Rhetoric, and therefore persuasion, can be utilized to impact society in profound ways. These communication devices can also be used for more sinister and nefarious purposes that can leave black marks on any society’s history. For the purpose of this rhetorical analysis, I thoroughly investigated three artifacts used by the Monsanto Corporation. This project attempts to show how Monsanto utilizes rhetoric and persuasion to convince consumers their products are safe to purchase, although there is no scientific consensus regarding that safety to humans and the environment. Through an examination of these artifacts, I was able to examine how Monsanto used apologia as image restoration during or after crises

This study was part of the Portland Language Development Project, a longitudinal study of early expressive language delay. Its purpose was twofold. The first was to examine phonological and reading abilities in second grade children with a history of language delay. The second purpose was to examine the relationship between phonological processing abi1ities and reading skills in these children. Second grade children were assigned to one of three groups, based on their history and current Development Sentence Score (DSS) score: (a) normal language (NL), those with more than 50 words at 20-34 months and above the tenth percentile on the DSS; (b) history of delay, but currently normal expressive language (HX), those with fewer than 50 words at 20-34 months and above the tenth percentile on the DSS; and (c) history of delay with continued performance below normal (ELD), those with fewer than 50 words at 20-34 months and below the tenth percentile on the DSS. The children were evaluated by means of the Reading Recognition and Reading Comprehension subtests of the Peabody Individual Achievement Test (Dunn & Mackwardt, 1970), three complex phonological production tasks, and the Lindamood Auditory Conceptualization Test (LAC) (Lindamood & Lindamood, 1979), which assesses phonological awareness. This study compared the reading and phonologica1 scores of the three groups to determine if there are any significant differences. The results showed no significant differences in reading abilities. There were significant differences on the complex phonological task of naming pictures, between the NL and HX group, and there were significant differences on the LAC, between the NL group and the ELD group, and between the HX group and the ELD group. Reading and phonological scores of the children with a history of late talking were correlated, using a regression analysis to determine whether reading recognition and reading comprehension could be predicted from the phonological production and LAC tasks. The LAC was the only variable that correlated with the Reading Recognition or Reading Comprehension subtests. The LAC accounted for 39% of variance of the Reading Recognition score, and 27% of the variance of the Reading Comprehension score.

Federal regulations specify that an employee working for eight hours cannot legally be exposed to noise which has a time-weighted average greater than 90 decibels on the A scale. The industrial workforce is comprised of not only people with normal hearing acuity, but of individuals who suffer from hearing loss. While current noise regulation standards are deemed appropriate for those with normal hearing, it is difficult to apply these standards to persons wearing hearing aids on the job. The ambient, or unamplified, noise levels that fall below the maximum permitted by OSHA standards may very well be amplified to levels greater than 90 dBA, by the hearing aid. If this were the case, the company employing the hearing aid user would technically be in violation of the OSHA regulations. This study addressed the question of what noise exposure might be expected for hearing aid users on the job in different situations, as well as in non-vocational settings. The research involved two methods, conducted to determine the noise levels created by hearing aids with different amounts of gain and to determine whether the amplified noise levels exceed those requiring intervention under current regulations. For both methods, ambient and amplified noise levels for each condition were gathered in specified increments, and were compared with regard to current regulatory standards. The resultant data revealed that when ambient noise levels average between 80 and 84 dBA, amplification provided by even a mild gain hearing aid caused the eight hour time-weighted averages (TWA's) to increase to levels above the 90 dBA maximum permissible levels as delineated by OSHA. Moderate and high gain aids further increased these levels. The results of this study suggest that the hearing aid users in industrial and perhaps non-industrial settings may very well be exposed to intensity levels which exceed OSHA maximums, even when ambient levels do not. The extent to which these arc exceeded are based on the gain and output of the hearing aid in use.

This study updates prior examinations of sexual content on daytime soap operas by investigating verbal references, implied sexual acts and mentions of sexually transmitted diseases. In addition, it extends earlier work by analyzing the commitment level and age of those involved in the sexual content. Finally, this study will attempt to obtain a clear picture of what adolescents perceive while viewing these shows. This was investigated by conducting adolescent and adult focus groups to see how they talk about soap operas. Also, comparisons were made of adult and adolescent coding of the sexual content on soap operas. All daytime soap operas were recorded twice per month for a six month period in 1995. From this sample, 36 hours of programming were coded for sexual content. For the adolescent and adult comparison studies, six adolescents and six adults from the Portland metropolitan area were selected to take part in focus groups and soap opera coding. Each of these subjects is a current soap opera viewer and all watched Days of Our Lives. The findings in this study do not support a social learning theory account, according to which the content of television programming provides a basis for undesirable effects. This study shows that soap operas provide both positive and negative depictions of sexual activity. It suggests that the age and/or background of the viewer has a more significant influence on what the viewer gets from the viewing experience.

In order to help reduce hearing loss, the Occupational Safety and Health Administration regulates noise levels in work environments. However, hearing aids are the primary rehabilitative service provided for individuals with an occupational hearing loss. Very little is being done to monitor hearing aid use in the work environment. Noise which may be safe to an unaided ear can amplified to levels that are damaging to the ear when a hearing aid is being worn. However, it is necessary for some individuals to wear amplification in these noisy environments for safety reasons. As a consequence it is important that these individuals be able to understand speech in the presence of industrial noise while wearing amplification. The purpose of this study was to determine if there is a significant difference in speech intelligibility between linear hearing aids and different types of non-linear hearing aids when they are used in the presence of industrial noise. Twenty-four normal hearing subjects were selected for this study. Each subject was ask to identify words in four CID W-22 lists which had been recorded through a linear hearing aid and two different non-linear hearing aids. Test results showed significantly better word· recognition for the linear in quiet condition over all other conditions. Significantly higher scores were obtained for the TILL condition than were obtained for the Linear in noise and the BILL condition. These preliminary results suggest that an individual wearing amplification in a noisy work environment would benefit with a TILL circuit. The TILL circuit would provide better speech intelligibility in this type of environment. Therefore, providing a safer work environment for the hearing aid user.

Students with mild to moderate hearing losses, and some with severe hearing losses, are mainstreamed in a regular classroom for all or part of the day (Martin, Berstein, Daly & Cody, 1988). While these students may require special education services, the classroom teacher plays a vital role in the overall education and daily management of a child with a hearing impairment (Hass, 1987). Villa (1989) reported that many school employees have not received adequate training to educate these students. Therefore, it becomes the school's responsibility to educate teachers through a comprehensive inservice training program. One format for providing such a program is a self-directed inservice program. This approach can be utilized as a cost-effective means of meeting the professional needs of educators, although little is known regarding its' effectiveness to train teachers about the needs of students with hearing impairments. To address the effectiveness of a self-directed inservice approach, a comprehensive self-directed inservice program which provides information about hearing loss, behavior manifestations of children with hearing impairment, hearing aid maintenance, and mainstreaming was developed. This program was designed to educate teachers about the classroom needs of students with hearing impairment. A group of 20 teachers were randomly assigned to either the experimental group, which received the inservice program or control group, who read a brief article. A post test was administered to both groups, and the experimental group also answered a questionnaire regarding the inservice program. The results revealed a significant difference in the basic knowledge of regular education teachers about the classroom needs of students with hearing impairments for those receiving the program. This suggests that a self-directed inservice program is a viable method of educating teachers about the needs of students with hearing impairments.

This thesis contains an analysis of apologia from the 1988 national presidential campaign which resulted from Republican vice-presidential candidate Dan Quayle's disclosure that he served in the National Guard during the Vietnam War. Quayle's revelation created a "gaffe sequence" played out in the media over a period of approximately two weeks. The rhetorical situation dictated the use of an eclectic methodology to evaluate apologia generated in response to media questions about Quayle's avoidance of active military service. Quayle's defense included minimalizing the issue through avoidance and denial during staged and spontaneous contact with the media, and also the rhetorical support of other Republicans. Ultimately, he overcame the issue by turning questions about his competence and character into questions about the media's ethos. Notwithstanding, the media's investigation of the relatively unknown Quayle pointed to the larger issue of his qualifications for national office. Although Quayle's strategy was successful, the initial gaffe raised questions about Quayle's ethos which persist to this day. The study yielded three important insights about apologia: (1) apologia is not a single response, nor responses given in a single setting; (2) not only does apologia repair an ethos, it can also help construct an ethos in cases where the public knows little or nothing about a political figure; (3) apologia includes the rhetorical support of others. Additionally, critics must continue refining existing methodologies as they seek to understand rhetorical phenomena.

Since its inception, intercollegiate debate has not only survived storms of controversy and periods of great change but has grown and matured into a vital part of almost every speech department across the country. Today, tournaments are more numerous than ever; the debaters are more plentiful and just as enthusiastic (even if spectators are not). Even though intercollegiate debate has withstood the struggles of its beginning and the ensuing growing pains, maturity has not brought an end to the problems and controversies. Many present day controversies--such as the value of debate, the value of the tournaments, and the type of decision have raged since the early years; other problems such as debating on both sides of the topic have developed and been temporarily solved only to reappear later. In short, intercollegiate debate is still being debated after more than seventy years. In the face of this realization, has intercollegiate debate made any real progress? that has happened in those seventy years-- what have been the major disagreements and problems of the past? Are they the same today? A survey of this past might suggest realistic and pragmatic solutions of some of the present problems. Some predictions on the direction of debate in the future should be evident concomitant with possible changes that will be necessary for debate to grow as an educational tool. In this study, only the history of intercollegiate debate in America will be dealt with; only the major changes and additions to the tournament1 the topic, the form, and the style will be examined from around 1892 until 1968. In almost every instance, this survey is traced through debate as it existed in the four year college.2 This is, presumably, the place where the most important and significant debating was (and is) done in terms of viewing trends and patterns. 1. Both the contest and tournament will be dealt with, therefore, it is necessary to distinguish between them--a contest debate is a single meeting between two teams whereas a tournament is a predetermined number of contests between several teams from different schools ;:ho meet at one commonly agreed place to carry on a tournament until a champion is determined. 2. Every attempt has been made to limit information to four-year colleges except when a form or change involving a prep school or junior college, or some other context, has been significant to the overview of intercollegiate debate.

The relationship of attitude change, eye contact time, and interview length to selection interview outcome was investigated by directly observing fifty-four selection interviews. Statistical analysis of the data revealed that although attitude change was the only independent variable significantly related to interview outcome, all three independent variables interacted in such a manner that applicant acceptance or rejection was correctly predicted 83 percent of the time. Attitude change was concluded to be the product of interview content. Furthermore, the predictive power of variable interaction was interpreted as meaning that given attitude change, eye contact time, and interview length, applicant acceptance or rejection may be predicted a significant portion of the time.

This thesis explores three creative works, "The music of Erich Zann" by H.P. Lovecraft; the film "Eraserhead" by David Lynch; and the "Self-Portrait (blue)" by Vincent Van Gogh, as examples of different forms of mad rhetorics as a way in which to demonstrate the application of the theory of "mad rhetorics" and the role "radical creativity" plays in the construction of mad rhetorics by "mad rhetors" play in society.