Communication

Parents play a pivotal role in the gender development and sex-typing of children. It is important to discover whether gender role communication differences exist based on the sex of the child or parent. The present study aimed to discover differences in gender role messages communicated between mother-daughter, mother-son, father-daughter, and father-son dyads. Participants (n ¼ 630) completed a modified version of Bem's Sex Role Inventory. Two key results were discovered: mothers communicate significantly more feminine messages to children, regardless of child sex; and the modified BSRI identifies respondents as weak vs. strong gender identity rather than masculine, feminine, androgynous, or undifferentiated.

Out-of-classroom communication (OCC) in the form of email has increased considerably in the past few years. This study uses Interaction Adaptation Theory (IAT) to inform and frame the impact of using overly casual email messages with instructors. Study one used an experimental method to determine that message quality (casual vs. formal messages) accounted for between 48% and 64% of the variance explained in affect toward the student, student credibility, and message attitude. Message quality also significantly impacted on an instructor's willingness to comply with a simple request for a face-to-face meeting. Study two further examined these findings using a comparative analysis of both instructors and students. Findings reveal that instructors are bothered more than students by overly casual email messages. Instructors attribute students' use of overly casual emails more heavily to training issues, while students attribute this to technology use. Two specific email violations that bother instructors more than students are emails not signed by the message sender and messages that include shortcuts like ''RU'' instead of ''are you''. Finally, it appears that instructor generational differences have little impact on these descriptive findings.

Relying on SIDE theory, this 2 × 2 experimental design tested the effects of adherence to organizational norms and interpersonal familiarity in e-mail messages from both superior and subordinate perspectives. Results reveal that using norm-congruent e-mail messages account for over 50% of the variance in both superior and subordinate attitudes toward the message and between 30% and 56% of the variance in perceptions of source credibility. Data from the superiors indicate that norm congruent e-mail messages account for 14.4% of the variance in message compliance. Results from subordinates reveal an interaction effect that is consistent with SIDE-based predictions. Subordinates believe superiors are most likely to comply with e-mail requests from unfamiliar subordinates that are crafted in a manner congruent with organizational norms.

Research examining the relationship between work and life is permeated by metaphors (balance, conflict, spillover, etc.). However, these metaphors are often used interchangeably and with limited conceptual development. Moreover, current research tends to focus solely on white-collar experiences with work and life without taking into consideration how other professions negotiate these spheres. To account for this discrepancy, we examined the metaphors used by those employed in a blue-collar profession (i.e. custodians). A grounded metaphorical analysis revealed the following metaphors: tough similarities, separation, imbalance, and opposites. Implications of these metaphors, limitations and directions for future research are discussed.

The term workplace bullying refers to an extreme form of workplace emotional abuse that is primarily accomplished through repeated negative and harmful communication behaviors . Research on bullying has predominantly explored the personality traits of targets and bullies, the causes of bullying in the workplace, and prevention and intervention strategies. In contrast, this project explored how targets of bullying understand and talk about justice in online support communities. Specifically, this research revealed targets most often talk about distributive justice and less often talk about procedural, interactional, and restorative justice. Targets also talked about an array of motives for obtaining justice including vindication, retribution, and retaliation. Analysis of social confrontation episodes revealed vast differences between productive attempts at justice and unproductive attempts. Practical and conceptual conclusions and implications for organizations and targets are discussed.

Phenomenological investigation of a community intergroup dialogue program reveals that participation in the program promoted complex thinking about diversity, feelings of self-efficacy, and changes in communicative action. Agency in the interest of social change, however, depended on both access to resources such as cultural capital, and incentives to recognize a need for change. The results suggest that dialogue has important potential for intercultural understanding, alliance building, and social change, but also that the indeterminacy implied in open systems prohibits assurance that change will be in the direction intended by program organizers.

Held various positions with An-Nahar ("The Day"), Beirut, 1974-1978. An-Nahar is Lebanon's leading daily newspaper and the only independent print medium in the country. From 1974 through 1976, served as a reporter covering local, national and international news. Promoted in 1977 to an assistant editor, editing and compiling news stories from local correspondents. In 1978 took over as a community relations director responsible for maintaining good contacts with various opinion leaders and organizations. Left to pursue graduate study in the USA. Advertising Copywriter, Tamam Agency, Beirut, 1973. Wrote advertisements for a wide range of products and services (hotels, airlines, insurance agencies, consumer non-durable goods, etc.) RESEARCH BACKGROUND AND PHILOSOPHY:

conceptualization, and active experimentation. While each individual usually learns from a combination of these abilities. (s)he also tends to have one or two preferred styles. (See Gould, 1980, for a discussion of other models of learning styles.) Several authors in the field of multicultural education point out that students' learning styles are likely to be strongly influenced by their ethnic backgrounds. Anderson (1988) delineates types of tasks with which U.S. students of various cultural heritages tend to excel. He then interprets this as a function of "Western" (meaning Euro-Americans, primarily males) and non-Western (female and immigrant) world views, which he outlines as follows: FIGURE 3: Anderson's Cultural Groupings of World Views and Cognitive Styles ~ · · Some Fundamental Dimensions of ~o-~tem -es. Western Wbrld View Non-Western ~m • Empbasilc group cooperation • Aduettmmt as it refleccs group • Emphasize individual competition • Achievement tor the ...

Every culture has its own way of interpreting and making meaning of the world. Cultural interpretations are expressed through the way language is structured, through beliefs and values, through expected behavior, and through common symbols (such as flags and hearts). Agreements Cultural interpretations can be thought of as a collection of agreements, shared by a group of people, that define what is true and what is good, as well as what kinds of behavior are expected. For example, in American society, we agree that telling the truth, wearing clothes, washing hands before eating, living in houses, valuing paper money, fighting for individual rights, and believing in equality are good, worthwhile behaviors. Many of these agreements seem so natural, so right, that we don't even think about them. Agreements, after all, make the existence of groups possible by helping individual members get along, communicate more easily and know what to expect, and ultimately, provide predictable guidelines of behavior.

Let U − q be the negative part of the quantum enveloping algebra U q (g) associated to a simply laced Kac-Moody algebra g. Let g σ be the fixed point subalgebra of g obtained from a diagram automorphism σ, and put U q = U q (g σ). Let B (resp. B) be the canonical basis of U − q (resp. U − q). Let B σ be the set of σ-fixed elements in B. Lusztig proved that there exists a natural bijection B σ ≃ B based on his construction of canonical bases through the geometric theory of quivers. In this paper, we prove (the signed bases version of) this fact, in the case where g is finite or affine type, in an elementary way, in the sense that we don't appeal to the geometric theory of canonical bases nor Kashiwara's theory of crystal bases. We also discuss the correspondence between PBW-bases of U − q and of U − q , by using a new type of PBW-bases of U − q obtained by Muthiah-Tingley, which is a generalization of the PBW-bases constructed by Beck-Nakanjima.