Digital Commons Network^™

Cross Cultural Understanding Through Language, Shaun Bradley Roundy

Undergraduate Honors Capstone Projects

Much has been done to discover the place that language holds in the development of our communication and thought patterns. The methods through which members of various societies learn different attitudes and how their respective languages reflect and reinforce such patterns have also been studied in some depth with a number of world cultures. The interpersonal barriers and misunderstandings brought about by the dissimilarities between unconscious but powerful forces that culture has upon our thinking are understandably difficult to discern and thereby surmount. In this paper, I will demonstrate how the chances of achieving this aim may be enhanced through …

Subliminal Perception And The First Amendment: Yelling Fire In A Crowded Mind?, Scot Silverglate

University of Miami Law Review

No abstract provided.

The Cowl - V.53 - N.38 - May 3, 1989

The Cowl

The Cowl - student newspaper of Providence College. Volume LVVI - Number 38 - May 3, 1989. 16 pages.

The Cowl - V.52 - N.26 - Feb 1, 1989

The Cowl

The Cowl - student newspaper of Providence College. Volume 52, Number 26 - February 1, 1989. 16 pages.

The Cowl - V.52 -N.8 - Nov 4, 1987

The Cowl

The Cowl - student newspaper of Providence College. Volume 52, Number 8 - November 4, 1987. 20 pages.

The Cowl - V.51 - N.16 - Mar 25, 1987

The Cowl

The Cowl - student newspaper of Providence College. Vol 55 - No. 16 - March 25, 1987. 20 pages.

The Cowl - V.44 - N.8 - Nov 6, 1985

The Cowl

The Cowl - student newspaper of Providence College. Vol 44 - No. 8 - November 6, 1985. 20 pages.

The Linguistic Representation: A Measurement Of Progress., Jacqueline Graham Marymee

Student Work

Sandler and Grinder (1975) suggest that humans, when they speak, make a series of choices about the form they use to communicate their experience. Their experience of the world (a representation) is communicated in a "complete linguistic representation of their experience"--the Deep Structure (Bandler & Grinder, 1975, p. 35). The Surface Structure is the result of making the series of choices which Sandler and Grinder (1975) describe as 11 a sentence or sequence of words which we recognize as a well-formed group of words in our language" (p. 35). Thus, we have a Meta-representation--a representation (Surface Structure) of the full …

Language, Communication, Computers And The Law, R. A. Samek

Dalhousie Law Journal

There is an old story about a drunken man who is looking for an object under a street light. A policeman asks him what he is looking for. "It is my keys", he says. "Did you lose them here?" "No, over there.'" "Why then are you looking for them over here?" "Because I can see here", is the man's reply. The real significance of this story is very different from what it appears. It is not the man who is foolish but the policeman. We can only look for something from where we can see it. The alternative is to …

The Cowl - V.47 - N.20 - Mar 20, 1985

The Cowl

The Cowl - student newspaper of Providence College. Vol 47 - No. 20 - March 20, 1985. 16 pages

The Intrapersonal Language Use Of Preschool Children, Sylvia Wutschke

Theses and Dissertations

No abstract provided.

The Cowl - V.37 - N.21 - Apr 4, 1984

The Cowl

The Cowl - student newspaper of Providence College. Vol 37 - No. 21 - April 4, 1984. 20 pages.

The Cowl - V.37 - N.16 - Feb 8, 1984

The Cowl

The Cowl - student newspaper of Providence College. Vol 37 - No. 16 - February 8, 1984. 12 pages.

Information, Constraint, And Meaning, Martin Zwick

Complex Systems Faculty Publications and Presentations

Despite the familiar and correct disclaimer that information theory (Shannon and Weaver, 1949) does not concern the semantic level of communication, the technical definition of information nonetheless bears directly and importantly on the subject of meaning. Meaning, at least in one sense of the word, is the recognition of constraint and is based on isomorphism of structure. Constraint reduces information yet information is also the very substrate of meaning. Meaning is thus the union of the informative and the intelligible (Moles, 1958), the reconciliation of this dialectical opposition being achievable in several different ways.

The Cowl - V.38 - N.13 - Dec 9, 1983

The Cowl

The Cowl - student newspaper of Providence College. Vol 38- No. 13 - December 9, 1983. 24 pages

The Cowl - V.38 - N.7 - Oct 20, 1983

The Cowl

The Cowl - student newspaper of Providence College. Vol 38 - No. 7 - October 20, 1983. 16 pages.

Communicating The Gospel Into The Tribal World A New Reality And A New Language, Ron Rall

Master of Sacred Theology Thesis

It is the primary focus of this thesis to deal with the practical problem of communicating the Gospel into the thought world of people who have never before heard it, specifically the world of people who might be called “tribal" peoples.

The Cowl - V.38 - N.2 - Apr 27, 1983

The Cowl

The Cowl - student newspaper of Providence College. Volume 38 - No. 2 - April 27, 1983. 12 pages.

The Cowl - V.37 - N.14 - Feb 2, 1983

The Cowl

The Cowl - student newspaper of Providence College. Volume 37 - No. 14 - February 2, 1983. 20 pages.

Distribution Of Information Over Portions Of Three Letter Words, John Joseph Derbort

Graduate Theses and Dissertations

No abstract provided.

Working With Aborigines In Remote Areas, John De Hoog, John Sherwood

Research outputs pre 2011

This Handbook has been written to answer an urgent need expressed by people whose jobs involve working with Aboriginal people in remote areas. This includes a wide range of positions in health, welfare, police and law, employment, construction, community advice, missionary endeavour, linguistics and research. Almost all people in these positions have a common need: to gain some background information about Aboriginal people, life in remote communities, and ways of developing good communication with Aboriginal people.

The Cowl - V.34 - N.14 - Jan 20, 1982

The Cowl

The Cowl - student newspaper of Providence College. Volume 34 No. 14 - January 20, 1982. 12 pages.

Development And Use Of Student-Conducted Interviews With Native Speakers For Use In The Language Class, Janie L. Duncan

MA TESOL Collection

No abstract provided.

A Supplementary Reference Guide For Non-Native English Speakers On The Communicative And Cultural Aspects In The Esl Miscellany, Joanne Ching Chao

MA TESOL Collection

This is a supplementary guide designed especially for non-native ESL users to be used in conjunction with The ESL Miscellany. It covers two parts of the book, the Communicative Aspect and the Cultural Aspect. In the Communicative Aspect this guide includes the definitions of all the idioms under the different categories, such as food, music, colors, and religion which appear in The ESL Miscellany. In the Cultural Aspect, six areas have been explained and defined. These are “Famous Americans”, “heroes”, “Historical Sites”, “Dates and Holidays”, “Famous Quotations”, and “Proverbs”.

The Cowl - V.34 - N.5 - Sep 23, 1981

The Cowl

The Cowl - student newspaper of Providence College. Volume 34 – September 23, 1981. 16 pages.

The Cowl - V.33 - N.18 - Mar 11, 1981

The Cowl

The Cowl - student newspaper of Providence College. Volume 33 - March 11, 1981. 12 pages.

Categories And The First Amendment: A Play In Three Acts, Frederick Schauer

Vanderbilt Law Review

In the foregoing pages I have attempted to flesh out three different aspects of what has been broadly called "categorization."Implicit in this project is the premise that it is often quite revealing to search for important differences in the face of superficial similarity. Very often, however, when we search for differences we may discover additional points of similarity that are not at first apparent. This seems to be the case here, in that one recurrent feature is what one might inelegantly call "learnability." The concept of learnability is comprehensible only in the con-text of a separation of roles.' Thus, if …

Aspek Komunikasi Dalam Pengajaran Bahasa, Setyadi S. Drs.

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

This article discusses the communicative aspects of foreign language teaching, particularly English, by tracing the development of teaching methods and theories alongside advances in linguistics. The early stage was characterized by the traditional grammar-translation approach, later shifting to structural methods such as the audio-lingual approach, and eventually transforming into generative and cognitive perspectives. The article also highlights teaching practices around the 1960s, which emphasized pattern practice to master grammatical structures through repetition and error correction. These paradigm shifts illustrate the transition from passive learning to viewing language as a tool for active communication. Thus, the article underscores that language teaching …

English Through Drama: Rationale And Description Of Materials Developed In An Esl Drama Project In Israel, Enid Carol Kumin

MA TESOL Collection

This paper examines the rationale and design of a series of skits which three others and I wrote and presented in Israel during the course of an "English-through-drama" program which we conducted in the public school system. The paper presents one skit, used for fourth - sixth grades, as an example of the work we produced and as a basis for clarifying the way our teaching assumptions and objectives were reflected in our materials. The skits are of interest because of the way in which they integrate various drama techniques to meet both affective and linguistic needs in the classroom, …

Communication Modules: Student-Generated Language Arts Projects For Bilingual Education, Annie Katherine Hawkinson

MA TESOL Collection

The materials consist of nine curriculum units designed for use with bilingual students at 4th, 5th, and 6th grade levels. Although originally developed for French-English bilingual students, they can be used with any language group, since the learning activities are themselves not language-specific. The language used for each communication project is collected from the students themselves: hence the units themselves can be used with any bilingual group.

The learning activities are also designed to be used in multilevel classes, i.e. classes where students' language proficiency may vary. They of course may also be used in classes where such variation does …