Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 104-108).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 104-108). Also available in print.

Thesis (Ed. D.)--Boise State University, 2009. / Title from t.p. of PDF file (viewed April 13, 2010). Includes abstract and autobiographical sketch. Includes bibliographical references (leaves 155-168).

Thesis (Ed. D.)--Boise State University, 2009. / Includes abstract and autobiographical sketch. Includes bibliographical references (leaves 155-168).

This dissertation is an ethnographic study of the oral narrative production of students in the course of their normal school day in a northeastern middle school. Oral narrative is defined as spoken language that takes place in a social interaction in which one intent of the speaker is to interpret or make sense of the present by telling about past events. Reviews of the literature provide the rationale for not only studying student oral narrative but also valuing it. Qualitative analysis and an ethnographic approach to collecting data form the methodology of the dissertation. I was a participant observer on a seventh-grade team of sixty students and four teachers. I recorded their talk and my observations in settings which included homeroom, study periods, core classes, interviews, small group discussions, and field trips. Through a process of rereading, coding, charting, and condensing the data, I was able to describe episode-specific and underlying discourse rules which were most often operative just prior to the emergence of student narrative. I found that student oral narrative was most likely to occur just after the discourse rule context made clear that language could be recorded for further study. Students were more likely to narrate just after they were supported in their using language for a variety of purposes including to answer questions and to express emotions. When students could initiate the topic of talk, speak spontaneously, and talk with small groups of peers, oral narrative was also more likely to occur. Pedagogical implications include the need for educational leaders to design in-service education that familiarizes current practitioners with a research base for decision making in the area of developing students as oral communicators and thereby as narrators. One of many recommendations for further research is that k-12 language arts curricular be examined in terms of how they address students as speakers/narrators.

Thesis (M. Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 139-140).

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 139-140). Also available in print.

Patients with the same underlying concern express this with different styles that predict preference for physician responses. One hundred primary care patients imagined having chest pain and selected from a videotape, the most likely response which they would tell their physician: (1) symptoms only - no disclosure of underlying concern; (2) symptoms and a "Clue" to an underlying concern; or (3) symptom with an explicit concern. Depending on their preferred expression, they were presented videotaped doctors responses to that disclosure and ranked their response preferences. Patients stating they would present with symptoms only (17%) preferred a biomedical question response; patients selecting a symptom and a clue (43%) were equally comfortable with a biomedical question, facilitation or, an exploration of the clue. Of patients presenting with an explicit concern (40%), most wanted the physician to acknowledge and explore the origins of that concern.

With mounting criticisms on the relevance of communication studies, both to train future professionals as well as for academic enquiry, and with the influx of changes coming from society’s digital transformations, a review of the different interaction between the professional and technical aspects that constitute the field allow for elucidation of the actual specificity of the discipline or set of disciplines that are grouped under the banner of “communication sciences” or “media studies”. This essay strives to propose an understanding of these interactions through an specific metaphor, and then how this understanding can be used to facilitate academic thinking and professional undertakings cross-dialog. / Frente a las críticas sobre la relevancia de los estudios de comunicación tanto para formar comunicadores como para trabajar académicamente, y con el influjo de cambios producto de las transformaciones digitales, una revisión de las distintas interacciones entre las vertientes profesionales y técnicas que constituyen el campo permite esclarecer dónde yace la especificidad de la disciplina o conjunto de disciplinas que se agrupan bajo la lógica de “ciencias de comunicación” o “estudios de medios”. Este ensayo plantea una manera de comprender estas interacciones utilizando una metáfora específica, y cómo se puede usar esta comprensión para facilitar el encuentro entre la reflexión académica y las preocupaciones profesionales.

Made available in DSpace on 2016-08-03T12:29:54Z (GMT). No. of bitstreams: 1 Milena de Jesus Cardinal.pdf: 348267 bytes, checksum: 814dc3390a0dbb3d2b27fec4e7a4b771 (MD5) Previous issue date: 2013-08-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The corporate communication evolves quickly, following changes in market, in communication and society itself. The management of relationships between customers and organizations became more complex and has made the professionals to pay attention in the new market realities. Given this new scenario, it is essential to prepare the professional to deal with social media, and it should start already at the time of the university training. For literature review, we used as main authors Bueno (2009), Scott (2008; 2011) and Terra (2011). Because they are relatively new subjects, semi-structured interviews with authors / researchers were done to verify the ideal situations of teaching organizational communication nowadays. Aiming to introduce conditions, perceptions and challenges of training the professional communication of Mato Grosso do Sul to work with business communication, were made semi-structured interviews with university teachers and closed with students, so we heeded especially for their knowledge and practices in these new environments of interaction. Among the final results are the need of training professional with extensive knowledge of the area of communication and organizations and conclusion that comprehensive training ensures the performance of it in any media. / A comunicação empresarial se desenvolve a passos largos, acompanhando as mudanças ocorridas no mercado, no universo da comunicação e na própria sociedade. A gestão do relacionamento com os públicos de interesse das organizações se tornou mais complexa e faz com que os profissionais da área atentem para as novas realidades do mercado. Em função desse novo cenário, é fundamental a capacitação do profissional para lidar com as mídias sociais, e ela deve se iniciar já no momento de sua formação universitária. Para a pesquisa bibliográfica, utilizamos como principais autores Bueno (2009), Scott (2008; 2011) e Terra (2011).Por serem assuntos relativamente novos, foram realizadas, ainda, entrevistas semiestruturadas com autores/pesquisadores da área para verificar as situações ideais do ensino da comunicação organizacional atuais. Com objetivo de apresentarmos as condições, percepções e desafios da formação do profissional da comunicação de Mato Grosso do Sul para trabalhar com a comunicação empresarial, foram feitas entrevistas semiestruturadas com os professores das faculdades e fechadas com os acadêmicos, de forma que demos atenção especial para seus conhecimentos e suas práticas nesses novos ambientes de interação. Dentre os resultados encontrados estão a necessidade da formação ampla do profissional com conhecimento da área da comunicação e organizações e a conclusão que essa formação integral garante à atuação dele em qualquer mídia/ferramenta.