This paper explores the concepts of rules, norms, and ethics as they pertain to intercollegiate forensic competition. The perspective is taken that these concepts tend to be conflated. Definitions of rules and ethics are drawn primarily from the National Forensics Association (NFA). The pertinent literature is reviewed, methods are explained, and results are reported and discussed. The conclusions pertain to the idea that forensics coaches and students alike are hesitant to accept universal rules and ethics, and prefer more contextualized standards. Suggestions for future research are also offered. / Department of Communication Studies

This research was done to find out if engineering oral presentations (EOPs) are a genre, if there are systematic differences between EOPs delivered by native speakers (NSs) and non-native speakers (NNSs) of English, if there are systematic differences between EOPs delivered by novices and experts and, if the engineering discourse community (DC) members have beliefs concerning what constitute 'good' EOPs. One engineering seminar and four engineering conferences carried out in Malaysia and the UK between March and September 1994 were participated. From this participant observation exercise, 100 questionnaires were gathered and responses analysed; sixty-eight EOPs delivered by NSs and NNSs were transcribed and analysed using Genre Analysis frameworks. Results from the analysis of EOPs were counterchecked with the responses in the questionnaires. It was found that EOPs did have describable characteristics which qualify them as a genre; There were few differences between EOPs delivered by NSs and NNSs of English because the latter tend to follow the former; There were describable differences between EOPs delivered by experts and novices. The engineering DC members did have their genre expectations but not all of their beliefs concerning what constitute 'good' EOPs were possible to materialise in actual occasions because of certain unavoidable constraints. These constraints were found to be affecting the variants of the genre more than the invariants. These variant-invariant elements were found to be related to the characteristics of exemplars, prototypes, prestige markers and the patterns of imitations of NNSs and novices of the engineering DC members. 'Ecological validity' was pointed out to be one of the ways of achieving the reliability and the validity of the research. Potential teaching implications were also discussed. Unavoidable limitations of the research were pointed out and finally immediate and longer term research projects have been identified.

The study of interculturality ("intercultural competence"), its foundations and its effects in francophone Western Africa reveals the need for a reconceptualization of intercultural communication. A theory of interculturality should be interdisciplinary, non-positivist, critical and reflexive. Because conventional approaches and their applications create a spatial and temporal distance, and undervalue endogenous knowledges, they limit understanding and hamper reciprocal intercultural exchanges. / The observation of communication processes around a sub regional West African organization (the "Communaute economique de l'Afrique de l'Ouest") reveals that interculturality is not a characteristic of better educated Africans or of those most exposed to foreign cultures, and even less of Whites or of other members of dominant groups. Rather, it is more pronounced among women, members of marginalized ethnic groups and, above all, among urban marginals. Interculturality manifests itself through interactions. It is the result of singular positions (standpoints) rooted in endogenous knowledges, in training (in its broadest sense) and in the experience of subordination in pluriethnic contexts. / The texts that inform the dominant definitions of situations create a communicational and intercultural handicap, also linked to a superior status in the informal hierarchy. On the opposite, the mobility of an insider-outsider position confers an advantage, an aptitude for conversation, or for an egalitarian exchange in various local and imported spaces of culture and power. Such a position is a condition for intercultural studies and practices. Individually, it can be developed through a formal or informal initiation, empathy and an awareness of one's own limits. / In development programs, the interculturality acquired by certain members of marginal groups is at the origin of processes of diversion--a reorientation of resources towards locally negotiated ends--which reveal the endogenous conceptions of participation and social change. The study of interculturality in Africa thus supports the idea that a communicational approach to intercultural problems could be fruitfully applied in other contexts.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 52-57). Also available in electronic format on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 144-158). Also available in print.

Thesis (M.A.)--University of California, Los Angeles, 1968. / Typescript. Includes bibliographical references (leaves 136-144).

The purpose of this study was to determine the roles that Native English speaking (NES) and non-native English speaking (NNES) tutors play in sessions with NES and NNES tutees in a U.S. Midwestern university's writing center, according to the perceptions of both types of tutors and tutees. The study also aimed to determine the extent to which the "native speaker fallacy"--the preference for anything related to native speakers over anything related to non-native speakers--was evident in these perceptions, particularly in tutoring strategies, difficulties in tutoring, and tutoring competence. The researcher collected data for the study from pre- and post-session interviews of both types of tutors and cross-analyzed coded patterns from this data with patterns found in pre- and post-session interviews of both types of tutees and with the researcher's observations of the participants' sessions. According to the research results, both tutors' and tutees' perceptions as expressed in their interviews were more affected by the tutors' status, NES versus NNES, than by specific qualifications of the tutors to assist tutees, with the responses revealing the participants' assumption of native speakers' superiority. Despite cross-analyzed findings that NNES tutors were perceived as more able to explain the causes of error, findings also revealed NES tutors' confidence in their NES status as compensating for their lack of grammar knowledge and NNES tutors' perception of themselves as inferior and needing to compensate for their non-NES status through teacher-like directness in assistance offered. Also, despite tutees' expressed appreciation for NNES tutors' explanations of errors, tutees still expressed a preference for NES tutors and applied a double standard, with NNES tutors seen as effective only if proved to be good writers and NES tutors assumed to be effective by virtue of their native speaker status. Drawing upon findings suggesting the influence of the native speaker fallacy on the participants' perceptions, the researcher concludes by discussing the significance of this study for identifying possible university initiatives to enhance appreciation of diverse cultures and for suggesting that although intrinsic knowledge of language seems preferred over learned knowledge, possessing both types of knowledge and the flexibility to employ more fluid roles as both peer and teacher would seem to equip tutors for more productive sessions.

ANNOTATION Our thesis is focused on the problems of the level of primary pupil`s speaking skills. Our thesis is divided into two parts. In the theoretic part we deal with data assembly from the professional literature, which deals with this topic. We explain the basic terminology, we attend to the most common speaking defects, the prevention of these defects, the system of the logopedic care in the Czech Republic and to correct and uncorrect pronaunciation of speech sounds. The practical part is the part of the research. In the way of the dialogue and the observation we get information about the speaking defects of children in the first and the second class of elemantary schools in Českobudějovicko region. We confront our hypothesis of the level of speaking skills of these children with the specialists at the logopedic school and in SPC Týn nad Vltavou. The supplementory material is the part of our thesis. In this part we offer the playing forms which could be used both by teachers and by parents.

Submitted in fulfillment of the requirements for the degree Of DOCTOR OF PHILOSOPHY In the Department of IsiZulu Namagugu At the University of Zululand, 2009. / This study focuses on the circular orientation in performances by Abathwa and Abantu speaking people of central and southern Africa. This notion is explored through close examination of space, movements, time and objects used during ritual and recreational performances. The study is informed by the meaning contained in symbolism rooted in Africans’ perception of culture, religion, language, cosmos, science and artistic aesthetics. The first chapter is the general introduction to the study covering aspects such as statement of the problem and hypothesis, rationale, methodology and literature review. It also attempts to give an in depth explanation of the African conception of the circle, the centre and the cycle. It explains how these three concepts are applied in social structure, architecture and ritual performances. The chapter also explains the African cyclical perception of time and life. The second chapter looks at the historical perspective of dance performances by indigenous peoples of southern Africa. The histories and the cultural backgrounds of the Khoisan and the Bantu speaking people, form the bases for the interpretation and understanding of dance performances during rituals, recreation and children games. The third chapter investigates the thematic approach towards the interpretation of dance performances by the Bantu and the Khoisan speaking people of Africa. The emphasis is on the theme of gender and sexuality since it is the theme that plays a central role in most of the ritualistic performances among the Africans. While the emphasis on relationship between genders in the performances, the attention is also paid towards the metaphoric, symbolic and paradoxical representations of African world view through the juxtaposition of gender and sexuality during performances. The fourth chapter examines the use of elements of dance performances in relation to themes of fertility (human and soil) and curing. These themes are discussed because they are the themes that apply to all the people being studied where as themes such as animal (hunting) and acrobatic (masks) can only apply to certain peoples not to the other for one reason or the other. The fifth chapter deals with the aesthetic principles as they apply to African dance forms and performances. It focuses on the application of the elements of space and symbolism contained in other elements of performance such as timing, costume, crafts and objects. The sixth chapter is an investigation of the circular orientation in modern performances and children games. It also examines the continuation of the circular orientation in religious worship-performances. The seventh/the last chapter is about the findings, recommendations and the general conclusion of the study.

Indiana University-Purdue University Indianapolis (IUPUI) / With a basic understanding of the connection between EAPS and the goals of public speaking I will focus on issues especially challenging to EAPS students due to cultural and language differences, which include: communication apprehension, understanding your audience’s frame of reference, rhetorical organization, and non-verbal communication.