An interview with William M. Kunstler: Rebel Rhetor

Differential usage of the five bases of power as conceptualized by French and Raven (1968) were examined to determine which base(s) of power mediated the Management Communication Style (MCS) of a supervisor. In addition, the supervisor's communication of each type of power was examined for relationships with employee satisfaction. Two samples are employed, one a group of 250 public‐school teachers and the other a group of 171 managers representing banking, service industries, and a product‐based organization. Results indicate that both samples associated the communication of coercive power with a “boss‐centered,” tell‐type MCS and negative job satisfaction. Both samples responded positively to increased use of referent and expert power. Reward power seems to have little positive impact for either sample. Lastly, legitimate power had a negative impact on MCS for the management sample.     

Prosody and alignment: a sequential perspective

In their analysis of a corpus of classroom interactions in an inner city high school, Roth and Tobin describe how teachers and students accomplish interactional alignment by prosodically matching each other’s turns. Prosodic matching, and specific prosodic patterns are interpreted as signs of, and contributions to successful interactional outcomes and positive emotions. Lack of prosodic matching, and other specific prosodic patterns are interpreted as features of unsuccessful interactions, and negative emotions. This forum focuses on the article’s analysis of the relation between interpersonal alignment, emotion and prosody. It argues that prosodic matching, and other prosodic linking practices, play a primarily sequential role, i.e. one that displays the way in which participants place and design their turns in relation to other participants’ turns. Prosodic matching, rather than being a conversational action in itself, is argued to be an interactional practice (Schegloff 1997), which is not always employed for the accomplishment of ‘positive’, or aligning actions.     

Student evaluation surveys: anonymous comments that offend or are unprofessional

Student comments are routinely collected in university evaluation surveys for the purpose of improving teaching and learning. Whilst student comments provide valuable insights into their experiences, there is limited published research reporting the extent to which student comments are offensive and professional. The aim of this study was to investigate the number of student comments that were identified as being offensive or unprofessional in an online unit evaluation survey collected in a semester in 2010 from an Australian university. One person read 30,684 comments taken from 17,855 surveys and identified comments considered to be abusive or unprofessional. Comments were categorised as either abusive or unprofessional and by the intended target (that is, teacher, unit, resource). Thirteen abusive comments (0.04 % of the sample) were identified. Five abusive comments were directed at the teacher and eight were targeted at teaching and learning experiences. Forty-six comments (0.15 % of the sample) were identified as unprofessional. Of these, seven comments were directed at the teacher and 34 were about units. This suggests that the vast majority of students do not abuse the privilege of giving anonymous feedback. Strategies identified in this paper to educate students and give appropriate feedback can be adopted by universities to minimise offensive comments. Universities can educate students and teachers in appropriate and professional ways of working together, in providing professional feedback to improve the student experience in teaching and learning and to support and mentor teachers in their academic careers.     

Knowledge systematisation,reconfiguration and the organisation of firms and industry: The case of design

The paper explores two pathways that are crucial for making knowledge economically useful – knowledge systematisation and knowledge reconfiguration – and analyses how their interplay enables the emergence of a new business function or activity. Knowledge systematisation is the abstraction and diffusion of operative principles to the effect of expanding to broader remits practices that had been initially conceived for a narrow purpose. Knowledge reconfiguration involves the conversion and formalisation of these novel practices within existing firm and industry organisation. Using the design activity as a lens, and drawing on primary and secondary interviews and archival data on the home furnishing sectors in Italy, our case study articulates the processes that facilitate the abstraction of general rules from novel practices and the changes that are necessary, both within firm and industry organisation, to foster their diffusion.     

Cultivating a Religiously Literate Society: Challenges and Possibilities for America's Public Schools

This article presents a rationale as well as a proposal for a religious literacy curriculum in U.S. public high schools. Relying on the Religious Education curriculum currently in use in the United Kingdom, the authors sketch a religious literacy curriculum designed to help students thrive in a pluralistic and democratic society. In order to help young citizens develop the skills, dispositions, and knowledge to thrive in an increasingly global, pluralistic, and democratic society, they need to become religiously literate. For students to be religiously literate they must learn to respect the religious other as well as understand the role of religions in contributing to civic life.     

Book review

Isaura Barrera, Robert M. Corso, Dianne Macpherson, Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood, Paul H. Brookes, Baltimore, MD, 2003.