Multiple intelligences theory explores the idea that people learn and process information in different ways based on a combination of different areas of intelligence. In the areas of communication and education, this becomes important as a means to understand the listening process and creating class environments that offer instruction in more than just the typical linguistic or logical-mathematical areas of intelligence. This paper will explore the literature on multiple intelligences as related to communication and instruction. The application of this theory will be discussed, presenting information the use of multiple intelligences in communicating in a class environment.

This article describes a mixed-methods study that examines the effects of literature circles (peer-led small group discussion of an assigned reading) on the reading achievement of college students taking developmental reading courses. The researcher-developed intervention was comprised of three connected activities (collaborative oral re-tell, short written response, and open discussion). Quantitative methods were used to measure the effectiveness of the intervention, and qualitative methods were used to analyze reading attitude/motivation and textual engagement. Thirty-eight college students in required reading courses participated in the five-week study, randomly assigned to either the treatment (participation in literature circle) or control (independent reading) condition. Comprehension was assessed through an oral re-tell of the novel, a researcher-developed book-specific assessment, and a pre-existing assessment on an unfamiliar passage. Quantitative analysis, which is the focus of this article, revealed that the students assigned to literature circles outperformed the control group students (significant main effect). While the qualitative findings are not discussed herein, analysis revealed that literature circles not only improve reading comprehension and depth of textual engagement but also provide an opportunity for discourse, collaboration, and social interaction. These findings suggest that literature circles would be an effective addition to a postsecondary developmental reading curriculum.

This study examined how violations of listeners’ expectancies of the strength of speakers’ foreign accents influence evaluations of foreign-accented speakers. Participants (N = 275) listened to a male or female speaker reading a short passage in Spanish-accented English. Compared to participants whose expectancies about the strength of speakers’ foreign accents were confirmed, listeners whose expectancies were negatively violated reported a more negative affective reaction and attributed less status to the speaker. Affect partially mediated the effect of negative expectancy violations on ratings of status. Participants whose expectancies were positively violated did not differ from those whose expectancies were confirmed on any dependent measures.

Although often implicit, semiotics plays an integral role in understanding the way in which social identities can be used to promote reconciliation or encourage conflicts among groups. By integrating the theoretical frameworks of Social Representation Theory and the Dialogical Self with Social Identity Theory, we can better understand the process by which new social identities are created or old social identities persist in creating division in societies. This approach can be applied to analyze the effectiveness of the promotion of a superordinate Rwandan identity in post-Genocide Rwanda over the divisive identities of Tutsi and Hutu. It can also be applied to Northern Ireland, where signs as subtle as the color of flowers in your garden can be strong indicator of your identity as a Protestant or Catholic.

It is in the intent of this chapter to develop a basic understanding of the function and role of divisive symbols within post-violence or reconciliation settings. Whether these symbols are flags, ethnic labels, commemorations, or other social representations, they serve as a way for members of a society to both communicate heritage and socially connect with other members of a group—both past and present. In analyzing the conflict, understanding these divisive symbols can be of critical importance due to the emotional responses that these symbols elicit. Given this strong response, one can conclude that these symbols are similar to what Volkan (2006) refers to as a “hot place” or a “physical location that individually and collectively induces (or reinduces) immediate and intense feelings among members of an ethnic or other large group” (p. 137). These emotions can lead to some members of the culture being filled with a sense of pride and connection with their social group, while at the same time these symbols can create strong feelings of oppression or even hatred among others.

Once a conflict has ended, it is the responsibility of the conquerors to write the historical narrative. The purpose of the narrative will either be to further divide the warring parties or to bring reconciliation. At the base of these historical narratives are the social representations—the communally held beliefs—that the rulers wish to promote within society. As Jahoda states, “the purpose of social representations is to make the unfamiliar, familiar” (1988, p. 201). By modifying and promoting specific representations, the leaders are able to modify and promote the desired history. A clear example of this is Rwanda. Starting during the colonial period, the Belgians combined existing narratives with their Hamitic myth to validate their rule through the Tutsi minority. In postcolonial Rwanda, the Hutu used their version of this historical narrative, with the emphasis put on conflicting representations, to justify their dominance over the Tutsi and the resulting violence. References to these narratives were used during the 1994 genocide to promote this violence on a level never before seen in the country. It was easier to commit these acts when they were seen as extensions of what had happened in the past. The Hutu were encouraged to eliminate the “foreigners” before they took over the country, as they had done so many times before. Just as the former government used history to encourage conflict, the current Rwandan government is using its version of events to encourage reconciliation. After generations of division within the country, the Rwandan Patriotic Front (RPF) has overtly modified its historical narratives to promote social representations of peace. The elites within a society have a large say in which social representations will be most prevalent, and so the RPF is able to allow only its historical narratives into the public discourse. Any mention of the narrative that Hutu and Tutsi had different origins or were naturally divided is prohibited. However, erasing the older versions from the collective memory and personal identity is a much more difficult task. So far, they have been unable to completely eliminate the conflicting narratives from Rwandans’ private discourse and as long as divided representations remain in Rwanda, the potential for future violence remains.KeywordsSocial RepresentationHistorical NarrativeCattle HerderPersonal NarrativeFuture ViolenceThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Associate degree nursing (ADN) education developed from Mildred Montag's research and differentiated practice vision in 1952. From the first set of graduates, Montag's differentiated practice vision did not take hold. Lack of differentiation of nurses' role and functions in practice based on education preparation continues today. The “BSN in 10” legislative proposals raise questions about the role of the ADN nurse in practice. This article is an invitation for further historical study and dialogue.

The scenario addressed here is that of a swarm of agents (simulated robots) that needs to travel from an initial location to a goal location, while avoiding obstacles. Before deploying the entire swarm, it would be advantageous to have a certain level of confidence that a desired percentage of the swarm will be likely to succeed in getting to the goal. The approach taken in this paper is to use a small group of expendable robot ldquoscoutsrdquo to predict the success probability for the swarm. Two approaches to solving this problem are presented and compared - the standard Bernoulli trials formula, and a new Bayesian formula. Extensive experimental results are summarized that measure and compare the mean-squared error of the predictions with respect to ground truth, under a wide variety of circumstances. Experimental conclusions include the utility of a uniform prior for the Bayesian formula in knowledge-lean situations, and the accuracy and robustness of the Bayesian approach. The paper also reports an intriguing result, namely, that both formulas usually predict better in the presence of inter-agent forces than when their independence assumptions hold.