preliminary changes in the teaching of communication theory

Logic and Emotion, Persuasion and Argumentation: \u27Good Reasons\u27 as an Educational Synthesis

The purpose of this essay is three-fold. First, I will summarize the history and development of persuasion and rhetoric in the classical and renaissance world, demonstrating the manner in which argumentation, or conviction by means of logical proof, and persuasion, or conviction by means of a unified appeal to emotions and reasons became separated. Second, I will look at the manner in which persuasion and argumentation are presented educationally today by analyzing four of the most popular public speaking texts. Finally, I will argue that there is a more effective method for teaching the combined principles of argumentation and persuasion, as can be seen in the works of Karl Wallace, Walter Fisher and Douglas Hesse, and as seen in the argumentation texts of Barbara Warnick and Edward Inch and also Josina Makau

Critical Thinking Is/As Communication

This essay argues for the place of critical thinking in the basic communication course. Included in the argument is a discussion and critique of traditional modes of critical thinking, an analysis of an alternative approach to critical thinking, the grounding of this alternative approach in a classical communication model, a discussion of why the basic course in communication is the most appropriate home for the teaching of critical thinking, and a sample approach to teaching critical thinking in the basic course

Developing a Senior Capstone and Portfolio Course

Our purpose in this essay is to explain how the Speech Communication Department at Minnesota State University, Mankato developed a senior capstone and portfolio course. We describe how this course helped the department improve its curriculum and teaching, and helped its students enhance their learning of the discipline

Radiologic progression of glioblastoma under therapy-an exploratory analysis of AVAglio.

BackgroundIn this exploratory analysis of AVAglio, a randomized phase III clinical study that investigated the addition of bevacizumab (Bev) to radiotherapy/temozolomide in newly diagnosed glioblastoma, we aim to radiologically characterize glioblastoma on therapy until progression and investigate whether the type of radiologic progression differs between treatment arms and is related to survival and molecular data.MethodsFive progression types (PTs) were categorized using an adapted algorithm according to MRI contrast enhancement behavior in T1- and T2-weighted images in 621 patients (Bev, n = 299; placebo, n = 322). Frequencies of PTs (designated as classic T1, cT1 relapse, T2 diffuse, T2 circumscribed, and primary nonresponder), time to progression (PFS), and overall survival (OS) were assessed within each treatment arm and compared with molecular subtypes and O6-methylguanine DNA methyltransferase (MGMT) promoter methylation status.ResultsPT frequencies differed between the Bev and placebo arms, except for "T2 diffuse" (12.4% and 7.1%, respectively). PTs showed differences in PFS and OS; with "T2 diffuse" being associated with longest survival. Complete disappearance of contrast enhancement during treatment ("cT1 relapse") showed longer survival than only partial contrast enhancement decrease ("classic T1"). "T2 diffuse" was more commonly MGMT hypermethylated. Only weak correlations to molecular subtypes from primary tissue were detected.ConclusionsProgression of glioblastoma under therapy can be characterized radiologically. These radiologic phenotypes are influenced by treatment and develop differently over time with differential outcomes. Complete resolution of contrast enhancement during treatment is a favorable factor for outcome